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Unveiling students’ views on their engagement level towards ICT use in art education: a case study of a digital painting module in one lower secondary class in Singapore
Author
Chiu, Yun Ting
Supervisor
Kehk, Bee Lian
Abstract
In the 21st century, students are exposed to a diversity of digital technology daily. Unsurprisingly, ICT has become a prevalent topic of investigation in education worldwide. In Singapore, MOE has launched the master plan for ICT in different stages since 2008. To adapt to the change of environment and provide an up-to-date quality education, schools have actively embarked on ICT integration into their existing curriculum and planning. In the field of visual arts, ICT usually serves the purpose of research, online gallery, image manipulation and digital art making. While many studies have found positive influences of ICT on students learning in other subjects, little is known in the field of visual arts. There are even lesser qualitative findings about students’ views towards the use of ICT in art lesson. In addition, as an art educator, one has to ensure students engage in their learning and grow to be visually literate. In the current secondary school that I am working in, I have received positive feedback from teachers of students’ high quality work from a digital painting module. I am therefore interested to find out more about students’ experiences in digital art learning, and particularly, a digital painting class.
The purpose of this action research is to draw insights from students’ learning experiences and their engagement level in the digital painting art lessons. In this research, the engagement can be classified into cognitive engagement and behavioral engagement. Students involved in cognitive engagement are expected to have inquiring mind to explore what is beyond teachers instructions. Hence, it is expected that the progressive complexity of digital painting lesson will lead to the increased curiosity and achievement. Students involved in behavioural engagement are expected to attentively follow teachers’ instructions and complete the tasked assignment within the timeline. The study also hopes to contribute to the better design of curriculum that integrates ICT into art education to provide quality learning in ICT.
In this study, a digital painting module is carried out over six weeks in one lower secondary class. Data collection includes interviews, lesson observations and students’ artworks. Lesson observations and interviews will be transcribed and coded for data analysis.
The purpose of this action research is to draw insights from students’ learning experiences and their engagement level in the digital painting art lessons. In this research, the engagement can be classified into cognitive engagement and behavioral engagement. Students involved in cognitive engagement are expected to have inquiring mind to explore what is beyond teachers instructions. Hence, it is expected that the progressive complexity of digital painting lesson will lead to the increased curiosity and achievement. Students involved in behavioural engagement are expected to attentively follow teachers’ instructions and complete the tasked assignment within the timeline. The study also hopes to contribute to the better design of curriculum that integrates ICT into art education to provide quality learning in ICT.
In this study, a digital painting module is carried out over six weeks in one lower secondary class. Data collection includes interviews, lesson observations and students’ artworks. Lesson observations and interviews will be transcribed and coded for data analysis.
Date Issued
2017
Call Number
N7433.83 Chi
Date Submitted
2017