D21 pilots rotating iPad program to bring digital art curriculum to elementary classrooms

Over the past school year, Community Consolidated School District 21 has been piloting a new digital art initiative that rotates iPads through elementary art classrooms, giving fourth- and fifth-grade students hands-on experience with industry-standard design tools while maintaining access to traditional art instruction.

The program grew out of teacher interest and ongoing curriculum discussions focused on expanding creative opportunities for students, according to Chris Lapetino, director of student enrichment and support.

“Each year, we discuss as a group how we can continue to enhance and change our own curriculum,” Lapetino said. “This request started from staff trying to bring in their own use of digital art into their classroom and then working with them to figure out what that might look like across the district.”

Rather than placing a full set of devices in each school, the district has been rotating iPads across feeder elementary schools, with each fourth- and fifth-grade classroom receiving access for about two months.

The model allows the district to broaden access while managing costs, according to Lapetino. Funding for the digital art equipment and software was secured through district dollars, with support from district leadership.

Working with Deputy Superintendent Dr. Beatrice Reyes-Childress, Lapetino said the district was able to move the project forward in a sustainable manner.

“Because we share the iPads across feeder elementary schools, we are sharing the cost of the equipment to bring down costs while still providing students with the experiences,” he said.

The goal is to reflect how art is created in modern settings while still grounding students in foundational skills. Many professional artists and designers now work in digital environments, Lapetino said, and early exposure can help prepare students for future learning and career pathways.

“Creating in a digital environment offers opportunities for students to create art in a unique environment, while offering different options to design and create in a modern environment,” Lapetino said.

The initiative also aligns with the district’s broader strategic plan focused on innovation in the arts and expanding equitable access to enrichment opportunities.

Teachers say the response from students has been immediate and enthusiastic.

At Riley, art teacher Julia Mikos said students quickly adapted to the devices and engaged deeply with the tools used in the program.

“My students have been very excited to use the iPads and have shown genuine commitment to learning all about the digital world of art and graphic design,” Mikos said. “I have never had every single student be so invested and engaged before.”

The digital format allows students at all skill levels to find success, including those who may not feel as confident with traditional drawing materials, Mikos said. The digital tools also mirror traditional art concepts such as color, texture and brush techniques, helping students make connections between media.

“Digital art is just another artistic medium like painting, drawing, collaging, etc.; so the same rules often apply,” Mikos said.

Students also reported high engagement and flexibility in the creative process.

Damian M. and Maxine M., fifth graders at Twain, said the technology gives them more freedom to experiment and correct mistakes without starting over.

“You can just draw freely,” Damian said. “Because you can just undo if you make one little mistake, you don’t have to start over.”

Maxine added that the apps offer expanded creative options, including “more things to choose from, like glitching effects and textures.”

Both students were appreciative of having time to explore their work beyond structured assignments and expressed interest in continuing the program at the middle school level.

District leaders say the pilot may continue to evolve. Future plans include exploring stop-motion animation tools and expanding digital art experiences to additional grade levels, including potential offerings at the middle school level.

“We will continue to look for additional apps to enhance the student experience and interests,” Lapetino said.

As the pilot continues, officials say the focus remains on balancing innovation with access, ensuring students experience both traditional and digital forms of artistic expression as part of a broader, evolving curriculum.