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Introduction to research draft
Introduction to research draft
Introduction to research draft
Introduction to research draft
Introduction to research draft
Introduction to research draft
Introduction to research draft
Introduction to research draft
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Introduction to research draft


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  • 2. TABLE OF CONTENT Table of content List of Table CHAPTER 1 : INTRODUCTION 1.1 1.2 1.3 1.4 1.5 1.6 1.7 Introduction Problem Statement Research Objectives Research Questions The Definition of the Term The Limitation of the Study The Significant of the Study CHAPTER 2 : LITERATURE REVIEW 2.1 The Discussion on the Sub Topics Relevant to Study 2.2 The Discussion on the Previous Research CHAPTER 3 : 3.1 The Research Design 3.2 The Method of Data Collection
  • 4. CHAPTER 1 INTRODUCTION 1.1 Introduction Because effective use of technology must be supported by significant investments in hardware, software, infrastructure, professional development, and support services, over the last decade, we as a nation have invested more than $66 billion investment in school technology (QED, 2004). This unprecedented level of investment in educational technology has raised expectations of legislators and the public who are now looking for returns on this investment (Benton, 2002; CEO Forum, 1999, 2000), and therefore are calling for evidence regarding the efficacy and cost-effectiveness of technology in K-12 schools (Ringstaff& Kelley, 2002; Panel on Educational Technology, 1997; Melmed, 1995). While complex factors have influenced the decisions for where, what, and how technology is introduced into our nation's school systems, ultimately, the schools will be held accountable for these investments. How can schools ensure that the promise that technology holds for student achievement is realized? What factors need to be in place to support the effective use of technology? What resources can school districts use to help them plan for technology that will have a positive impact on student achievement, and how can they justify that investment? Effective school leaders focus on reforminitiatives that offer the most promise for improving teaching and learning, and they ensure that schoolhave the resources, skills, and time necessary for turning the promise into reality. Evidence indicates that when used effectively, "technology applications can support higher-order thinking by engaging students in authentic, complex tasks within collaborative learning contexts". When educators use the accumulating knowledge regarding the circumstances under which technology supports the broad definition of student achievement, they will be able to make informed choices about what technologies will best meet the particular needs of specific schools or districts. They also will be able to ensure that teachers, parents, students, and community members understand what role technology is playing in a
  • 5. school or district and how its impact is being evaluated. Finally, they will be able to justify the investments being made in technology. The objective of by using technology in learning is technology can improve teaching and learning; students are actively involved in the learning process. Next, students take ownership of their learning, acting as explorers and producers; teachers function as facilitators and guides. Other than that, technology also can encourage collaborative learning, development of critical thinking skills, and problem solving. It can help learners explore the world beyond the classroom by providing access to vast resources and information, promoting scientific inquiry and discovery, and allowing students to communicate with experts. Technology used for authentic tasks can provide students with opportunities to interact with a wealth of resources, materials, and data sets, and to perform challenging tasks similar to those in careers and out-of-school activities.
  • 6. 1.2 Problem Statement
  • 7. 1.3 Research Objectives i) ii) iii) 1.4 Research Questions i) ii) iii) 1.5 To determine if increase exposure to a variety of education technology will improve the achievement of grade students. To identify the effective use of technology in teaching and learning, particularly visual art education To investigate the problems occur during teaching art education while implement multimedia in teaching. What is the effectiveness by using technology in visual art education? Do attitudes toward computers differ between students in a technology-enriched classroom and students in a traditional classroom? Do students in a technology-enriched classroom demonstrate better use of higher-order thinking skills than do students in a traditional classroom? The Definition of the Terms 1.5.1 Art M.Steel (2004) define the term of art refers to the activity or skill of producing things such as paintings, design and others;the objects that are produced needs skill. While Arthur Efland (1997) described art as the nature of art, like other important human concepts such as love and beauty, and is such as that it cannot be confined by word. This is because art is not entity or rigid category but a fluid, ever-changing way that human imaginations interact. 1.5.2 Art Education Besides that, the term of art education, is the area of learning that is based upon the visual, tangible arts- drawing, painting, sculpture, and design in jewellery, pottery, weaving, fabrics, etc. and design applied to more practical fields such as commercial graphics and home furnishings. Latest trends also include photography, video, film, design, computer art, etc. The term “arts education” implies many things, but is definable as : Instruction and programming in any arts area – including the performing arts (dance, music, theatre) and visual arts, media arts, history, criticism, and aesthetics.(Read, 1951)
  • 8. 1.5.3 Technology Technology as a body of knowledge that is use create tools,develop skills and collect materials. In addition technology is the application of science to solve a problem or meet a goal. Technology is using our knowledge , discoveries, and inventions to make life easier.The term comes from the ancient Greek words tekhne,which refers to an art or craft, and logiameaning an area of study, reason or logic.( Merriam - Webster)