The main purpose of this study is to increase knowledge about how teachers use digital tools and media in art education and their attitude towards using them. The aim is also to examine how art teachers perceive working with digital tools and media can help students use media more consciously.
I used a categorization within media literacy, introduced by Rolf Ekman and Karin Fogelberg, throughout my study. The categorization divides media literacy into three categories: use, understanding, and production. I used two methods to gather empirical material for my study: an online survey and interviews.
The results show that many teachers have a positive attitude towards using digital tools and media in art education, even though a lot of them have not received education regarding working with digital tools and media. It also shows that many students lack knowledge when it comes to using a computer, which is a common digital tool in school today. The conclusion shows that teachers can be the key to helping students become more conscious when using media, and that art education can be a useful tool for it.