Multiple interpretations of art also yield multiple versions of art education, and what looks like learning in one context may not be the same learning in another. How is it then that art educators can come together to do more than read another article and apply what is relevant to their particular, isolated situation? What might happen if a group of interested art educators came together to address some of the big questions of art education? The questions that frame this special issue of "Art Education" are "the" questions of art education. As a teacher of preservice art teachers, as a researcher interested in representing the multiple perspectives that emerge in art learning, as a collaborating lifelong learner in the arts who advocates dialogue, the author has many questions about how art education functions in people's lives. The purpose of this article is to share her efforts to live the questions of art education, particularly in designing a technology-infused action research project addressing these questions, because it is in such shared efforts that their endeavors can become meaningful. Throughout the following explorations of big questions in art education, she suggests some of the elements of the research project design that are born of living each question. (Contains 8 endnotes.)