Every student, technophobe and technophile alike, can learn to use the computer both as an artistic tool and as an expressive medium.
Using digital technology as a medium for expression requires a personal understanding of the inherent affordances of a computer. This understanding means learning how a computer works, what a computer does well, and what a computer does poorly. It also means being able to work with non-traditional inputs and outputs. And, it means learning how to program. (Learning how to program does not mean learning a programming language, but rather programming concepts.)
Learning to use digital technologies as a tool does not mean teaching a particular piece of software or hardware. Digital tools become obsolete. When I began working with 3D imaging, the preferred modeling program was 3D Studio. It was superceded by Softimage, and more recently, Softimage has been replaced by Maya. Since I started working with web design we have gone though dozens of browser and server technologies. And, in the 15 years I have been programming, countless programming languages have been created. Learning to use computers means learning ideas and concepts that will remain relevant even as particular tools evolve. Through readings and discussions I make sure that students are firmly rooted in digital theory. Concepts in a vacuum are useless, however. In my classes students must apply their gained knowledge using the current technologies of the day.
As with the tools of any art form, utilizing digital technologies requires hands-on experience. I start classes with small structured projects that reinforce core concepts and give students a sense of achievement. As the class progresses, these projects become more challenging, requiring increased creative thought and planning. It is important to me that students finish a course with work of which they are proud. With digital technologies this often requires providing an infrastructure with which the student can work. Acknowledging the importance of collaboration in my own work, I encourage students to work in groups while making sure that every student contributes equally.
In my classes, I expect my students to be active participants contributing to the learning of the class rather than passively receiving information.