In the last twenty years, digital media has transformed how organizations and businesses interact with each other, their key stakeholders, customers, governmental agencies and philanthropic institutions. Digital media enables organizations to share information in an instantaneous and dynamic way that enhances and contextualizes the delivery of their message. Digital media is critical to how knowledge is built because it allows a wide spectrum of people to manipulate data, shape ideas, collaborate across cultures and build meaning, functions beyond data collection and dissemination. Consequently, every product, every idea, every new invention that will be envisioned, designed, built and transmitted in the 21st century will likely be dependent on digital media.

There exists a critical need to move digital media arts (DMA) from under the Information Communication Technology (ICT) umbrella and into its own measurable and accountable work force sector. More information on the separation of DMA from ICT is available in a cursory study of the fifteen industry sectors identified by the federal and state government funding and program models for Career Technical Education (CTE). It is notable that DMA is included in arts and design, not ICT. On some level, practitioners acknowledge that while ICT fosters the development of the hardware and skills that support the growth of technology, DMA has evolved into its own field, and it is produced and used across the spectra of industry sectors, making it definable, measurable, and standardized.

There are innumerable resources available to agencies and organization seeking to learn more about the critical need to expand digital media arts instruction and proficiencies in our schools, colleges and universities. On this page, CALDASP provides a few highly recommended resources. Please contact William Bronston MD for more information.