This document summarizes a study about how 14 visual arts teachers in rural Australia value, think about, and use information and communication technology (ICT) in their classrooms. The study found that teachers had diverse social, artistic, and educational beliefs that led to different approaches to using ICT personally and professionally. Effective ICT professional development for teachers needs to consider teachers' beliefs about both ICT and their own learning.
National policy on ICT in School EducationPoojaWalia6
The document discusses India's National Policy on ICT in School Education, which was created in 2012 to provide guidelines for optimally using information and communication technologies in schools to improve access, quality, and efficiency of education by developing ICT skills among students and teachers, creating and sharing digital learning resources, and enabling ICT-based teaching and school management. The policy aims to prepare youth for a knowledge society and global competitiveness through goals like universal access to ICT, developing local content, and motivating wider community participation in education.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework, which describes the types of knowledge needed by teachers for effective technology-enhanced teaching. The TPACK framework involves the intersection of teachers' technology knowledge, pedagogical knowledge, and content knowledge. It consists of seven knowledge areas including technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework is used to define what teachers need to know to effectively integrate technology and is becoming popular for developing technology-focused professional development programs.
The document outlines seven criteria for selecting subject matter for curriculum:
1) Self-sufficiency of learners - allowing independent learning through experimentation and observation
2) Significance of domains of learning - responding to learner needs, interests, and developing cognitive, affective, and psychomotor skills
3) Validity of subject matter - ensuring content remains relevant and up-to-date
4) Interest of learners - making content meaningful and centered around learner interests
5) Utility of subject matter - ensuring learners view content as useful
6) Learnability of students - designing content at an appropriate level for learner experiences and capacities
7) Feasibility of completion - enabling content to be fully covered
This document discusses the importance of art education at the elementary level. It defines art education as including both visual and performing arts. Visual arts involve creating physical art objects using mediums like painting, sculpture, and design. Performing arts are experienced through dance, theatre, music, and puppetry. The document outlines several benefits of art education for children's development, such as personal growth, cognitive stimulation, and improved academic performance. It also describes the wide scope and career opportunities associated with art education, such as careers in teaching, commercial art, film, architecture, and more. Overall, the document advocates for the inclusion of art education at the elementary level to support children's learning and development.
Input process output in teaching learning system.pptxPoorvi kr Prasad
This document presents a seminar on input, process, output in the teaching and learning system. It defines input as what is put into the system, including the teacher, students, instructional materials, objectives, curriculum, and administration. The process refers to what occurs in the system, specifically teaching and learning. Output is the product of the system, including student achievement, attitudes, and skills. The document discusses how considering inputs, process, and output can help improve the quality of education, instructional system, evaluation system, and systematic planning.
The document outlines several key characteristics of a good curriculum: it is continuously evolving, based on community needs, developed through a long-term collaborative effort, logically sequences subject matter, complements other community programs, and has educational quality and administrative flexibility. A good curriculum is also systematically planned and evaluated, reflects school aims, maintains curricular balance, promotes continuous learning experiences, and utilizes effective teaching methods to maximize student development. Curriculum evaluation determines if objectives and content are being addressed as planned in the classroom, and gathers student feedback. Formative evaluation informs ongoing instruction, while summative evaluation assesses learning outcomes at the end.
Effect of a Blended e-Learning Environment on Students' Achievement and Attit...Ibrahim Al-badi
The document discusses a study that investigated the effect of a blended e-learning environment on students' achievement and attitudes toward e-learning at the university level. A sample of 43 female students were randomly assigned to either a blended e-learning approach or a traditional face-to-face teaching approach for a photography course. Results showed no significant difference in achievement between the two groups, but students in the blended e-learning approach had significantly more positive attitudes toward e-learning. The introduction provides background on the increasing use of technology and e-learning in education.
National policy on ICT in School EducationPoojaWalia6
The document discusses India's National Policy on ICT in School Education, which was created in 2012 to provide guidelines for optimally using information and communication technologies in schools to improve access, quality, and efficiency of education by developing ICT skills among students and teachers, creating and sharing digital learning resources, and enabling ICT-based teaching and school management. The policy aims to prepare youth for a knowledge society and global competitiveness through goals like universal access to ICT, developing local content, and motivating wider community participation in education.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework, which describes the types of knowledge needed by teachers for effective technology-enhanced teaching. The TPACK framework involves the intersection of teachers' technology knowledge, pedagogical knowledge, and content knowledge. It consists of seven knowledge areas including technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework is used to define what teachers need to know to effectively integrate technology and is becoming popular for developing technology-focused professional development programs.
The document outlines seven criteria for selecting subject matter for curriculum:
1) Self-sufficiency of learners - allowing independent learning through experimentation and observation
2) Significance of domains of learning - responding to learner needs, interests, and developing cognitive, affective, and psychomotor skills
3) Validity of subject matter - ensuring content remains relevant and up-to-date
4) Interest of learners - making content meaningful and centered around learner interests
5) Utility of subject matter - ensuring learners view content as useful
6) Learnability of students - designing content at an appropriate level for learner experiences and capacities
7) Feasibility of completion - enabling content to be fully covered
This document discusses the importance of art education at the elementary level. It defines art education as including both visual and performing arts. Visual arts involve creating physical art objects using mediums like painting, sculpture, and design. Performing arts are experienced through dance, theatre, music, and puppetry. The document outlines several benefits of art education for children's development, such as personal growth, cognitive stimulation, and improved academic performance. It also describes the wide scope and career opportunities associated with art education, such as careers in teaching, commercial art, film, architecture, and more. Overall, the document advocates for the inclusion of art education at the elementary level to support children's learning and development.
Input process output in teaching learning system.pptxPoorvi kr Prasad
This document presents a seminar on input, process, output in the teaching and learning system. It defines input as what is put into the system, including the teacher, students, instructional materials, objectives, curriculum, and administration. The process refers to what occurs in the system, specifically teaching and learning. Output is the product of the system, including student achievement, attitudes, and skills. The document discusses how considering inputs, process, and output can help improve the quality of education, instructional system, evaluation system, and systematic planning.
The document outlines several key characteristics of a good curriculum: it is continuously evolving, based on community needs, developed through a long-term collaborative effort, logically sequences subject matter, complements other community programs, and has educational quality and administrative flexibility. A good curriculum is also systematically planned and evaluated, reflects school aims, maintains curricular balance, promotes continuous learning experiences, and utilizes effective teaching methods to maximize student development. Curriculum evaluation determines if objectives and content are being addressed as planned in the classroom, and gathers student feedback. Formative evaluation informs ongoing instruction, while summative evaluation assesses learning outcomes at the end.
Effect of a Blended e-Learning Environment on Students' Achievement and Attit...Ibrahim Al-badi
The document discusses a study that investigated the effect of a blended e-learning environment on students' achievement and attitudes toward e-learning at the university level. A sample of 43 female students were randomly assigned to either a blended e-learning approach or a traditional face-to-face teaching approach for a photography course. Results showed no significant difference in achievement between the two groups, but students in the blended e-learning approach had significantly more positive attitudes toward e-learning. The introduction provides background on the increasing use of technology and e-learning in education.
There are several problems with curriculum implementation in Pakistan. Economic problems are a major issue, as Pakistan only spends 2.4% of its GDP on education, which is not enough to fund teaching resources, teacher training, and other necessities. Political instability also hinders curriculum implementation, as different political parties have varying education policies. Additionally, teachers are often not properly trained or reluctant to accept changes to the curriculum. Other issues include a lack of sequencing in curriculum, uncertainty among parents regarding changes, and outdated curriculum that does not match students' current needs and skills. Proposed solutions include developing comprehensive implementation plans, increasing funding and resources, providing quality teacher training, and improving monitoring and evaluation of teachers.
The document discusses Technological Pedagogical and Content Knowledge (TPACK), a framework for teacher knowledge in the digital age. TPACK involves the complex integration of teachers' understanding of technology, pedagogy, and content knowledge. Effective teaching requires teachers to thoughtfully integrate technology into their pedagogy and representation of content. While technology training for teachers is important, simply knowing how to use technology is different than knowing how to teach with it. The framework emphasizes the need for teachers to develop knowledge at the intersection of these three components.
This document discusses arts education and provides guidance on planning arts curriculum. It outlines three goals for arts education: cultural/historical, critical/responsive, and creative/productive. It recommends that arts education be a required subject equivalent to 200 minutes per week, divided between dance, drama, music, and visual art. Effective arts education provides opportunities for creative expression, self-confidence, cultural understanding, and student voice. High-quality planning involves identifying outcomes, assessments, essential questions, themes, activities, and resources. Assessment should evaluate both creative process and products, using tools like rubrics, journals, and demonstrations.
This document discusses curriculum reform in higher education. It involves changing education delivery methods through an interplay of global, national, and institutional factors. Curriculum reform is a key instrument of educational change that is employed to achieve a wide range of aims, but it must be flexible enough to promote technical/vocational curricula within existing schools. While some strategies for curriculum reform had positive impacts, others faced challenges like resistance from teachers and perceptions that reforms undermined educational values. Overall, the experiences suggest that the contradictions inherent in curriculum reform and the resistance to change from established school structures and cultures make truly radical educational change difficult to achieve in the long term.
This document discusses technology integration in education through five stages: entry, adoption, adaptation, appropriation, and invention. At the entry stage, teachers introduce basic technology skills. At adoption, technology supports traditional instruction. Adaptation involves incorporating technology as an integral part of lessons. Appropriation focuses on flexible technology use. Invention has students discovering new uses of technology tools. The key barriers to integration are lack of time, training, resources, and support for teachers.
1. Teaching is a process that usually occurs in the classroom where a teacher conveys knowledge and skills to students. The goal is to impart knowledge, change attitudes and behaviors, and provide life experiences.
2. Teaching requires diagnosing students' entry behaviors and abilities, setting educational objectives, and analyzing available resources. It also involves selecting appropriate content and teaching methods tailored to individual students.
3. For teaching to be effective there must be interaction between the teacher as the independent variable working to influence students as the dependent variable through intervening variables like content, methods, and environment.
Technology Integration and Teacher Education: Learning with Technologye_lomax
This presentation took place at the 2016 PeDTICE Colloquium at the University of Sherbrooke in Montreal, Canada. This presentation discusses the Technological Pedagogical Content Knowledge (TPACK) model, explores the affordances and constraints that are commonly associated with the integration educational technology into teacher education curricula in general, and highlights the relationship of relevant aspects of the TPACK model and technology integration debate that are likely to affect the future design goals and instructional objectives guiding the further development of pre-service teacher educational technology courses similar to EDM 310; a required undergraduate course in the teacher education program in the College of Education at the University of South Alabama that explores the use and integration of educational technology to support K-12 classroom instruction and student learning.
(PeDTICE: http://www.usherbrooke.ca/pedtice/)
(Colloquium program (in French): http://www.usherbrooke.ca/pedtice/fr/les-activites-de-pedtice/evenements-speciaux/colloquereleve/#c74326-1)
Ppt unit 4 teacher as a critical pedagoguepoonam sharma
This document discusses the importance of school infrastructure for student learning and performance. It notes that research has found a positive relationship between infrastructure like classrooms, laboratories, libraries, and student achievement. Factors like adequate space, ventilation, lighting, and accessibility of facilities contribute to a stimulating learning environment that enhances student concentration. The document advocates for classrooms and laboratories to be well-equipped, hygienic, and accommodate displaying student work. It stresses the role of teachers as critical pedagogues in challenging oppressive ideologies and situating education in students' lives and cultures.
The document discusses teaching strategies using technology, focusing on Just-in-Time Teaching (JiTT). It describes JiTT as a pedagogical approach developed by Gregor Novak that uses web exercises called "warm-ups" to prepare students for class. Students complete warm-ups outside of class and faculty use student responses to adjust their lessons. The goal is to improve learning through increased student-teacher and student-student interaction. JiTT promotes self-checking of knowledge using interactive lessons that can be accessed anywhere via mobile devices.
This is about the Role of Technology in Delivering the Curriculum. Understanding what technology is and its types. and also the factors for its selection in teaching and learning process.
This document discusses the scope and relevance of using community-based resources for science learning. It defines community resources as anything that can improve life in a community. There are benefits to bringing community resource people into the classroom or taking field trips for students to gain experience. Community-based learning provides new information, experiences, and skills for students while being a low-cost option. It can stimulate interest in science and develop environmental and problem-solving abilities. Community resources include human resources like professionals, natural resources for nature study, and man-made resources like museums.
The document discusses assessment in the affective domain of Bloom's Taxonomy. It describes the affective domain as dealing with emotions, values, attitudes, and motivations. It outlines Bloom's taxonomy of the affective domain, including receiving, responding, valuing, organization, and characterization. It provides examples of behavioral verbs used to write affective learning objectives. It also discusses assessing attitudes, motivation, and self-efficacy, and provides examples of assessment tools used in the affective domain like rating scales, semantic differential scales, and checklists.
EDUCATIONAL TECHNOLOGY And EDUCATIONAL MEDIACarla Gomez
This document defines and distinguishes between educational technology and educational media. It states that educational technology is the study and practice of facilitating learning through appropriate technological processes and resources, while educational media refers to channels of communication used for educational purposes other than the teacher. The document also provides additional details on how educational technology is the application of knowledge about learning to improve teaching effectiveness and efficiency, and how it is a systematic approach to designing, implementing and evaluating learning based on research. Educational media are described as the means for delivering messages in education. The document concludes by discussing related concepts like instructional technology and audio-visual aids, media and technology.
This document discusses the classification and selection of instructional media. It defines instructional media as materials and means that instructors can use to teach students and help them achieve learning objectives. Instructional media is classified according to the sensory modality it engages, whether it is projected or not, literacy requirements, dimensions, pacing, accessibility, cost, and electronic requirements. Key principles for selecting instructional media include appropriateness for objectives, authenticity, interest, organization, and cost effectiveness. Factors to consider include relevance, suitability, accuracy, learner participation, feedback, appeal, availability, ease of use, environment, and technical quality.
The document discusses key aspects of creating an effective school and classroom environment. It states that school culture should nurture each child's identity as a learner and enhance their potential. It also stresses the importance of adequate infrastructure, material facilities, and a flexible daily schedule to support improved teacher performance. Specific activities are needed to ensure all children, including those with disabilities, can participate and learn. The value of self-discipline through democratic functioning among learners is also important. Learning resources should focus on elaborating concepts and encouraging reflective thinking and group work. Schools should utilize multimedia, ICT, libraries, and community partnerships to create a supportive learning environment with decentralized planning and teacher autonomy.
Objective-based instruction focuses on defining clear learning objectives and using them to guide curriculum planning, instructional design, and student evaluation. The key aspects of this approach are: (1) defining objectives/outcomes, (2) designing learning experiences to help students achieve the objectives, and (3) evaluating student performance on the objectives. Learning experiences should be objective-based, learner-oriented, rich in variety, suitable to students' abilities, and practical enough to implement and evaluate. This approach contrasts with traditional education which focuses more on available resources than on empirically measuring students' attainment of defined objectives.
This paper describes briefly the Purpose & Aims of ICT in Education, in which not only the concept of ICT has been discussed but also its influence on education has explained.
The document discusses the four major elements or components of curriculum: 1) curriculum goals and objectives which give purpose and focus to the school, 2) curriculum content or subject matter which represents the body of accumulated knowledge, 3) curriculum learning experiences which involve activities that allow learners to interact with their environment, and 4) curriculum evaluation which assesses the effectiveness of the curriculum. It provides details on each component, including sources of goals, types of content, learning theories that inform experiences, and the purpose of evaluation.
The role of technology in delivering the curriculumSFYC
This document discusses the role of technology in delivering curriculum. It outlines different types of instructional media, including projected media like films and videos, and non-projected media like models and printed materials. It also describes factors to consider when selecting technologies, such as practicality, appropriateness for learners, activity suitability, and matching objectives. Finally, it states that technology can upgrade teaching and learning quality, increase teacher and student capabilities, and broaden education delivery through approaches like open universities and lifelong learning.
The document discusses the usage of information and communication technology (ICT) in various sectors of daily life. ICT is used in education for e-learning, finding information online, and library automation. In banking, ICT is used for online banking, ATMs, and transferring money. Industry utilizes ICT through robotics, supercomputers, and quality testing equipment. Commerce employs ICT for e-commerce, online payments, advertising, and stock markets.
This document lists various artistic mediums that were explored by Hadi Mohammed Al-Muscati, including painting, drawing, collage, digital photography, textiles, graphics, illustration, film, animation, and 3D. It provides brief descriptions of each medium, such as using image manipulation software to create electronic collages for collage, exploring photographic processes digitally for digital photography, and using three-dimensional modeling software to design animated characters and sculptural forms for 3D.
There are several problems with curriculum implementation in Pakistan. Economic problems are a major issue, as Pakistan only spends 2.4% of its GDP on education, which is not enough to fund teaching resources, teacher training, and other necessities. Political instability also hinders curriculum implementation, as different political parties have varying education policies. Additionally, teachers are often not properly trained or reluctant to accept changes to the curriculum. Other issues include a lack of sequencing in curriculum, uncertainty among parents regarding changes, and outdated curriculum that does not match students' current needs and skills. Proposed solutions include developing comprehensive implementation plans, increasing funding and resources, providing quality teacher training, and improving monitoring and evaluation of teachers.
The document discusses Technological Pedagogical and Content Knowledge (TPACK), a framework for teacher knowledge in the digital age. TPACK involves the complex integration of teachers' understanding of technology, pedagogy, and content knowledge. Effective teaching requires teachers to thoughtfully integrate technology into their pedagogy and representation of content. While technology training for teachers is important, simply knowing how to use technology is different than knowing how to teach with it. The framework emphasizes the need for teachers to develop knowledge at the intersection of these three components.
This document discusses arts education and provides guidance on planning arts curriculum. It outlines three goals for arts education: cultural/historical, critical/responsive, and creative/productive. It recommends that arts education be a required subject equivalent to 200 minutes per week, divided between dance, drama, music, and visual art. Effective arts education provides opportunities for creative expression, self-confidence, cultural understanding, and student voice. High-quality planning involves identifying outcomes, assessments, essential questions, themes, activities, and resources. Assessment should evaluate both creative process and products, using tools like rubrics, journals, and demonstrations.
This document discusses curriculum reform in higher education. It involves changing education delivery methods through an interplay of global, national, and institutional factors. Curriculum reform is a key instrument of educational change that is employed to achieve a wide range of aims, but it must be flexible enough to promote technical/vocational curricula within existing schools. While some strategies for curriculum reform had positive impacts, others faced challenges like resistance from teachers and perceptions that reforms undermined educational values. Overall, the experiences suggest that the contradictions inherent in curriculum reform and the resistance to change from established school structures and cultures make truly radical educational change difficult to achieve in the long term.
This document discusses technology integration in education through five stages: entry, adoption, adaptation, appropriation, and invention. At the entry stage, teachers introduce basic technology skills. At adoption, technology supports traditional instruction. Adaptation involves incorporating technology as an integral part of lessons. Appropriation focuses on flexible technology use. Invention has students discovering new uses of technology tools. The key barriers to integration are lack of time, training, resources, and support for teachers.
1. Teaching is a process that usually occurs in the classroom where a teacher conveys knowledge and skills to students. The goal is to impart knowledge, change attitudes and behaviors, and provide life experiences.
2. Teaching requires diagnosing students' entry behaviors and abilities, setting educational objectives, and analyzing available resources. It also involves selecting appropriate content and teaching methods tailored to individual students.
3. For teaching to be effective there must be interaction between the teacher as the independent variable working to influence students as the dependent variable through intervening variables like content, methods, and environment.
Technology Integration and Teacher Education: Learning with Technologye_lomax
This presentation took place at the 2016 PeDTICE Colloquium at the University of Sherbrooke in Montreal, Canada. This presentation discusses the Technological Pedagogical Content Knowledge (TPACK) model, explores the affordances and constraints that are commonly associated with the integration educational technology into teacher education curricula in general, and highlights the relationship of relevant aspects of the TPACK model and technology integration debate that are likely to affect the future design goals and instructional objectives guiding the further development of pre-service teacher educational technology courses similar to EDM 310; a required undergraduate course in the teacher education program in the College of Education at the University of South Alabama that explores the use and integration of educational technology to support K-12 classroom instruction and student learning.
(PeDTICE: http://www.usherbrooke.ca/pedtice/)
(Colloquium program (in French): http://www.usherbrooke.ca/pedtice/fr/les-activites-de-pedtice/evenements-speciaux/colloquereleve/#c74326-1)
Ppt unit 4 teacher as a critical pedagoguepoonam sharma
This document discusses the importance of school infrastructure for student learning and performance. It notes that research has found a positive relationship between infrastructure like classrooms, laboratories, libraries, and student achievement. Factors like adequate space, ventilation, lighting, and accessibility of facilities contribute to a stimulating learning environment that enhances student concentration. The document advocates for classrooms and laboratories to be well-equipped, hygienic, and accommodate displaying student work. It stresses the role of teachers as critical pedagogues in challenging oppressive ideologies and situating education in students' lives and cultures.
The document discusses teaching strategies using technology, focusing on Just-in-Time Teaching (JiTT). It describes JiTT as a pedagogical approach developed by Gregor Novak that uses web exercises called "warm-ups" to prepare students for class. Students complete warm-ups outside of class and faculty use student responses to adjust their lessons. The goal is to improve learning through increased student-teacher and student-student interaction. JiTT promotes self-checking of knowledge using interactive lessons that can be accessed anywhere via mobile devices.
This is about the Role of Technology in Delivering the Curriculum. Understanding what technology is and its types. and also the factors for its selection in teaching and learning process.
This document discusses the scope and relevance of using community-based resources for science learning. It defines community resources as anything that can improve life in a community. There are benefits to bringing community resource people into the classroom or taking field trips for students to gain experience. Community-based learning provides new information, experiences, and skills for students while being a low-cost option. It can stimulate interest in science and develop environmental and problem-solving abilities. Community resources include human resources like professionals, natural resources for nature study, and man-made resources like museums.
The document discusses assessment in the affective domain of Bloom's Taxonomy. It describes the affective domain as dealing with emotions, values, attitudes, and motivations. It outlines Bloom's taxonomy of the affective domain, including receiving, responding, valuing, organization, and characterization. It provides examples of behavioral verbs used to write affective learning objectives. It also discusses assessing attitudes, motivation, and self-efficacy, and provides examples of assessment tools used in the affective domain like rating scales, semantic differential scales, and checklists.
EDUCATIONAL TECHNOLOGY And EDUCATIONAL MEDIACarla Gomez
This document defines and distinguishes between educational technology and educational media. It states that educational technology is the study and practice of facilitating learning through appropriate technological processes and resources, while educational media refers to channels of communication used for educational purposes other than the teacher. The document also provides additional details on how educational technology is the application of knowledge about learning to improve teaching effectiveness and efficiency, and how it is a systematic approach to designing, implementing and evaluating learning based on research. Educational media are described as the means for delivering messages in education. The document concludes by discussing related concepts like instructional technology and audio-visual aids, media and technology.
This document discusses the classification and selection of instructional media. It defines instructional media as materials and means that instructors can use to teach students and help them achieve learning objectives. Instructional media is classified according to the sensory modality it engages, whether it is projected or not, literacy requirements, dimensions, pacing, accessibility, cost, and electronic requirements. Key principles for selecting instructional media include appropriateness for objectives, authenticity, interest, organization, and cost effectiveness. Factors to consider include relevance, suitability, accuracy, learner participation, feedback, appeal, availability, ease of use, environment, and technical quality.
The document discusses key aspects of creating an effective school and classroom environment. It states that school culture should nurture each child's identity as a learner and enhance their potential. It also stresses the importance of adequate infrastructure, material facilities, and a flexible daily schedule to support improved teacher performance. Specific activities are needed to ensure all children, including those with disabilities, can participate and learn. The value of self-discipline through democratic functioning among learners is also important. Learning resources should focus on elaborating concepts and encouraging reflective thinking and group work. Schools should utilize multimedia, ICT, libraries, and community partnerships to create a supportive learning environment with decentralized planning and teacher autonomy.
Objective-based instruction focuses on defining clear learning objectives and using them to guide curriculum planning, instructional design, and student evaluation. The key aspects of this approach are: (1) defining objectives/outcomes, (2) designing learning experiences to help students achieve the objectives, and (3) evaluating student performance on the objectives. Learning experiences should be objective-based, learner-oriented, rich in variety, suitable to students' abilities, and practical enough to implement and evaluate. This approach contrasts with traditional education which focuses more on available resources than on empirically measuring students' attainment of defined objectives.
This paper describes briefly the Purpose & Aims of ICT in Education, in which not only the concept of ICT has been discussed but also its influence on education has explained.
The document discusses the four major elements or components of curriculum: 1) curriculum goals and objectives which give purpose and focus to the school, 2) curriculum content or subject matter which represents the body of accumulated knowledge, 3) curriculum learning experiences which involve activities that allow learners to interact with their environment, and 4) curriculum evaluation which assesses the effectiveness of the curriculum. It provides details on each component, including sources of goals, types of content, learning theories that inform experiences, and the purpose of evaluation.
The role of technology in delivering the curriculumSFYC
This document discusses the role of technology in delivering curriculum. It outlines different types of instructional media, including projected media like films and videos, and non-projected media like models and printed materials. It also describes factors to consider when selecting technologies, such as practicality, appropriateness for learners, activity suitability, and matching objectives. Finally, it states that technology can upgrade teaching and learning quality, increase teacher and student capabilities, and broaden education delivery through approaches like open universities and lifelong learning.
The document discusses the usage of information and communication technology (ICT) in various sectors of daily life. ICT is used in education for e-learning, finding information online, and library automation. In banking, ICT is used for online banking, ATMs, and transferring money. Industry utilizes ICT through robotics, supercomputers, and quality testing equipment. Commerce employs ICT for e-commerce, online payments, advertising, and stock markets.
This document lists various artistic mediums that were explored by Hadi Mohammed Al-Muscati, including painting, drawing, collage, digital photography, textiles, graphics, illustration, film, animation, and 3D. It provides brief descriptions of each medium, such as using image manipulation software to create electronic collages for collage, exploring photographic processes digitally for digital photography, and using three-dimensional modeling software to design animated characters and sculptural forms for 3D.
This document discusses the hardware and software used to produce art and design work using ICT. It explains that companies use computers with large storage capacities and appropriate graphics software, also called image-editing software, to alter imported images using digital cameras and scanners. This software allows users to crop, rotate, flip, fill with color, view in 3D, remove scratches, draw shapes, add text, access clipart/photos, and store design libraries for reuse. Mice and trackballs are used to manipulate images.
This document discusses time management approaches that organizations can take, including hiring a full-time employee to manage time, identifying targets, prioritizing tasks, planning, making decisions, and using information and communication technologies like software packages. It provides examples of how project management software allows scheduling meetings and workload, and creating calendars, timelines, and Gantt charts to plan sequential and parallel tasks for research projects.
Este documento presenta un proyecto de ley que introduce modificaciones a la Ley 18.575 Orgánica Constitucional de Bases Generales de la Administración del Estado. Las modificaciones incluyen agregar los Gobiernos Regionales como parte de la Administración del Estado, establecer principios como probidad y transparencia administrativas, y regular el acceso a la información pública de los órganos de la Administración del Estado.
The document outlines the nine steps in creating a PowerPoint presentation:
1. Organizing thoughts and outlining key points
2. Selecting slide layouts for individual slides
3. Entering and editing text on slides
4. Adding headers and footers for consistency
5. Choosing design themes to apply formatting
6. Inserting images, graphics, and clip art
7. Applying slide transition animations
8. Printing slides and rehearsing presentations
9. Testing and practicing the presentation
Ponencia de abogada Silvia Bustos sobre la legislación chilena en violencia intrafamiliar, en el seminario "Intervención psicosocial y judicial en violencia de género", 23 de noviembre de 2012, Pedro Aguirre Cerda, Santiago.
The document discusses ICT skills for teachers. It begins by introducing some key concepts and organizations that influence ICT training, such as UNESCO, INTEF, and CPR. It then outlines Spain's educational system and the region of Murcia. The rest of the document details the work of CPR Region de Murcia, including the types of courses and training they provide to teachers on various ICT skills based on frameworks from INTEF and others. It also discusses strengths and weaknesses of their current training model and possibilities for improving teacher ICT skills development in the future.
The document outlines the process of producing a newspaper from start to finish in 5 main steps:
1. Stories are collected from correspondents and edited by journalists.
2. The page layout is created and then transmitted digitally or via satellite to the printing plant.
3. At the printing plant, plates are made from the digital files and mounted on cylinders in the printing press.
4. The printing press uses offset lithography to transfer the image from the plates to rubber blankets and then onto large printed sheets.
5. The large printed sheets are cut into individual newspapers ready for distribution.
The document discusses the key elements of design including line, figure and ground, scale and proportion, texture and pattern, rhythm and repetition, direction, weight, balance, and the rule of thirds. These elements are the fundamental building blocks that designers use to create unified compositions and deliver effective visual messages to audiences. When used successfully together, these elements create design harmony.
Correlation of subjects in school (b.ed notes)Namrata Saxena
This document discusses the concept of correlation in education. It defines correlation as the mutual relationship between different subjects or variables in a curriculum. The document outlines the importance of correlation, including that it helps students perceive knowledge as a whole, strengthens retention of knowledge, and promotes well-rounded development. It discusses different types of correlation, including vertical/internal correlation between topics within a subject and horizontal/external correlation between different subjects. Examples are provided of how mathematics can be correlated with other subjects like science, geography, and economics.
This document discusses the need for teachers to integrate technology into their teaching practices as technology use among students is rising. It notes that while many teachers receive training, surveys find that technology is not being used as much in the classroom as expected. The document argues that teachers must seek ongoing professional development to stay knowledgeable about emerging technologies and adapt their teaching methods to make effective use of technology. It stresses that teachers should "accelerate" their technology skills to become 21st century educators.
- The document explores student perspectives on expectations of multimedia technology use in college literature classes through a survey.
- Overall, students favored technology use and found PowerPoint and video/DVD presentations most effective. However, expectations varied some by factors like gender, major, and year.
- Analysis found little difference in expectations based on gender, but education majors tended to have slightly higher expectations of technology use than other majors.
Barriers to the successful integraration of ICTAliAqsamAbbasi
This document reviews the literature on barriers to integrating information and communication technology (ICT) into teaching and learning environments. It finds that while teachers desire to integrate ICT, they face major barriers of lack of confidence, lack of competence, and lack of access to resources. Effective professional development, sufficient time, technical support, ICT resources including hardware and software are needed to increase the possibility of excellent ICT integration. The paper provides recommendations to help overcome barriers and successfully integrate ICT.
The document summarizes research on the technology gap between digital native students and digital immigrant teachers. It discusses how the TPACK model can help bridge this gap. The TPACK model shows that effective technology integration requires knowledge in technology, pedagogy, content, and their intersections. Teacher training must address these knowledge areas and provide hands-on experience applying technology to specific lessons. External factors like support and experience also influence integration. The document provides examples of how to implement TPACK-based training to help teachers successfully integrate new technologies.
The document discusses how ICT can support collaborative creativity in modern schools. It makes three key points:
1. ICT tools like videoconferencing and web 2.0 applications allow students to collaboratively create, share, and build knowledge from remote locations in real time. This encourages a participatory culture of sharing ideas.
2. The ODYSSEUS program used ICT tools to have primary students from different schools collaboratively design and implement creative activities together remotely. Four stages of the process are outlined.
3. ICT supports collaborative creativity by enabling problem solving, sharing creative works, and social interaction between students. This helps students develop important skills for the knowledge society.
This chapter introduces the concept of learning design and argues that explicitly representing and sharing the design of learning activities can help teachers create more effective learning environments. It discusses the changing context of education and needs of modern learners. A new learning design methodology is needed to help teachers design pedagogically sound learning that leverages new technologies. The chapter lays out an argument for shifting to a more systematic, explicit approach to design using tools and methods grounded in research.
Integrating ict as an integral teaching and learning tool into presyed ahmed
This document summarizes different approaches to integrating ICT (Information and Communications Technology) into pre-service teacher training courses and discusses their strengths and weaknesses. It identifies four primary approaches: 1) ICT skills development, 2) ICT pedagogy, 3) Subject-specific, and 4) Practice-driven. While the skills and pedagogy approaches improve ICT literacy, they often do not transfer to classroom use. The subject-specific and practice-driven approaches, which model ICT integration across subjects and require use during teaching practicums, have more success in encouraging pre-service teachers to integrate ICT into their own teaching. However, challenges remain such as tutor teachers' own ICT skills and perceptions of
Does the new digital generation of learners exist?sukarnouny
This study explored whether a new "digital generation" of learners exists through qualitative interviews with students and teachers.
The results showed that students have diverse technology practices and use media like TV, phones, and computers daily. They perceive technology as integrated into their work, school, socializing, and information searching, though personal contact remains important. Some students described multitasking with multiple screens open. Gender differences were in technology uses, not access or frequency.
Teachers saw both benefits and problems with students' technology use, like reduced concentration, copying online without original work. Students saw school as necessary but boring, though they valued social aspects. Teachers must leverage technology's potential while addressing problematic learning behaviors it could enable.
This document contains a research proposal on using technology to improve student achievement in art education. It includes an introduction outlining the importance of technology in education and its potential to improve teaching and learning. It then outlines the problem statement, research objectives, research questions, operational definitions, limitations and significance of the study. The literature review chapter discusses teachers' use of ICT in art, ICT in art education, how ICT can engage and motivate students, and the role of ICT in developing critical thinking skills. The research methodology chapter outlines the research design, population and sample, instruments, data collection and analysis.
This document provides a literature review on technology integration in education. It discusses how today's students (digital natives) learn differently than teachers (digital immigrants) due to differences in technology experience. The TPACK framework is examined as a model for effective technology integration, emphasizing the interplay between technological, pedagogical, and content knowledge. Factors that influence teachers' willingness to integrate technology include their technology training and experience. The document advocates for teacher training programs to apply TPACK and provide hands-on experience integrating specific technologies into real lessons.
This document is a research proposal on using technology to improve student achievement in art education. It introduces the topic by noting the large investments that have been made in educational technology and the need to demonstrate returns on these investments. The research objectives are to determine if increased exposure to educational technology improves student achievement in art, identify effective uses of technology in art education teaching and learning, and investigate problems that occur with multimedia implementation. Key research questions examine the effectiveness of technology in visual art education and whether technology-enriched classrooms improve higher-order thinking skills compared to traditional classrooms. Key terms related to art, art education, and technology are also defined.
This document presents an investigation into the relationship between the mode of reading assessment and instruction, and the reading achievement of grade six students. It outlines the problem that pencil-based assessments are still used despite more technology being integrated into literacy instruction. The purpose is to understand students' technology experience, investigate if differences exist between scores on paper vs. computer tests, and how aligning instruction and assessment impacts achievement. A mixed methods sequential exploratory design is proposed to address the research questions through quantitative and qualitative data collection and analysis.
Our Flexible Friend: The implications of individual differences for informati...Steve Wheeler
This document summarizes research on individual differences in how students use information technology. It discusses factors like cognitive styles, learning approaches, personality, ability levels, and prior experiences that can influence students' engagement with technology. The study observed differences between 7 students of varying gender, attainment, and backgrounds using computers in their classroom over 1 year. It suggests individual differences may supersede expected trends and considers implications for personalized teaching with technology.
This document discusses literacy pedagogy and the use of technology in classrooms. It begins by reviewing literature on how technology has been integrated into literacy education with mixed success. The document then examines the classroom practices of three teachers through the framework of activity theory to understand how technologies, pedagogy, and school culture interact. The researchers observed literacy lessons, interviewed teachers, and analyzed documents to develop case studies of each teacher. Their goal was to understand how technology fits with and may enhance established literacy practices.
This document discusses the importance of integrating digital arts into secondary school art education practices. It notes that today's students are immersed in technology and that art educators must adapt teaching methods to meet the needs of 21st century learners. The study aims to identify how digital arts can foster creativity and provide opportunities for students to thrive. It recognizes that while some art educators still use traditional teaching methods, technology is ubiquitous and digital skills are necessary for students' future success. The research seeks to investigate how secondary students respond to learning digital arts and how teachers can effectively incorporate related lessons and activities into their classrooms.
This document discusses the future of e-learning and how it can be improved. It examines how e-learning has failed to live up to early expectations and suggests the need for a paradigm shift to "disruptive pedagogies" that better exploit technology. Two main challenges are explored: the rapidly changing e-landscape of technologies and finding ways for teachers to use these technologies. The document reviews studies showing that e-learning is mainly used for information provision rather than interactive learning. It argues disruptive technologies and pedagogies are needed for e-learning to achieve its potential to engage students and improve higher-order thinking.
This document discusses an art teacher's use of technology at his school and the support provided by the school administration. It begins by providing context on the school's commitment to technology integration under previous leadership. It then describes how the art teacher, Mr. Blidy, has been able to fully integrate technology into his teaching due to equipment, software, training, and technical support provided by the administration. Student responses indicate that the technology-rich environment has helped make learning programs easy and prepared them for career paths. The implications are that viewing the school as an ecological system that supports collaboration on technology is important, and providing adequate support for teachers encourages innovation.
This document contains an assignment prompt for a student asking them to reflect on what they learned about literacies in the 21st century, how their views on technology in teaching have changed, and their ICT experience. It provides the student ID and date. The prompt contains 3 questions for the student to answer in their response.
This document summarizes a study that investigated university students' use of digital technologies for learning and socializing. The study found that:
1) Students use a limited range of mainly established technologies such as email and presentations software, while use of newer collaborative tools was low.
2) 'Digital native' students and those in technical disciplines used more technologies than 'digital immigrants' and students in non-technical disciplines. However, the differences were only in the amount of technologies used, not how they were used.
3) Students' learning styles appeared to be influenced more by their instructors' teaching approaches than by their own generational characteristics. Students conformed to traditional pedagogies with minor technology integrated for
[EADTU-ENQA PLA] Blended learning courses in higher education: state of playEADTU
Blended learning courses in higher education are common but implementation varies. The document discusses:
1) Concepts of blended learning combining online and in-person learning.
2) Most institutions offer some blended courses but less than 20% of courses on average.
3) Blended learning could provide more effective pedagogy, convenience, and lower costs if online and in-person components are well integrated.
4) Challenges include balancing innovation/production, adapting to learner roles/digital divides. Effective design is key to progress blended learning.
This document summarizes a study that tracked the impact of Room 13, an art studio for children, from 2008-2009. Key findings include:
- Around 130 children visited Room 13 weekly and 70 attended regularly.
- Feedback from 100 children, parents and teachers was entirely positive about Room 13's benefits.
- Room 13 improved children's confidence, concentration, perseverance and ability to succeed in school.
- It broadened children's horizons and increased aspirations, with many aiming for university or creative careers.
- Room 13 helped develop life skills like teamwork, problem solving and responsibility.
Room 13 is a democratically run art studio located in primary schools across the UK and other countries. It is managed by a team of 8-11 year old students who run the studio like a business. The studio provides opportunities for artistic expression, learning life skills, and building confidence through responsibilities like managing finances, organizing events, and communicating with outside partners. Students report that Room 13 allows for self-directed learning, treating their ideas seriously, and inspiring them to achieve more than they would through a typical classroom experience. Parents note significant growth in their children's confidence and outlook from participation in Room 13.
The article discusses a new report on climate change that was released by the United Nations. The report warns that global warming poses significant risks and that temperatures could rise by up to 6 degrees Celsius by 2100 if emissions are not significantly reduced. It urges governments to take strong action to transition to clean energy and cut greenhouse gas emissions in order to avoid the worst effects of climate change.
The document discusses two studies on exam preparation techniques. The first study found that participants did better at recognizing artists' styles when paintings were presented in a spaced format rather than grouped, even though most participants felt they did better with grouped. The second study found "expanded rehearsal" was more effective than "steady rehearsal". The document also discusses cognitive perspectives on learning, including that it involves active thinking rather than passive receiving of information.
This document provides an overview of Socrates as an educator by summarizing key events in his life, discussing some of his educational dialogues like Laches, Charmides, and Ion, and examining his approach to education through questioning and interior reflection. It notes that Socrates focused on developing virtue through dialectic questioning rather than technical skills. The document also reviews Socrates' defense at his trial and condemnation for allegedly corrupting the youth of Athens.
This document outlines an assessment assignment for a philosophy course requiring a 2000-word essay explaining the student's philosophy of education in light of one or two authors they have studied. Students are prompted to introduce their prior assumptions about education, discuss what they have learned about teaching and learning from working in a school, contrast the ideal vs. real presentations of education, select an author to agree or disagree with and explain why, and conclude by integrating these reflections into their own philosophy. The assignment will be marked based on word count, evidence of reading, integration of experience, and other criteria.
Socrates questioned four historical Athenian figures through dialogues: [1] Charmides, a 17-year old unsure of his identity; [2] Ion, an actor who only liked Homer's poetry; [3] Alcibiades, a talented but morally vacant youth; and [4] Laches, a general concerned with courageous education for his sons. The document discusses whether Socrates undermined or conserved Athenian values through his interrogations, and analyzes what could give courage according to the dialogue Laches.
This document provides an overview of Socrates as an educator by summarizing key events in his life, discussing some of his educational dialogues like Laches, Charmides, and Ion, and examining his approach to education through questioning and interior reflection. It notes that Socrates focused on developing virtue through disciplined questioning rather than technical skills. The document also reviews Socrates' defense at his trial and condemnation for allegedly corrupting the youth of Athens.
This paper examines Martin Buber's philosophy of education and relationship building through an analysis of his works and key experiences. It discusses 3 pivotal moments in Buber's life that influenced his thinking: 1) An encounter with a horse as a child that demonstrated a profound connection between himself and the non-human other. 2) A mystical experience as a young adult looking at a piece of mica that revealed new insights. 3) Late in life, Buber regretted not discussing relationships beyond human interactions, specifically our relationship with nature, though his writings are full of references to the natural world. The paper aims to use insights from Buber's understanding of Hasidic theology and his notion of relationship as a developmental process to provide a
Pde2012 l8 a relational philosophy of education martin buberEmma Grice
This document discusses Martin Buber's relational philosophy of education. Some key points:
- Buber criticized models of education that viewed the teacher as a gardener or sculptor who shapes the child, rather than entering into a true relationship.
- For Buber, education involves a meeting between teacher and student where both have the opportunity to understand from the other's perspective.
- The teacher's role is to accept students, present the possibility of human truth, and foster freedom through relationship rather than interference.
- When people truly meet, there is a shared experience where both understand from multiple standpoints.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses John Dewey's philosophy of education and child-centered learning. It contrasts traditional education approaches with Dewey's progressive approach. Dewey advocated for education that is rooted in the child's experience and interests, promotes active and social learning, and links the school experience to society and democracy. The document examines Dewey's view that education should involve purposeful learning through interaction and continuity of experiences, rather than the memorization of disconnected facts.
The document outlines elements to consider when explaining one's philosophy of education in light of an author studied, including:
- Stating your initial views on education
- How your views have changed through teaching/learning
- Comparing the ideal to reality in your experience
- Explaining what ideas from the author you find attractive and want to follow
- Summarizing key aspects of your philosophy informed by experience and reading
- Using the author as a "mirror" to reflect on and measure your own thinking
It then provides sample exam questions on subject matter, instruction/discipline methods, and school organization that contrast traditional vs progressive views, citing John Dewey. The document concludes by posing questions to reflect on in developing one
General questions ahead of friday workshop in philosophyEmma Grice
The document requests that a reader print out readings from the book "Experience and Education" and bring them to a session, and suggests reflecting on or sketching answers to 3 questions about alternative aims of education, distinguishing educative from mis-educative experiences, and how experiences widen conditions for future learning, ahead of a Friday philosophy workshop.
John dewey experience and education - chapter 3Emma Grice
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
This document discusses the link between democracy and education. It argues that the best learning occurs under democratic systems where students have freedom and responsibility to make choices that direct their learning experiences. Constructing meaning from experiences through choosing actions and observing outcomes is how learning happens. Both democracy and education empower their participants to shape experiences. Cultivating students' desire to learn and helping them make sense of their world should be the focus of education.
Dewey's educational philosophy focused on experience and inquiry-based learning. He believed education should be grounded in the experiences and interests of the learner rather than externally imposed curricula. Learning experiences should be interactive and connect to the learner's life. Dewey advocated for a democratic approach where students are active participants in their education and discipline emerges naturally from engaging, purposeful learning activities rather than arbitrary external authority.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. Australasian Journal of
Educational Technology
2008, 24(1), 1-14
ICT in the secondary visual arts classroom: A study
of teachers’ values, attitudes and beliefs
Renata Phelps and Carrie Maddison
Southern Cross University
For some 20 years the literature has been highlighting a range of benefits to be gained
from integrating information and communication technology (ICT) in the teaching of
visual arts. However, little research has depicted the ‘state of play’ regarding visual
arts teachers’ approaches to technology within the Australian context. This paper
reports on a study of 14 visual arts teachers from a rural area of Australia and reveals
broad diversity in individual teachers’ social, artistic and educational values, attitudes
and beliefs about ICT, leading to widely diverse approaches to both their personal and
professional use of technology. The paper explores a number of key issues, including:
whether teachers perceive dissonance between ICT and visual arts; whether teachers
believe it is important to integrate ICT in their teaching; the role ICT is currently
playing in classrooms; the issues teachers are experiencing and how teachers approach
their own ICT learning. It is argued that effective ICT professional development for
teachers must take account of teachers’ values, attitudes, beliefs and perceptions not
only regarding ICT, but in relation to teachers’ own approaches to their personal and
professional learning.
Introduction
The integration of information and communication technology (ICT) has become a
high priority across Australian schools, just as it has in schools internationally
(UNESCO, 2002; Jamieson-Proctor, Burnett, Finger & Watson, 2006). In New South
Wales (NSW), the state in which this research was conducted, new syllabus documents
for Stages 4 and 5 (Years 7-10) promote the integration of computer technology across
all mandatory teaching areas. The foreshadowed (although currently delayed)
implementation of state wide computer skills assessments for all Year 6 and 10
students has also emphasised that schools need to take a strategic and concerted
approach to students’ ICT skill and knowledge development. The impetus to embrace
ICT in visual arts classrooms, however, stems not just from such curriculum directives.
The tools and techniques available for visual arts expression have expanded
tremendously with the advent of new hardware and software, and ICT provides
unique opportunities to extend visual arts teaching and learning. Society now
demands new visual literacies for its citizens to function effectively in social and
employment contexts. Furthermore, the very nature and interests of students
themselves contribute to the changing face of visual arts education.
What little has been written of visual arts teachers’ use of technology consistently
indicates that, while some teachers have embraced new technologies, many continue
to use ICT in a limited manner. Little, if any, research currently addresses the factors
that impact on visual arts teachers’ willingness to integrate ICT, particularly within the
2. 2 Australasian Journal of Educational Technology, 2008, 24(1)
Australian context. This paper proposes that the values, attitudes and beliefs of visual
arts teachers can have a significant impact on whether they embrace and integrate ICT
as part of their teaching practice, and whether they choose to take up professional
learning opportunities.
The potential of ICT in secondary visual arts classrooms
ICT presents unique opportunities for supporting creativity (Brown, 2002) and
extending visual arts “beyond clay, crayons and paint” (Stankiewicz, 2004: 88). This
potential was recognised as far back as the 1980s when Crowe (1988) commented that
ICT could assist with exploring design problems, enhance artistic decision making and
provide new opportunities for learning. Since then the literature has continued to
highlight the potential for ICT in supporting visual arts teaching: “For visual education
these are incredibly exciting times offering new possibilities” (Long, 2001: 262).
Drawing and painting software, digital still and video cameras, electronic portfolios,
scanners, colour laser printers, samplers and sound mixers, image manipulation, video
editing, 3D animation, Internet and web page construction can all play a role in
supporting students’ artistic expression (Ashford, 2002; Brown, 2002; Neylon, 1996;
Taylor, 1999). Furthermore, as a medium for exploring solutions to design problems
(Crowe, 1988; Freedman, 1991; Matthews, 1997), students are able to record and save
ideas quickly, manipulate line and colour, modify and incorporate images and employ
motion (Hubbard & Greh, 1991). ICT can allow students who might not possess skills
with traditional media to focus more on the message and less on execution of art
works, thus enhancing self expression (Long, 2001; Wang, 2002; Wood, 2004). Mistakes
can be easily corrected, resulting in decreased anxiety and promotion of
experimentation, which lies at the heart of creativity (Freedman, 1991; Grenfell, no
date; Hicks, 1993; Wood, 2004). While new technologies do not, of course, replace
traditional art processes they do extend the possibilities of art expression,
communication and perception (Wang, 2002; Wood, 2004).
With an ever increasing emphasis on still and animated imagery, symbols and
iconography in society, analysis, interpretation, extrapolation and evaluation of visual
imagery has become just as important as art creation. Students need to be wise
consumers, familiar with how the mass media operates (Hicks, 1993) and visual arts
education has an important role to play in preparing students as visually literate and
critical members of society (Brown, 2002; Schwartz, 1991). Furthermore, as the use of
digital media has expanded, new career opportunities have opened up for visual
artists. Students with knowledge, skills and proficiency in digital art and design are
well situated to obtain employment in commercial visual arts contexts, such as
advertising, film, animation and other computer graphic industries (Matthews, 1997;
Taylor, 1999). Web 2.0 technologies such as Second Life and Flickr, together with the
expanding games industry, represent environments in which digital visual art and
design skills provide new opportunities for self expression, as well as enhanced
commercial potential.
Technology provides exciting opportunities for enriching and transforming visual arts
teaching, providing teachers and students alike with new tools to access, organise and
present information and to enrich lessons through multimedia (Bridwell & McCoy,
1991; Garnons-Williams, 2002; Schwartz, 1991; Wood, 2004). Technology enables the
establishment of communities of practice and cooperative learning (Henning, 2000;
3. Phelps and Maddison 3
Hicks, 1993; Neylon, 1996), with communication not only between students and
teachers, but between students from different schools, countries or cultures, and with
practising artists from around the globe. The world wide web also provides a virtual
international gallery for students’ work (Loveless, 2003). ICT can engage and inspire
students, and this has been cited as a factor influencing ready adoptors of ICT
(Grenfell, no date; Long, 2001; Wood, 2004).
Literature about visual arts teachers’ use of ICT
Literature since the 1980s has continued to document concern surrounding visual arts
teachers’ willingness to integrate ICT in their teaching (Duncan, 1997; Matthew,
Callaway, Letendre, Kimbell-Lopez & Stephens, 2002; Rogers, 1995). In almost all
instances, teachers’ values, attitudes and beliefs, human inertia and resistance to
change have been cited as significant contributing factors. These factors have been
demonstrated to play a significant role in influencing all teachers’ preparedness to
embrace ICT (Phelps & Ellis, 2002; Phelps, Ellis & Hase, 2001; Phelps, Graham & Kerr,
2004; Phelps, Graham & Thornton, 2006; Phelps, Graham, Watts & O'Brien, 2006).
However there are a number of issues specific to visual arts teachers.
For instance, teachers’ traditional ideologies concerning the framework of aesthetics,
and their beliefs about the incompatibility between technology and art itself, have been
identified as barriers to the adoption of ICT (Hicks, 1993; Matthew, Callaway,
Letendre, Kimbell-Lopez & Stephens, 2002; Wood, 2004). Previous studies have
indicated that some art teachers view ICT as gimmicky and easily misused, and some
fear loss of student creativity (Crowe, 1988) and a focus on replication of art (Rogers,
1995). Interestingly, Taylor (1999) noted that photography, in its early history, faced
similar resistance when debate ensued as to whether it should be considered an art
form. Additionally, Loveless (2003) documented instances where teachers felt that the
school network was set up on a ‘business model’, which was not helpful in the context
of an ‘art space’.
Wang (2002) reported continued reluctance on the part of visual arts teachers to
embrace new technologies and refers to a study of accomplished art teachers and
quality art education (Bamford 2001), within which no mention was made of the
inclusion of ICT. While some resistance to integration might be attributable to age,
research cited in Delacruz (2004) suggested that, although many art teachers are using
more ICT, most use only basic applications (such as word processing) rather than
applications designed to support creativity. Wood’s (2004) work highlights that, while
some teachers believe technology maintains student engagement and provides
inspiration, others were concerned that students could be easily distracted by
technology.
Resource constraints have been recognised as barriers by a number of writers
(Delacruz, 2004; Henning, 2000; Wang, 2002) and these papers also identify poor
training opportunities, lack of support and lack of time as significant impacts on visual
arts teachers’ willingness to integrate ICT. Professional development that does not
focus on a specific area of content has been found to be less effective (Wood, 2004).
While we do know that some teachers are integrating ICT in their visual arts teaching
with “open minds and a sense of adventure” (Delacruz, 2004), what remains unclear is
the extent to which this is occurring across school systems, how practising teachers
4. 4 Australasian Journal of Educational Technology, 2008, 24(1)
view or learn to apply technology in their professional lives (Phelps, Graham & Kerr,
2004) and the factors that impact on teachers’ willingness to integrate ICT. This dearth
of current research is particularly evident in the Australian context.
The context for this research
The first author of this paper has been involved in teaching courses in ICT for teachers
at both undergraduate and postgraduate level over many years. Interaction with pre-
service visual arts teachers indicated a significant dichotomy in their attitudes and
beliefs regarding ICT. While some were extremely confident and had extensive
experience in digital media, a significant proportion was amongst the least confident
and experienced ICT users in the undergraduate student body. These observations
were reinforced through experiences offering teacher professional development
programs to secondary teachers. Notably, this course attracted very few volunteer
participants from visual arts faculties (Phelps & Ellis, 2002). Only one teacher from the
first four cohorts (approximately 160 teachers) had a visual arts background (notably
this teacher was extremely nervous about ICT and did not complete the program).
This study was prompted by these observations and curiosity as to whether there were
factors specific to visual arts teachers that impacted on their decision to integrate ICT
in their teaching. The research aimed to investigate the factors which influenced visual
arts teachers’ approach to ICT, and their own professional learning.
Methodology
A qualitative, interpretive approach was determined to be most appropriate in order
to explore in some depth the range of issues related to teachers’ values, attitudes and
beliefs. The research involved interviews (mostly conducted by phone, but with three
conducted face to face) with 14 secondary visual arts teachers employed in Catholic
schools in a rural Diocese of NSW. Principals from the nine secondary schools in the
Diocese were approached and eight replied and collectively nominated 14 visual arts
teachers for the study, all of whom agreed to participate. Interviews of between 20 to
35 minutes duration were held with teachers, to determine:
• their background as a secondary visual arts teacher and visual artist;
• how they used computers personally, professionally and as a visual artist;
• their level of ICT confidence;
• how they perceived the role of ICT in visual arts teaching, including benefits and
issues;
• the impact ICT has had on students’ learning and creativity;
• how supported they felt in their use of ICT; and
• whether they had participated in any professional development workshops and/or
ICT training and what influenced their decisions to be involved in these (or not).
Profiling the participants
Of the 14 participating teachers, nine were female and five male and their ages
ranged from early 20s to late 40s with most in their 40s. Four had been teaching for
more than 20 years and nine had been teaching less than ten years (minimum
number of years was three). Most had taught at multiple schools in both public and
private systems, and began their careers teaching casually. Most taught additional
5. Phelps and Maddison 5
subjects other than visual arts. Schools generally had two to three full time visual arts
teachers, although one school only had one visual arts teacher on staff.
As outlined in Table 1, interviewees had diverse visual arts backgrounds. Most said
they currently had limited or no time for their personal art practice, six citing their
teaching work as the main reason for this, followed by family commitments. All of
the teachers used word processing and Internet research in their teaching. Ten used
specific graphic art software (such as PhotoShop) and nine used digital photography
as part of their visual arts teaching. Six made use of data projection in the classroom,
three mentioned the use of PowerPoint, and half used scanners and printers. Digital
video/film was used by four teachers.
Table 1: A brief profile of participants
Years Visual Active
Pseud-
teach- arts back- visual Brief synopsis of current ICT use
onym
ing ground artist?
Beth 7 sculpture Yes Used computers almost daily for personal use and about
and every second day as part of teaching. Her confidence was
ceramics generally OK. “I wouldn’t mind some increased
confidence with things that are new”. Did not currently
use any ICT with her own art, although would eventually
like to use PhotoShop.
Diana 3 painting Yes Used ICT every few weeks to document of her own
artwork and present images to galleries. Used home
computer almost every day and was generally confident.
Used ICT every day in teaching, including using a digital
camera to document student art practice and as part of
their body of work. Frequently used a projector and the
Internet with her teaching.
Helen 20 (14 * * Tried to keep up with ICT, used it in teaching 2-3 times a
in VA) week. Did not feel confident (particularly with seniors).
Owned a computer at home, which her children used
more than her as “there are other things I would prefer to
be doing”
Isabel 16 writer Yes Confident ICT user who enjoyed digital artwork, using
laptop for sketching (PhotoShop). Used ICT everyday in
teaching.
Jodie 6 fibre No Youngest teacher interviewed (in her 20s). Fairly confident
artist with ICT, used personally about once a week. Classroom
use about once every 2 weeks with junior classes and
every second day with seniors.
John 7 painting No Eldest interviewee (in his 40s). Used ICT almost every
night for work related tasks. Found ICT frustrating and
time consum-ing. Old computers at school negatively
affected confidence. Rarely used ICT with students and
was concerned about the need to learn PowerPoint for the
following year; “it will be a headache”.
Kate 17 * * Reasonably confident with basic ICT, including digital
cameras and PhotoShop, but recognised she had “a long
way to go”. Used ICT in the classroom daily or every
second day.
6. 6 Australasian Journal of Educational Technology, 2008, 24(1)
Kevin 22 photo- Yes Very confident ICT user. Had ‘built’ 5 home computers.
graphy Worked with digital photogra-phy, desktop and web
publishing, graphic design and digital video. Integrated
ICT into every year 7 and 8 unit. Used ICT every second
period, including scanning, PhotoShop, page layout,
Internet research and digital video. Desk computer turned
on all day for easy access.
Liam 7 painting, No Very confident with computers used them daily, created
drawing, diaries of sketches, scanned and used PhotoShop. Included
print digital artwork with all students using PaintPro8, digital
making photography, digital video and PowerPoint.
Noah 8 mixed Yes Confident with ICT. Used computers personally at least
media every second day. Although he was “more than confident
to teach the kids the basics”, did not use ICT very often in
the classroom, due to limited availability of hardware.
Sigrid 22 fibre arts No Generally very confident, daily personal use of computers.
Only made moderate use of ICT in her teaching; a couple
of lessons a year with younger students but more
frequently with older students.
Mia 7 print No Infrequent personal computer use. Confidence was
making affected by home computer problems. Did do some digital
photo manipulation using Photoshop. In teaching used ICT
spasmodically, usually once a week. Encouraged student
ICT use, including videoing presentations and having
students email assignments.
Steve 5 painting Yes Generally confident with ICT. Only really used ICT in his
and own time for work related tasks. Used with students about
drawing once a month. Described how the students used ICT with
an art exhibition, choosing artists, images and making the
business cards, catalogue and invitations.
Tarni 9 sculpture No Used ICT everyday as part of her teaching (primarily
Internet research) as required by her school. Somewhat
confident, but mainly with junior classes. Felt that she
would need more help if teaching the senior years,
particularly with digitally produced works; “I am not very
skilled in this area… I have been a bit intimidated with
computers”.
* This data was not obtained
Notably, all teachers owned a computer at home, with one interviewee owning five
computers. When asked about their personal use of computers, all used word
processing, about half used email frequently and the majority used the Internet for
research and work related activities. Six teachers used ICT in some way as part of
their own art practice, including storing images, digital cameras, PhotoShop and
graphic design. Two teachers were involved in digital video and editing.
Exploring the issues
In this section we discuss five key issues, namely:
• do teachers perceive dissonance between ICT and visual arts itself?
• do teachers believe it is important to integrate ICT in their teaching?
• what role is ICT playing in the secondary visual arts classroom?
• what issues are teachers experiencing integrating ICT?
• how do teachers approach their own ICT learning?
7. Phelps and Maddison 7
Do teachers perceive dissonance between ICT and visual arts itself?
While no teachers explicitly expressed beliefs that digital work was at odds with their
beliefs and values regarding visual arts itself, there were evident tensions for a number
of the teachers interviewed; even those who actively embraced ICT themselves. Six
discussed the importance of traditional mediums and the organic nature of art. Diana
was the most vocal in expressing her belief that digital work was not, in itself, an art
form and that technology made art look easy and did not require any skill. “Some
students do a photocopy and think it is an art work”. For Diana, part of being an artist
is to create an illusion and “ICT can not do that as well as our own imagination”. Steve
was also passionate about the “organic” nature of art and thought computers were a
“bit cold”. For him painting was a very personal, absorbing process, not able to be
replaced with ICT. Kate expressed her view that computer graphics were really
overrated.
Several teachers described ICT as a tool, much like a paintbrush, or a pencil or lino
tool. Such comments were often made in the context of digital art forms not replacing
traditional techniques. For a smaller number of teachers, technology was perceived as
opening up new, exciting and progressive forms of expression. “It can extend the
ability to create a body of work, organic to computer to four dimensional works. I love
the experience of it” (Mia). Kevin described it as instantaneous and very liberating.
A number of teachers experienced tension regarding aesthetical aspects of engaging
with images on screen rather than in books. Isabel, for instance, commented that
“turning the pages of a beautiful large art book is a far more sensuous experience than
sitting behind a computer screen”. Similar sentiments were expressed by John and
Helen, who believed that students absorbed information and kept focused best with
books.
Do teachers believe it is important to integrate ICT in their teaching?
Considerable differences existed in teachers’ beliefs concerning the importance of ICT
in the art classroom. Only six felt that ICT was a necessary, mandatory, fundamental
or unavoidable part of contemporary art teaching, while five teachers expressed that
ICT was not essential. Mia pointed out that although she believed ICT was an
integral part of art, it was possible to achieve well in visual arts courses without ICT.
Four of the teachers saw ICT as important in relation to student career opportunities,
for instance as illustrators, graphic designers or architects. A number of teachers
commented that integrating ICT positively impacted on perceptions of visual arts as
a subject. Jodie, for instance, noted that ICT brought different students into the art
room, “not just the painters and drawers” and Liam believed that ICT helped art
compete with other subjects; “When we use computers it makes art more attractive,
more accountable. When we have subject selections we talk about the role of ICT in
art and it makes people sit up and take note”.
Seven teachers identified ICT as playing an important role in engaging and
motivating students; “ICT is part of the real world; their real world” (Sigrid). “If
imagery does not engage them they switch off. You have to be very clever in
stimulating the kids and be clever, gimmicky, grandstand a bit to get their attention,
or be more charismatic than you had to do” (Isabel). Only one of the teachers talked
at length about the role visual arts could play in nurturing critical literacy. Isabel
8. 8 Australasian Journal of Educational Technology, 2008, 24(1)
thought it was important to support students to be active and critical visual
consumers, particularly in relation to advertising; “I talk to my seniors about this all
the time. You don’t accept an image just because it’s presented on a computer
screen”. For Isabel, an important aspect of her role was to teach students “how to
deconstruct, analyse and how to be critical consumers of art”.
What role is ICT currently playing in the secondary visual arts classroom?
The majority of the teachers highlighted the benefits of ICT in accessing, organising
and presenting information. Seven teachers, for instance, discussed its role in
supporting student research, providing immediacy and the ability to search for
obscure artists and art movements. “With ICT we have access to every image and
every artist. No books have it all. We can access all galleries, Australian and
international” (Liam). These benefits were particular significance for this group of
rural teachers as there was a real sense that “the world is at our fingertips” (Kevin).
“The world can come to us. In a rural area we are so removed from a lot of culture”
(Liam). Jodie explained that technology helps art teachers keep up with what is
happening in contemporary art practice, views reinforced by Diana. “We can access
more exciting things now, like performance art. Kids can now experience a whole
range of art influences, film, technology and art practice. Kids can see what is
happening overseas”. The ease and efficiency of displaying images, for instance by
using PowerPoint and a data projector, was also a strength; “Now images can be larger,
on a grander scale; they are more real”. Beth commented that she could “reuse it all, it
is more interactive, keeps kids occupied. ICT can be quick and allows the classroom to
be more dynamic”.
While most teachers used ICT for theory, about half indicated that they were using
technology with their students to create art works. These teachers indicated that ICT
helped students play around with art and see progressive changes. Beth, for example,
encouraged her students to use ICT in their body of work, including digital
photography and scanning images from pieces they had created.
Interestingly, however, none of the teachers referred to harnessing ICT to transform
their pedagogy. For instance, no reference was made to implementing webquests,
virtual excursions or other online learning experiences, or to including interpersonal
exchanges, with students communicating with other students or artists from the
community or from different cultures. No teachers referred to using the web to assist
students to exhibit their work.
What issues are visual art teachers experiencing integrating ICT?
Notably, every teacher interviewed identified resources, support or funding
constraints as barriers to ICT use in the art classroom. There was, however, a marked
difference between the equipment available across the eight schools. Diana, who was
from a newer school, had a data projector in each of the three art rooms, a technical
area within the art room with three computers, and an adjoining room that was one of
five computer labs in the school. A number of other teachers mentioned having one to
two computers in their art rooms, although sometimes they were quite old, and in one
case, space restrictions meant that it sat covered by a blanket under the chalk board.
Others relied on making use of general school computer labs, and one mentioned
having to wait weeks to access the lab and then was only able to do so by negotiating
9. Phelps and Maddison 9
with another teacher to have their booked time. Only two teachers indicated that they
did not want computers in their art room. For one of these teachers, this was an
inconceivable prospect; “I can’t imagine schools having computers in the art room.
How could they? Kids don’t all behave well, some kids are pretty wild. If we have
expensive equipment in the art room, we are just asking for it to be wrecked”.
A number of teachers were highly vocal about issues of inequity. Hardware
availability was associated with broader school values and levels of support and
leadership. One interviewee discussed having to make do on a limited art budget. “We
could buy pastels for the whole class at $25 each or one program. We have to buy
books, the list is endless. How far will $5,000 go on computers and technology? We
have been applying for a new scanner, A3 printer and digital camera for the last three
years. There is just not that money in the school or priority given to the art room”. In
this school the two computers in the art room were quite old, unreliable, and one was
linked to a printer that another staff member had donated.
While previous studies frequently cite time as a major restricting factor on classroom
integration of ICT, in this study it was mentioned by only three teachers. John said he
did not have enough time to learn about the application of new technology and that
“ICT makes teachers’ jobs so much more demanding”. Noah and Mia both talked
about trying to find time to squeeze more content into an already full program.
Perceptions regarding the influence of ICT on students’ approaches to visual arts were
diverse. A number of teachers felt that ICT, at times, stifled student creativity or
resulted in students not using traditional techniques. Some thought that students with
poor ICT skills were not comfortable with ICT based art making and Liam commented
that art making via ICT could be “very removed”. “Some kids are the hands on kind.
ICT can take away their natural ability” (Mia). One teacher commented that students
now had too many choices when it came to art making. Contrastingly, Kevin and
Diana raised the issue that some students were too reliant on ICT and did not want to
draw. Such concerns regarding the ‘overuse’ of technology were expressed by teachers
particularly passionately. A number conveyed reservations, if not fear, that students
would no longer develop foundational skills and that ICT took time away from areas
such as painting and drawing. “I know that kids are impressed by it… they see it as
something new but it’s not really…the kids think it’s an end product not a tool” (Kate).
Noah felt it was important to get the kids to think creatively first before they used ICT.
Some issues were raised regarding students’ over reliance on the web for information,
about Internet information being at times invalid and students losing the ability to
research with books. Although the issue of plagiarism (copy and pasting and changing
a few words) was raised by a small number of interviewees, the more specific issue of
“scanning and manipulating images” was also discussed. These concerns were
interesting given that appropriation has such a firm foundation in art history. Sigrid
acknowledged that many contemporary art works were now ‘borrowed’, however her
concern was that “if kids rip off and don’t understand what they are doing it can be a
problem, but not if they initiate an idea”. For Noah, concerns related to not being able
to see the development of students' digital art work. “I need to see their workbooks, I
need to see the stages of the work… as I would a sketch to painting”. This comment
perhaps reflects a lack of awareness or understanding of versioning strategies or
assessment techniques such as digital portfolios.
10. 10 Australasian Journal of Educational Technology, 2008, 24(1)
How do teachers approach their own ICT learning?
The professional development and learning approaches being employed by visual arts
teachers in relation to ICT, and their values and attitudes to this learning, were a
particular interest in this study. Interviewees discussed the need to continually keep
up with ICT skills and knowledge, and for many this was highly confronting. One
teacher described ICT as “an anchor around my neck”. Tarni emphasised that a lot of
teachers fear being left behind professionally, and Isabel reflected some teachers panic
about ICT learning. “It’s ignorance and that breeds fear and mistrust. People think it’s
a huge thing they have to learn and it is scary. It is no different to any other skill you or
the kids learn in the classroom”. This anxiety was clearly evident in the comments of
John; “I want someone to come here and tell me as I don’t know what to do. We have a
new photocopier here but it is impossible to use! No one here to show me the basics, so
it is hit and miss. It needs to be in easy steps, and we need easier programs for teachers
to use”.
Nine of the 14 teachers had undertaken some form of ICT professional development,
with most of such activities having been carried out at school and covering skills with
reporting software, word processors and publishing software, web page design,
PowerPoint, spreadsheets and Moodle. Two teachers had undertaken an Adult
Community Education course and one teacher had completed a course through
Technical and Further Education (TAFE). Only four teachers had undertaken
professional development specific to visual arts (for instance on graphic art programs
or digital imaging). Kevin was himself trying to organise and run a professional
development workshop for other teachers in the Diocese.
A range of factors were cited as influencing teachers’ decision to be involved in ICT
professional development. Notably, two teachers stated that they were not at all
interested in ICT and thus not willing to be involved. In contrast, some indicated that
they were already confident with ICT and thought that the type of professional
development offered was not suitable for them. Four said most of the courses they
would like to attend were only available in capital cities. Three of the female teachers
said they found attending professional development out of school hours difficult
because of family commitments. Having to meet the costs personally was cited as a
barrier and one interviewee mentioned the timing of initiatives as problematic (e.g.
first day of term). Several teachers referred to themselves as self taught, learning by
playing around and talking to their colleagues, family or friends; “Basically the way I
learnt was to get on and do it. I feel confident that either I will figure out what to do or
ask someone” (Isabel). “When exploring something new I need a fair bit of time or else
I tend to put it off until I feel comfortable” (Sigrid). Jodie made a suggestions that team
teaching would be a very affective learning approach.
While five teachers believed they did not receive enough ICT support, the majority
were happy with the assistance available; “There is heaps and heaps of help from
people who are self motivated or self taught and are more than willing to teach other
teachers” (Helen). For John it was an issue of “we discuss it or we sink”. Some teachers
saw principals as supportive, although this was countered by others.
Many interviewees commented that their students were at times more skilled in ICT
than them. Notably it was the more confident computer users who indicated that they
were happy to learn alongside their students. Liam, for instance, stated that “if I do not
know I put it on the line and tell the kids. I tell them that teachers don’t know
11. Phelps and Maddison 11
everything. We do it together and that really builds kids’ confidence. It is two way
learning”. Jodie similarly stated that “I am not stressed with it all. I am learning with
the kids. I let them know if I don’t know something”. Steve also reinforced the value of
these strategies, stating that “I have a good relationship with the kids. I am here to
learn as well, so I don’t mind asking them”.
Discussion
Interviews with these 14 Australian rural teachers indicated that there is still
considerable diversity in the extent to which visual arts teachers are integrating ICT in
their teaching and that for some teachers, perceived dissonance between ICT and the
creative and tactile process of visual art is indeed a contributing factor.
Length of time teaching did not impact negatively on ICT integration with some of the
most experienced teachers being prolific in their use of ICT. Relatively recently
graduated teachers (under ten years) were not necessarily integrating ICT more
frequently or creatively than those with more experience.
The majority of teachers could articulate advantages and potential for ICT integration,
particularly related to student engagement and motivation. However, a minority felt
obligated to do so by wider educational pressures, imperatives or developments, and
only a small number spoke of broader social needs for digital visual art literacy. Less
than half of the teachers interviewed thought ICT was a fundamental part of the visual
arts curriculum, despite recent syllabus changes. Many of the teachers interviewed did
perceive tensions between ICT and visual arts practice and expressed concerns that
using ICT would somehow undermine and replace, rather than supplement,
traditional approaches.
Significant diversity was discovered between schools in relation to access to hardware
and software, and this certainly did influence teachers’ willingness to integrate ICT in
their teaching. School finances, culture and leadership invariably impacted on this
resourcing, however where teachers were not interested in integrating ICT, it may well
be that little pressure was being exerted to pursue technology based resources.
A key finding relates to teacher learning. As has been supported in other research
(Tearle, 2003; Phelps, Graham & Kerr, 2004; Phelps, Graham, Watts & O’Brien, 2006)
those who are proficient and capable ICT using teachers learn predominantly through
self directed play and exploration, while being supported by colleagues, friends and
family, rather than remaining reliant on formal training or professional development.
While workshop based approaches can provide a useful means of introducing new
ideas, ultimately the most effective learning is occurring for teachers by ‘getting in and
having a go’. Building networks and encouraging dialogue between teachers
specifically in relation to ICT should be seen as important, not just in passing on skills
and knowledge but also as a means to addressing discipline specific concerns and
influencing values and beliefs. As has been highlighted in other studies (Phelps,
Graham & Thornton, 2006; Phelps, Graham, Watts & O'Brien, 2006), explicit collegial
discussion concerning learning strategies can promote risk taking and encourage more
ICT reluctant teachers to learn with and from their students.
In rural areas of Australia, where considerable distances stand between secondary
schools, and where teachers may find themselves as the only visual arts teacher within
a school (or one of only two), the importance of facilitating dialogue and idea sharing
12. 12 Australasian Journal of Educational Technology, 2008, 24(1)
between schools is difficult but critical. The study indicated instances where teachers
remained quite unaware of the level to which other schools were integrating ICT, and
continued to see such integration as inconceivable. The diversity across the schools
also reinforced that some level of benchmarking may prove essential, to attempt to
diminish inequities in outcomes for students. Ultimately, however, teachers need to
hold values, attitudes and beliefs that will lead them to support integration initiatives.
Data obtained in this study would reinforce a level of optimism in this respect.
Conclusion
This study indicates that the adoption and integration of ICT by visual arts teachers is
as similarly diverse as that by teachers more broadly. While some teachers have led the
way with innovative and exciting applications of technology, others continue to avoid
it all together and this is exacerbated and perpetuated by beliefs about the nature of
visual arts and the relationship between technology and creativity. This study
reinforces the findings of other studies that suggest professional development is not
simply about ‘attending courses’ or ‘receiving training’, but that it is much more
complex and proactive, and requires a clear emphasis on addressing not just ‘how’ to
do it, but on ‘why’ it should be done (Higgins & Mosley, 2001). Certainly,
understanding teachers’ beliefs and values is a vital ingredient in effective support
(Taylor, 1999) and studies such as this are essential in enabling school systems to
support teachers in ways which take account of teachers’ values, attitudes, beliefs,
motivations, and discipline specific concerns.
Acknowledgements
The authors would like to acknowledge the formative role of Chris Sanders in this
research and the contribution of the 14 teachers who kindly offered their time and
support to the study. Special thanks also to the Lismore Diocese Catholic Education
Office for their support of this research and their commitment to supporting teachers’
ICT professional learning.
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Renata Phelps and Carrie Maddison
School of Education
Southern Cross University
PO Box 157, Lismore NSW 2480, Australia
Email: rphelps@scu.edu.au, carrie.maddison@scu.edu.au