How Technology Improved Student Achievement in My Art Class

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Originally published in TEACH Magazine, July/August 2020 Issue

By Lori Mendiola

As a teacher, I have high standards that I expect students to reach. At the same time, however, trying to get them to take ownership of their learning can be difficult in the best of classrooms.

I had all this in mind when I accepted a new job as a high school art teacher in rural South Carolina. It was a big change from the Charter school that I had just left, and an even bigger challenge because it was a Title 1 school (higher rate of students in poverty), but I was determined to give it my all.

My first year was strenuous. I wanted students to be excited in the art room, to enjoy creating things, to feel accepted, and to be proud of their hard work. Instead, disciplinary problems were high, student achievement was low, and so was my patience.

My students were often on their phones, drawing on desks, arguing over grades, fighting with each other, and choosing not to do any class work. Any projects that were completed required repeated instructions because students weren’t listening the first time around, and were rushed, lacking effort, or not fully done.

I was frustrated with how the classes were going and knew I couldn’t do it again the following year. What worked with my Charter school students simply didn’t work for my current ones. I knew I needed to change my approach.

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Lori Mendiola holds a Bachelor’s Degree in Art Education from the University of South Carolina and has taught art to students at all grade levels. She is currently completing her Master’s Degree and lives in Myrtle Beach, SC, with her husband and two children.

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Lori Mendiola
Lori Mendiola
Lori Mendiola holds a Bachelor’s Degree in Art Education from the University of South Carolina and has taught art to students at all grade levels. She is currently completing her Master’s Degree and lives in Myrtle Beach, SC, with her husband and two children.

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