Adobe Photoshop (PS) is a powerful software that can be used to enhance student creativity and develop skills in many disciplines (William, 2016). PS could be used for technologically advanced primary school students to adults in areas such as art, design and multimedia. This educational technology, has the potential to develop student digital image manipulation skills, design and creative thinking and increase awareness of visual communication (Liao, 2018; Roberto et .al, 2015). Although PS has many benefits when used in a classroom setting, it does pose pedagogical challenges that would need to be addressed by educators to ensure effective learning is taking place.
PS supports learning objectives across the syllabus, from art and design education, multimedia, visual communication, much more (Liao, 2018). PS can be used to create, manipulate and edit images. It also helps increase exploration and inquisitive learning in technology, as students have opportunity to find new or alternative ways to create (Ruberto et .al, 2015). PS supports project based learning, as students can work together or individually and apply knowledge and developing skills to create authentic, creative products.
Using PS in the classroom has a few pedagogical challenges, one challenge is the technical complexity of the software, which requires students to have a certain level of digital literacy and technical skills (Liao, 2018).
Another challenge is the potential for students to rely too heavily on software tools, instead of developing critical thinking skills. This can be addressed by providing structured activities that encourage students to experiment with different tools and techniques, and to reflect on their creative processes.
Using PS in the classroom also raises the issues of copyright and digital ethics, which is not in the syllabus, however is imperative to learn about (Boudreau, 2016). Through the use of digital image manipulation, students need to understand the ethical implications of image manipulation and digital content creation, including issues of authenticity, representation, and ownership (Hansen, 2012). To combat this potential issue, teachers and educators could provide detailed scaffolds and guidelines to assist students when navigating the world of digital images (Boudreau, 2016).
Despite these potential challenges and pedagogical issues, Adobe PS can be used to foster creativity. Creativity is not easily defined, however Amabile (1983) defines creativity as a complex phenomenon that involves both cognitive and affective processes (Amabile, 1983). PS provides students with the opportunity to explore, experiment and take risks in a safe and controlled environment. Open-ended projects such as creation of abstract art, allows for multiple interpretations.
My guided exploration with PS, creating a fruit face;
References:
Amabile, T. M. (1983). The Social Psychology of Creativity: A Componential Conceptualization. Journal of Personality and Social Psychology, 45(2), 357–376. https://doi.org
Boudreau, K. J. (2016). Let's open up peer review. Nature, 533(7602), 159-161.
Hansen, M. J. (2012). Digital ethics and copyright. International Journal of Learning and Teaching, 4(1), 1-6.
Liao, Y.-W. (2018). Digital storytelling as an innovative pedagogical tool: A literature review. Journal of Educational Technology Development and Exchange, 11(1), 1-14. Retrieved from https://ojs.library.queensu.ca/index.php/jedex/article/view/12652/7677
Ruberto, L. A. (2015). Digital storytelling as a signature pedagogy for the new humanities. Arts and Humanities in Higher Education, 14(1), 60-75. doi: 10.1177/1474022214539742
Williams, J. B. (2016). Photoshop for educators. In D. Polly (Ed.), Handbook of research on technology tools for real-world skill development (pp. 324-346). Hershey, PA: IGI Global.
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