"One picture tells a thousand words". This is a saying and it more true than ever in the digital age. Today, the use of computers has meant increasing sophistication in use of images to support learning. Use of digitally edited or manipulated images and their supporting technologies within education is increasing dramatically. The increase of using images in arts and in the learning and teaching environment comes from the strong belief that pictures are valuable teaching aids, and that images enhance educational materials by making them more attractive to users (Bailey, 2000). Now computers make a range of full colour pictures available easily from the online selection. An advantage of the Internet in schools is making resources available to teachers and students. This gives teachers access to large numbers of pictures and other graphic resources. Trant (1996) discusses that projects such as the Museum Educational Site Licensing Project (MESL) have taken a 10,000 digital images and accompanying information from museums and delivered these in digital form to university users over campus networks for classroom use. On small scale individual teachers download pictures from the internet for every day use in classes and in their own lesson plans. In addition, many educators state use of images enhances effective learning (Besser, 2003).

As Parrish (1999) describes in his research paper on 'Instructional Illustration' illustrations can be used in education or instruction to:
1. attract attention,
2. aid retention,
3. enhance understanding, or
4. create context.

As the related literatures above, it has been significant convinced that digital images are useful and should be considered as effective element in graphics and education.