Teaching Creative Critical Action beyond Economy in the Art of Techno-ecology: Approaches for Integrating Technology Ethics with STEM Art Education

By Jane Crayton.

Published by Journal of Technologies in Education

Format Price
Article: Print $US10.00
Published Online: August 27, 2015 Free Download

This paper discusses creative approaches for encouraging technology ethics in STEM classes using immersive project-based art practice. As global economies emerge, our post-Google society is facing human impacted climate change, and it is critical that we radically change the face of our education system and eventually our economies, to include a broader scope of innovation. Art and diversity need to be included in STEM education to foster a sustainable community of ethical technologists who create solutions for humans beyond industry. When exploring STEM through immersive project-based art, students gain valuable skills for using and working with complex STEM concepts, while integrating ethical, and critical thinking skills. STEM acquired skills through artistic inquiry further the ability of users and creators to make educated decisions about innovative processes, products, or services; created or consumed. This paper presents three approaches for teaching STEM subject using immersive project-based art methods.

Keywords: STEM, STEM-A, STEM-Art, STEAM, project-based, innovation, ecology, economy, globalization, industry, critical thinking, real-world, immersive, fulldome, ethics, diversity, aesthetics, circuit bending, beekeeping, design, photography

Journal of Technologies in Education, Volume 10, Issue 3-4, September 2015, pp.13-25. Article: Print (Spiral Bound). Published Online: August 27, 2015 (Article: Electronic (PDF File; 2.611MB)).

Jane Crayton

Graduate Student at UNM, Instructor/Faculty at CU Boulder Instructor/Founder at STEM-A, College of Education, UNM, Science Discovery, UC Boulder, University of New Mexico, University of Colorado at Boulder STEM-A, Boulder, CO, USA