The research reported in this thesis was an investigation into the integration of art and technology. The purpose of this study in the first instance was to analyse various perspectives both for and against the inclusion of computer technology within present art curriculum from a literature conceptual framework. These literature perspectives were seen to have advocated an agenda for the inclusion of technology within art education from an essentialistic and deterministic structure. In order to deconstruct these preconceived notions regarding the use of computer technology within art education these literature perspectives were 'grounded' within the context specific, causal nature of a qualitative case study. The research consisted of an organisational case study that dealt with the experiences of fifteen year ten art students and their first interaction with computer technology within an art context. Various qualitative research methodologies were used to document the substantive data that occurred. Specific phenomena were then related to the issues that emerged from the literature analysis. The results revealed that several literature perspectives were supported within this particular context, but also that additional considerations emerged within cognitive, curricular and attitudinal domains. This study highlighted issues within the paradigm of art and technology that need to be addressed if the potential for the use of computer technology within present art curriculum is to be realised and the computer as an artistic medium is to be, not an imitator of present art process, but rather an initiator of new ones. This study also provides various theoretical (literature) and practical (the case study ) filters through which art teachers can deconstruct a specific interaction of art and technology. These differing perspectives relating to art and computer technology are seen to provide a structure for art teachers to develop a sound philosophy behind their inclusion or exclusion of this technology within their own educational context.