Web viewedu 702. research methodology. research proposal. on (use of ict in the teaching of visual...

EDU 702

RESEARCH METHODOLOGY

RESEARCH PROPOSALon

(USE OF ICT IN THE TEACHING OF VISUAL ARTS SUBJECT IN PRIMARY SCHOOL)

Prepared for:

ASSOC. PROF. DR. NOR AZIAH BT. ALIASFACULTY OF EDUCATION

UNIVERSITI TEKNOLOGI MARA,SECTION 17, SHAH ALAM

Prepared by:

MOHD AZWAN BIN ANUAR (2011428368)M.ED (VISUAL ART EDUCATION)

ED 772

Date of Submission:

2 JULY 2012

TABLES OF CONTENTS

CHAPTER 1: INTRODUCTION Page

1.0: Introduction ................................................................................................................. 1-2

1.1: Background of the Study ............................................................................................. 2-5

1.2: Statement of the research problem .............................................................................. 5-6

1.3: Research Objectives .................................................................................................... 6

1.4: Research Questions ..................................................................................................... 7

1.5: Definitions of Terms ................................................................................................... 7-9

1.6: Significance of the Study ............................................................................................ 10

1.7: Limitations of the Study ............................................................................................ 10-11

CHAPTER 2: LITERATURE REVIEW

2.0: Introduction ................................................................................................................. 12

2.1: Overall Literature Review .......................................................................................... 12-14

CHAPTER 3: METHODOLOGY

3.0: Introduction ................................................................................................................. 15

3.1: Research Design .......................................................................................................... 15

3.2: Population and Sample ................................................................................................ 16

3.3: Data Collection ............................................................................................................ 16

3.3.1: Instrumentation ................................................................................................ 17-18

3.3.2: Pilot Study ........................................................................................................ 19

3.3.3: Protocols .......................................................................................................... 19-20

3.4: Data Analysis ............................................................................................................... 20

3.4.1: Procedures ......................................................................................................... 20

3.4.2: Case Sample/ Examples ................................................................................... 21-24

3.5: Reliability and Validity .............................................................................................. 24-25

BIBLIOGRAPHY ............................................................................................................ 26-27

APPENDICES .................................................................................................................... 28

Appendix A: The Survey Instrument (Questionnaire) ......................................................... 28

Appendix B: Interviews Questions (Teachers) .................................................................... 28

Appendix C: SAMPLE Requesting Permission Letter to Conduct the Study ..................... 28

CHAPTER 1

INTRODUCTION

1.0 Introduction

An advance in information and communications technology (ICT) has become a challenge to

the country and particularly the education system to provide human resources knowledge and

skills in this area. Therefore, the Ministry of Education Malaysia in particular needs to be a

leader in the ICT field that involves the national education system. Through the selection of

the workforce, the ministry should provide adequate physical requirements to enable the use

of ICT applied consistently and uniformly in all organizations under the ministry. The use of

ICT could have a positive impact, bringing change and reform the education system to uphold

the country's education at international level.

Thus, the integration of information and communication technology (ICT) has become a high

priority (UNESCO, 2002; Jamieson-Proctor, Burnett, Finger & Watson, 2006). In principle, in

any education system, there is no any restrictions on the process of delivering knowledge to

all levels of students and new subjects can be introduced into the school curriculum,

particularly to schools that are equipped with basic facilities and so on

(UNESCO / IFIP, 2000). Information and Communication Technology Policy in Education

will make information and communications technology (ICT) as a key enabler in the process

of teaching and learning in schools and in institutes of higher learning.

Through the use of ICT will be able to improve the quality of education and create a

generation of knowledgeable and able to contribute to national development. In addition, this

policy is a continuation of the Smart School initiative which emphasizes the use of ICT as a

vehicle and the main source to encourage the development of creativity, learning, working,

critical thinking and problem solving (Deputy Prime Minister Tan Sri Muhyiddin Yassin,

Information Resources, New Straits Times). However, teaching the use of information and

communication technology (ICT) has a positive assessment.

Effective use of ICT to achieve the educational goals of a country, to develop human capital

that is knowledgeable and has the ability to communicate that is required at the end of the

school year (Papert, 1997; Cuba, 2001; Fuchs andWoessmann, 2004). Teachers who try to

apply the use of ICT during the delivery process knowledge in the classroom is a good

program technical approach and positive (Ozmon and Carver, 1996) and will create a new

learning environment, attractive and suitable for all students (Jonassen, 1996; Coughlin, 1999;

Schacter, 1999; Dexteret al, 2000; Knierzinger et al, 2002).

1.1 Background of the Study

Education encompasses teaching and learning process that involves specialized expertise and

also something that cannot be seen but it is more profound. As a result, it also involves

knowledge, judgment and wisdom of a person, especially educators. One of the fundamental

goals of education is to teach beyond the generation of culture. According to the policy of the

Ministry of Education Malaysia, education is an ongoing effort towards further developing

the potential of individuals in a holistic and integrated to create a balanced and harmonious

human intellectually, spiritually, emotionally and physically on the belief and devotion to

God. Effort is designed to produce Malaysian citizens who are knowledgeable, honorable,

responsible and capable of achieving well-being and contribute to the betterment of the

community and country (Ministry of Education Malaysia, MOE).

Through this educational context, changes have occurred in which ICT is a vital resource in

the community, especially the teachers at school. Delivery of knowledge will become more

attractive and effective with the use of ICT technology. The existence of ICT technology has

become a scene that opens people's minds to grow and remain competitive in the technology

field along with other countries. In a study to be carried out, it had links to the scenario that

existed, namely ICT technology. At primary school, the subject of visual arts is given

emphasis as it involves the development of student creativity.

The study will be conducted based on the problems facing teachers in the use of ICT in

teaching and learning in primary visual arts. An activity done in class, such as painting, it is

not limited to only drawing book. In fact, it is not limited and teachers can teach students to

draw using whatever program available in the computer (example: Paint, Power Point and

Adobe). As an example, the program 'Paint' is most suitable to be used for drawing and testing

the creativity of students, particularly in ICT. Therefore, teachers should always equip

themselves with new knowledge and try to learn more of the teaching and learning processes

that are well executed. However, there are teachers who have sufficient knowledge of the

methods of delivery have an impact that is less effective. If knowledge is developed and

owned by a given based on the use of ICT, teaching and learning possible in the classroom

will be more interesting and effective. ICT is an important area in which it exists everywhere.

Integration of information and communication technology (ICT) has become a high priority

for all schools around the world (UNESCO, 2002; Jamieson-Proctor, Burnett, Finger &

Watson, 2006).

In education, for example, the field of ICT plays an important role in the success of a goal in

the context of student behavior and uncovers the students' ability to communicate. This

includes its applications in teaching and learning in schools for all subjects, particularly

subjects that involve visual arts education student creativity. With this, teachers need to

develop and explore these areas to more effectively disseminate knowledge. It also is

necessary for a student so that they can do anything, especially activities that involve

professional future (Papert, 1997; Cuba, 2001; Fuchs and Woessmann, 2004).

Application of ICT and the use of various techniques in teaching programs (Ozmond &

Carver, 1996) can create a comfortable learning environment, new and appropriate for each

student (Jonassen, 1996; Coughlin, 1999; Schacter, 1999; Dexteret, 2000; Knierzinger,

2002 ). ICT technology provides a unique opportunity to support creativity in the visual arts

(Brown, 2002). In addition, it also gives exposure to the visual arts in greater depth and not

just focus on the medium such as clay, crayons, color pencils, water color, poster color, paint,

etc. (Stankiewicz, 2004: 88).

ICT can help teachers and students to explore and resolve any problems that arise, increasing

the exposure in making a decision that involves artistic and provide new opportunities in the

implementation of teaching and learning process (Crowe, 1988). Use of ICT in visual arts

education subjects in primary or secondary school is a new, exciting and positive impact

(Long, 2001). A teacher needs to constantly improve knowledge in the field of ICT, either

theoretical or practical due to the field of ICT can play a role in supporting each student art

activities such as painting example, software applications, digital still, video cameras,

electronic portfolio (e-portfolio), the scanner , color laser printer, the examples and sound

mixer, image manipulation, video editing, 3D animation, Internet, building web pages and so

forth (Ashford, 2002; Brown, 2002; Neylon, 1996; Taylor, 1999). Consequently, teachers and

students are able to record and keep the ideas quickly, to manipulate a type of line, color,

change and combine the images and using a movement that is in software (Hubbard &

GREH, 1991). ICT can help and attract students to the visual arts, especially for those who do

not know how to do the traditional visual arts activities and less on the implementation of a

work of art and thus able to increase their self-expression (Long, 2001; Wang, 2002;

Wood, 2004).

1.2 Statement of the research problem

Research around the world suggests ICT can help teaching and learning process. In addition,

it also involves practical skills and presentation skills of a teacher in the fields of study such

as visual arts, mathematics, science, social education and others. Through ICT, a simple

image or picture is shown to the students and can indirectly improve student memory and

recall. Consequently, teachers are easy to convey knowledge to give a direction to perform

work involving the arts and students will easily understand and accept all instructions and

knowledge being taught. With the use of ICT in visual arts subjects as well, teachers can

implement interactive sessions and create a more attractive learning environment and can

increase the presence and concentration of students.

But now, what happens most of the teachers did not have high skills in the ICT field. Based

on my observations as a whole in school, it was found that most teachers, particularly teachers

who have long served not skilled and knowledgeable in the field of ICT. Because of this, they

are not able to apply ICT in teaching and learning in the classroom. This causes them to not

be able to apply this technology in teaching and learning process. A teacher with knowledge

but do not pursue this field of ICT, teaching and learning process would be familiar and less

attractive. With the use of ICT, it is able to attract and tendency of students to learn and

accept the best knowledge.

Consequently, teachers who know and skilled in ICT but do not apply when teaching can lead

to not achieving the objectives of the teaching process properly. Opportunities should be

taken and do the best implementation of teaching to students and self-satisfaction. In contrast

to a teacher who does not have ICT skills but always trying to improve them and learn new

knowledge without any restrictions and limitations so skilled in these areas to serve as the

primary source of teaching and learning in the classroom. Therefore, teachers should always

equip themselves with ICT-based knowledge in order to successfully deliver this knowledge

and focus to attract students. Exchange ideas and often asked by my colleagues is the best

way to achieve a learning objective. For teachers who do not and lack of skills in the ICT field

must have a sense of a paradigm shift to a more successful, especially in the delivery of

knowledge in the classroom. This is because, ICT technology provides a unique opportunity

to support creativity in the visual arts (Brown, 2002).

1.3 Research Objectives

The first objective of this study is to investigate how teachers use technology ICT in teaching

visual arts subjects in primary schools.

The second objective of the study is to investigate factors that influence teachers in applying

ICT in teaching and learning process of visual arts in primary schools.

The third objective of the study is to provide recommendations and strategies for teachers to

enhance the use of ICT in the delivery of visual arts in schools.

1.4 Research Questions

Through survey and interviews, this study is conducted to answer the following questions.

1. What is the level of ICT knowledge of teachers teaching visual arts in primary

schools?

2. To what extent are teachers skillful in using ICT to teach visual arts in primary

schools?

3. What are the factors that influence the visual arts teachers in applying ICT in their

teaching and learning process ?

1.5 Definition of Terms

Visual Art

According to June McFee in his book entitled 'Preparation for Art', said art is part of the

culture of a society because it is the incarnation of some of the values, attitudes and beliefs in

a society. Indirectly, this statement represents that art is a reflection of the culture of a

society. Without culture is not strong and did not include the value of civilization. According

to Sidi Ghazalba in his book The Ruling on the Arts states that a culture is a way of thinking

and feeling, who reveals himself in the whole group of people who form the majority, in a

space and for a time. This definition can be summarized that the culture is a way of thinking

and how to enjoy life (way of life). According to Herbert Read in his book 'The Meaning of

Art', said Art is the creation of a convenient form of (aesthetic pleasure).

Information and Communication Technology ( ICT)

ICT stands for Information and Communication Technology, which means the technology

needed for the processing of data relating to all aspects of management and information

processing in an organization such as in schools. Accurately and easily, use of computers and

software to convert, store, protect, process, transmit, view, and retrieve information regardless

of place and time. Information technology really does not focus only on the internet and

computers but also television, telephones, mobile phones, fax, telegram, PDA and satellite

systems in the delivery of information. There are three important foundations for the use of

information technology including information technology is a process to collect information

used to make edits by using the technology. In addition, to manipulate information and

process the image and used to communicate that explains how information technology is used

to communicate to obtain information from the source to the receiver.

ICT Technology Program in Visual Arts

(i) Paint Software

Paint is a simple graphics painting program that was included with all versions of Microsoft

Windows. This program is often referred to as MS Paint or Microsoft Paint. This program can

open and save files as Windows bitmap (24-bit, 256 color, 16 color and monochrome, bmp),

JPEG and GIF. This program can be in color or two-color mode and black and white. This

program is a popular program and is often used in doing things the creative arts and design

drawings. It's easy, fast and become one of the programs used in the earlier versions.

Therefore, this program is appropriate for a teacher to use in teaching and learning process

involving painting, a search of ideas for a design, search in the selection of colors and others.

(ii) Power Point Software

PowerPoint is a presentation program designed by Microsoft. This program is included in

Microsoft office suite with Microsoft Word and Excel. This software allows users to create

slide show with photographs, display of information, data and so forth. PowerPoint is often

used to make a business presentation. However, this software can also be used for educational

purposes, formal or informal. Through this slide, as well as used to display all the

information, sound effects and animation transitions can also be included to attract audience

attention. Therefore, this software is appropriate and should be used by a teacher in the

teaching and learning in the classroom. To approach and appeal such as this will facilitate the

students to receive all the knowledge being taught, especially for visual arts subjects in which

it is required visual displays that can help students to engage in an activity.

(iii) Adobe Software

Adobe is a software technology used to create a design. It is not confined to one invention

only but it can be done as the creativity of a person. In general, in software, there are two

custom programs that are used primarily for visual arts. Among them are Adobe Photoshop

and Adobe Illustrator. Through both programs, the designs can be produced in the short and

easy to operate. With the expertise and skills acquired will help a person to use it. Indeed, this

program is suitable for use by a teacher in creating a design to be shown to students during the

teaching and learning. In addition, in this software, it contained all the equipment and media

that are commonly used during the process of drawing and coloring. Display choice of media,

equipment and colors available in this program.

1.6 Significance of the Study

This study is an effort and attempt to investigate the use of ICT in teaching and learning of

visual art teachers in primary schools based on the selection and place determined by the

researcher. Therefore, it is hoped that the results of this study will be able to provide useful

information for further research in the near future.

In addition, these findings may also be able to enlighten teachers on the use of ICT in

teaching and learning of visual arts in primary schools where it is a positive impact.

Consequently, it facilitates the teacher imparting knowledge and facilitating students to

receive all the knowledge which is taught in particular subjects which involve creativity

(idea generation).

Hopefully, teachers in primary schools, especially visual art teacher to try to find and plan an

effective strategy in the application of ICT technology in teaching and learning process

implemented where it is not limited to visual arts subjects only but covers all the subjects in

school.

1.7 Limitations of the Study

This study was conducted to investigate the phenomena that involving ICT technology among

primary school teachers. It aims to examine in detail the use of ICT in teaching and learning

of visual arts in primary schools. The scope of the study was limited to respondents only.

Samples were 180 people consisting of teachers in a secondary school in the district selected

the Sekolah Kebangsaan Sungai Binjai, Meru, Klang, Selangor Darul Ehsan. Therefore, the

limitation of the study is limited because it is based on a sample and procedures. Through the

study findings, it can only be used by teachers and it may not have external validity for

teachers in schools throughout Malaysia because the results or response to be provided may

be different from each other. However, the questionnaire will be distributed to teachers at the

school for comment and answer the survey questions were distributed.

CHAPTER 2

LITERATURE REVIEW

2.0: Introduction

In this chapter, researchers find, collect and review relevant literature for the use of ICT

among art teachers in schools to reinforce the statement of the phenomena that occur. In

addition, the study was also conducted based on previous studies to obtain the data and

statements from various points of view. Literature review involving aspects of ICT

technology and visual art itself. Researchers find and collect these findings in assuming it was

timely and appropriate to the study to be implemented.

2.1: Overall Literature Review

Education is best to use a different approach and different. Teachers need the skills and

creativity. Consequently, teachers need to learn new knowledge. The subject of visual art

itself, it is done by the approaches, techniques and methods were different, especially with the

application of ICT technologies. It should not be limited and focused on the use of media such

as clay, crayons, color pencils, water color, poster color, oil paint, etc. (Stankiewicz, 2004:

88). But, most teachers are refused and did not want to learn new knowledge in particular

areas of the ICT technology, Wang (2002). However, different about teachers who have work

and always try to explore this field to be applied and the teaching and learning to make the

visual arts education in school quality (Bamford 2001).

Besides, ideology, traditional planning framework and trust teachers to clash with ICT

technology has become the main obstacle for not applying the technology in teaching and

learning (Hicks, 1993; Matthew, Callaway, Letendre, Kimbell-Lopez & Stephens, 2002;

Wood, 2004).

However, the literature since the 1980's has shown that there exists a sense of caring and the

teachers, especially visual art teachers to integrate ICT in their teaching, however, teachers'

values, attitudes, beliefs and ready to face challenges and obstacles to a change in the the

main factors for this phenomenon (Duncan, 1997; Matthew, Callaway, Letendre, Kimbell-

Lopez & Stephens, 2002; Rogers, 1995).

ICT technology has now become an important source of innovation, particularly in the

education system. As an example, literature from Australia (Newhouse, 2002) and United

Kingdom (without love, 2002) states that the use of ICT in teaching and learning positively

impact student achievement in core subjects, particularly in the subjects of music and visual

arts in schools .

However, the approach by applying ICT in teaching and learning takes place is said to be

uniform in which they are based on a subject that is in school. Barriers also exist, such as the

lack of internet access, no support and relevant technical professional skills to implement ICT

into teaching and learning programs in schools. ICT is considered as a tool, but as

opportunities designed to increase participation and achievement (Education Review Office,

New Zealand (2005).

Application of ICT in teaching and learning is not limited to only one approach and

techniques. It covers aspects and the use of a very broad category. Can be expressed, there are

three categories of use as a source of information, tools, the portal for a particular teacher,

classroom-based activities and a tool for distance as examples of online learning (Paas &

Creech, 2008).

Use categories mentioned there are rational and relevance. Through observations, of course,

the ICT technology has grown without any limitations and restrictions. This can be proved by

the statements expressed by earlier researchers in which the effective application of ICT in

teaching and learning a positive and profound impact either among teachers and pupils in

schools (Forman-1982, Hartly-1978, Kearsley-1983 , Kulik-1984, Niemiec-1984).

CHAPTER 3

METHODOLOGY

3.0: Introduction

This chapter explains the methodology chosen for this research. The researcher will use a

mixed approach where survey and interview will be the techniques employed to collect data.

3.1: Research Design

For the choice of research design in this research, the researcher chose mixed design. This

design is taken as it is appropriate and consistent with the study to be undertaken.

Questionnaire will be distributed to teachers and also set the interview session with the

teachers for the study comprehensive and integrated. In addition, case examples highlighting

the difference or comparison between the two categories of teachers of teachers who teach

options and visual arts teachers who are not option but to teach visual arts at the school. The

findings will be collected and searched based on observation, interview and survey questions

implemented. In principle, these two are different categories of teachers in which a teacher is

knowledgeable in the art would be easy to convey knowledge, compared with teachers

without basic knowledge of visual arts. With this, the methods and techniques in the

classroom are different to the expertise, understanding and creativity of the teachers.

3.2: Population and Sample

The population for this study is at a school in the district of Klang, Selangor. This school is a

school from grade A to have a large number of students. The schools selected for this study is

Sekolah Kebangsaan Sungai Binjai, Meru, Klang, Selangor Darul Ehsan. Through the

selection of sampling, from the 200 teachers who are in school, only about 180 people will be

involved in this study. The sample size is based on Kreijei and Morgan (1970). Search and

collection of the study will be done by distributing a survey questionnaire and interview based

on the amount of time specified for the 180 teachers. Consequently, the strategy in the search

for this sampling is done randomly using the concept of probability. Teachers in this school is

chosen and taken without holding a formal election. Through this strategy, it is very

appropriate, timely and easy to get a sampling.

3.3: Data Collection

Questionnaires will be distributed to 180 teachers chosen at random. Interview activities will

also be among the teachers to answer a few questions to be asked. Emphasis is given to

teachers who teach options and visual arts teacher who is not an option but the visual arts

taught at the school. With this, the difference will be seen based on the categories of teachers

in particular to the effects of the use of ICT technologies have an impact whether it is good or

otherwise, to the teaching and learning process. To me, this approach is suitable for use as

well as provides a questionnaire, interview conducted on the teachers to give better results and

detailed for this study. Time to interview teachers who are determined to give a little more

space for teachers to speak directly and data will be collected with more compact and

accurate.

3.3.1: Instrumentation

Quantitative Data Collection (Survey/ Questionnaire)

In the instrumentation, the researchers used a survey questionnaire distributed to the teachers

for this study. The survey questions are 3 parts, part A, B and C. Part A contained

demographic questions that have 8 questions. For part B, the questions are based on the use of

ICT among teachers during the teaching visual arts in the classroom. This section has 8

questions. Further, for the C, the questions asked are based on the knowledge of teachers on

the use of ICT and software (such as Paint, Power Point and Adobe) during teaching and

learning activities in the school of visual arts. For this section, it contains three fractions

questions A, B and C. The breakdown of the first question (A) is in terms of knowledge about

software Paint with 6 questions. The breakdown of the second question (B) based on teachers

'knowledge of Power Point software with 6 questions and the third fraction questions (C) is

based on teachers' knowledge of Adobe software that also has 6 questions. So, to all survey

questions in section C, the researcher uses the concept of the ‘Likert scale’ in which the value

'1 'for strongly disagree, the value '2' for do not agree, the value of '3 'for no opinion, the value

of '4' to agree and value '5 'for strongly agree.

Qualitative Data (Interview)

However, besides distributing questionnaires, the researchers also conduct interviews among

teachers. The questions that have been made will be forwarded to the teachers. Semi-structure

interviews conducted in this activity. So, six teachers have been taken to conduct this

interview is. Interviews conducted at the place of study at the ‘Sekolah Kebangsaan Sungai

Binjai, Meru, Klang, Selangor Darul Ehsan’ to collect data and to seek clarification from them

directly. In addition, the categories of the teachers are among the visual arts teachers and

teachers of other subjects such as language teachers, mathematics, Islamic education and

others. Questions for an interview for teachers are based on the knowledge, skills and

expertise of teachers in the use of ICT, especially visual art software such as paint, power

point and adobe. Questions to be directed to these teachers have a total of six questions.

Questions related to knowledge about the field of ICT (2 questions), questions related to skills

(2 questions) and questions related to expertise (2 questions). However, the questions are

based on the use of ICT expertise in the visual arts will be forwarded to two teachers, teachers

who teach the visual arts. Among the six examples of questions that made for an interview

with this teacher is:

1. What is your understanding of ICT?

2. What is your opinion regarding the application of ICT in teaching and learning?

3. What are your skills on ICT?

4. Do you use ICT skills acquired in the process of teaching and learning? If yes, how do

you use? If not, why?

5. Do you know the relevant software visual arts program in ICT? If yes, please state the

software? If not, why?

6. Are you applying the software in the visual arts teaching and learning in school? If

yes, how the approach used? If not, why?

3.3.2: Pilot Study

To obtain good results and findings and clear, the researcher makes pilot study to study. This

pilot study will be based on a small number of samples between 3-5 teachers in which they

are intended to obtain data before performing an actual study. So, before doing an actual

study, the study attempts are encouraged to seek legitimacy and reliability of a study whether

reliable or not. This pilot study is defined as an experiment, exploration, testing, and trial

early or to try an investigation (The Concise Oxford Thesaurus).

In addition, the implementation of this pilot study, the researcher will approach the teacher

and a survey questionnaire mailed several that have been made for completion is determined

based on the period between 10-15 minutes. Hopefully, this pilot study can help in obtaining

data and information that will be conducted later research has validity and reliability.

3.3.3: Protocols

In this study, researchers stressed on a number of procedures and protocols which covers the

survey questions, interviews, observations, and the truth of certain parties. Through a

questionnaire, it will be given to 180 teachers. The schools selected for this study has two

school sessions. This means that the questionnaire will be distributed to teachers for both

morning and afternoon sessions. All teachers involved will be given a grace period for

completing the survey questions.

So, through an interview, the researcher will interview several teachers as had been

determined. Teacher selections were 6 people to answer the questions that will be submitted.

Teachers are also made up of teachers in the morning and afternoon sessions. Activities

interview with teachers was conducted in the laboratory Sekolah Kebangsaan Sungai Binjai,

Meru, Klang, Selangor Darul Ehsan. The time slot is not limited by the question and answer

session conducted. Chat sessions with teachers will also be on record for the purpose of

information collection. For this session, the teachers are not many in which it will be selected

as appropriate. This means that the selections of teachers are among the categories of visual

arts teachers and teachers of other subjects. The purpose is to seek clarification and

explanation, which may differ from each other. Indirectly, it will show the effect of a

comparison between the categories of teachers, which can be used as study.

Further, by observation, the researcher doing informally in which observations are made

whole. Researchers looked at how the teachers implement teaching and learning in the class

either using ICT technology or otherwise. Observations made are not focused on visual art

teachers’ only but also other subjects teachers’ (random observation).

To carry on all subjects and this study, researchers obtain written confirmation from the

university students to do research in selected schools. In addition, a letter requesting

permission and consent of the Ministry, the State Education Department, District Education

Office and then the school administration is also provided so as not to cause any problems

during the study is conducted.

3.4: Data Analysis

3.4.1: Procedures

Through this analysis of data, researchers will use SPSS to get the percentages, ratios, mean,

median, frequency, and standard deviation. All results from this study are shown in tables and

graphs. Consequently, all data obtained will be tested by using the T-Test.

3.4.2: Case Sample/ Examples

Based on this study, researchers will create a sample / example case in which the emphasis on

the differences between the two categories of teachers. Category to which the teacher is not an

option and the option of teachers teaching the subject of visual arts in the schools surveyed.

(i) Option Teacher (Teacher of Visual Art)

For this teacher category, they are among the teachers who have received training on the

teaching of visual arts and have learned basic things of the visual arts. The results of studies

based on a survey questionnaire, interviews and observations of this teacher of teachers found

that the category is more frequent use of ICT software, particularly involving the visual arts as

mentioned previously, software paint, power point and adobe. Frequency of use of this

technology can be developed based on observations made by researchers from time to time

when the teacher is teaching. Constraints and problems in the application of ICT is not an

issue as the skills possessed by the teacher and school laboratory facilities equipped with 40

computers. In addition, the understanding of ICT by teachers also can be explained easily and

is evidenced by the interview conducted by the researcher. Several questions asked for

clarifications and explanations directly involve the subject of visual arts, particularly in

primary schools.

Furthermore, with the expertise and understanding available to the teachers is on the ICT

technology and software that can be used for arts activities enabling them to prepare teaching

by providing a visual-visual images, written information about a particular topic to be taught,

shows the steps of an activity, do demonstrations and activities, etc. by using power point. As

an example of the activities is painting technique, it is appropriate to use paint software in

which students can express their ideas and creativity, with guidance from teachers.

Apart from the methods and techniques for proper use of ICT without any problems, this

category of teachers is also skilled in providing an explanation of the visual arts software on

the use and suitability as an activity planned. By observation also, it is noted that teachers are

so confident in the use of ICT is without any doubt. This is due, they have to know how to use

them well to suit the activity.

(ii) Non Option Teacher (Other Subjects)

For this teacher category, they are among the teachers who do not get special training and no

basic knowledge about the teaching of visual arts. This is because, for this teacher category

consisted of teachers who teach other subjects such as language teacher, mathematics,

science, Islam education and others. However, many of them to teach visual arts in schools.

The study is based on questionnaires, interviews and observations, it appears that this teacher

category infrequent use of ICT, especially visual art software such as paint, power point and

adobe. There are limitations to this category of teachers to use ICT skills despite lack of

laboratory facilities equipped with 40 computers in this school.

In addition, through interviews, the teachers found this lack of understanding about

technology, especially ICT appropriate software and can be used for visual arts activities in

schools. With a lack of understanding, skills and expertise in ICT, teachers are not able to

apply ICT in teaching and learning of visual arts. This makes the learning is limited and

confined to the old methods of learning/ traditional. Consequently, teaching materials, such as

data, pictures, information, etc. cannot be shown to students as not to know how to operate

and choose the appropriate software to use to suit the activities to be carried out. Although the

approach to teaching the old/ traditional use, it will not be able to give better results than the

use of ICT technology. Pupils will quickly and easily receive all knowledge is taught in

addition to creating a conducive learning environment and sophisticated.

However, the understanding of these teachers about ICT is less and this can be expressed

based on interviews conducted by the researcher. Related questions asked of ICT and they are

quite difficult to explain in more detail. There are also among the teachers did not know how

to use computers and do not know what software that is in it. Findings from the observations

also show, mostly made up of teachers who have long service and old age. So, the spirit of

confidence cannot be highlighted by the teachers to use ICT in teaching and learning in the

school of visual arts. Many of them are only limited to the use, drawing paper, drawing tools

and colors in the performance arts activities in the classroom. This will lead to teaching and

learning are less successful and less fun to students.

The table below shows an example of a summary comparison between the Options Teacher

(Visual Art Teacher) and the Non-Option Teacher (Other Subjects) about the use of ICT in

teaching and learning of visual arts in primary schools. All comparisons were obtained from

questionnaires, interviews with teachers and observation in Sekolah Kebangsaan Sungai

Binjai, Meru, Klang, Selangor Darul Ehsan.

Option Teacher (Visual Art Teacher) Non-Option Teacher (Other Subjects)

Receive adequate training related to basic

knowledge of the visual arts.

Not have adequate training related to basic

knowledge of the visual arts.

Skilled in the use of ICT, especially software

such as paint, power point and adobe.

Unskilled in the use of technology,

particularly ICT software such as paint,

power point and adobe.

Have an understanding of ICT and its

functions.

Lack of understanding of ICT and its

functions.

Can select appropriate software for use in

teaching and learning involving ICT.

Less skilled in the selection of appropriate

software for use in teaching and learning

involving ICT.

Have confidence in the use of ICT in teaching

and learning of the visual arts.

Lack confidence in their use of ICT in

teaching and learning of the visual arts.

Have high creativity, but not limited to the

use of drawing paper, pencils, color pencils,

paint equipment, etc. during art activities

implemented.

Lack of creativity and limited to the use of

drawing paper, pencils, color pencils, paint

equipment, etc. during art activities

implemented.

3.5: Reliability and Validity

In this study, researchers collect data through instruments such as surveys, interviews and

observations. Emphasis is given to the survey instrument which will be produced with a

combination of two languages, Malay and English. This is to ensure that the content contained

in the survey is particularly suited to the sample involved. In addition, the use of a

combination of two languages, Malay and English in this survey, all samples/ respondent will

be able to understand the questions and then be able to complete easily and effectively.

However, all instruments will be forwarded to the relevant experts to ensure authenticity. To

get the reliability of this study, the Cronbach Alpha coefficient calculation will be used.

BIBLIOGRAPHY

Renata Phelps & Carrie Maddison (2008), ICT in the secondary visual arts classroom:

‘A studyof teachers' values, attitudes and beliefs’ - School of Education Southern

Cross University.

Adeyinka Tella and Emmanuel Olusola Adu (2002), ICT and curriculum

development: The challenges for education for sustainable development, Dept. of

Library & Information Studies, Univ. of Botswana; Teacher Education Dept.

Palmira Pe Ciuliauskien ‘E, Marija Barkauskait ‘E (2007), ICT: Would-Be Teachers’

Competence in Applying ICT, Department of Education Science, Pedagogical

University.

Jo Tondeur, Hilde van Keer, Johan van Braak, Martin Valcke (2006), ICT:

Challenging the potential of a school policy, Department of Educational Studies,

Ghent University, Henri Dunantlaan 2, B9000 Ghent, Belgium.

Merryn Dunmill and Azra Arslanagic (2006), ICT in Arts Education, Te Puna Puoru

National Centre for Research in Music Education and Sound Arts, University of

Canterbury, New Zealand.

Sharon E.Smaldino, Deborah L.Lowther, James D.Russell (1996), Pearson: ICT For

Learning, Northern Illinois University, University of Memphis, Purdue University.

Ivan Kalas (2005), Collaboration – Atool for learning, Department of Informatics

Education, Comenius University, 842 48 Bratislava, Slovak Republic.

Lesly Huxley, Christine Mullings, Tamar Hodos, Diane Jones (2006), Gathering

evidence: Current ICT use and future needs for arts and humanities researchers,

University of Bristol.

Joke Voogt, Hans Pelgrum (2005), ICT and Curriculum Change, Faculty of

Behavioral Sciences University of Twente The Netherlands.

Ruth Wood and Jean Ashfield (2008), A case study: The use of the interactive

whiteboard for creative teaching and learning in literacy and mathematics, British

Journal of Educational Technology.

APPENDICES

APPENDIX A – The Survey Instrument (Questionnaire)

Use of ICT in the teaching of Visual Arts subject in Primary SchoolPenggunaan ICT dalam pengajaran dan pembelajaran Seni Visual di sekolah rendah

This survey will be use to investigate ICT technology usage among primary school teachers. The information gathered will be used for the sole purpose of the study. The confidentially of the respondents’ personal details and opinions are assured.

Soal kaji selidik ini akan digunakan untuk mengkaji penggunaan teknologi ICT di kalangan guru sekolah rendah. Maklumat yang diperolehi hanya akan digunakan untuk tujuan kajian ini sahaja. Maklumat peribadi dan pendapat responden akan dirahsiakan.

Instruction : Please tick ( / ) the appropriate column.Arahan : Sila tanda ( / ) pada ruangan yang bersesuaian.

Section A Demographic QuestionsBahagian A Soalan-soalan Demografik_________________________________________________________________________________

Gender/ Jantina Female/ Perempuan Male/ Lelaki

Race/ Kaum Malay/ Melayu Chinese/ Cina Indian/ India

Others/ Lain-lain

Subject(s) you are teaching/ Mata pelajaran yang anda ajar:

Malay Language/ Bahasa Malaysia English/ Bahasa Inggeris Mathematics/ Matematik Science/ Sains

Others (please specify)/ Lain-lain (sila nyatakan): ........................................

4. Level/ Darjah atau Tingkatan:

Primary/ Darjah 1-3 Primary/ Darjah 4-6

5. Teaching Experience/ Pengalaman Mengajar:

Less than 1 yearKurang dari 1 tahun

1-5 years/ tahun 6-10 years/ tahun

16 years & above/Tahun dan ke atas

11-15 years/ tahun No teaching experience/Tiada pengalaman mengajar

6. Highest qualification/ Kelulusan tertinggi:

Certificate/ Sijil Diploma/ Diploma

Degree/ Sarjana MudaMaster/ Sarjana

7. Do you ever use a computer/ Adakah anda pernah menggunakan komputer?

Yes/ Ya No/ Tidak

8. What is your skill to use computers/ Apakah tahap penggunaan komputer anda?

Novice/ Tidak mahir Intermediate/ Sederhana mahir

Competent/ Mahir Proficient/ Sangat mahir

Section B: Use of ICT (Computer) in LearningBahagian B: Penggunaan ICT (Komputer) dalam pengajaran dan pembelajaran ____________________________________________________________________________________

2. I use ICT (computer) in teaching visual arts in the classroom. Saya menggunakan ICT (komputer) semasa pengajaran seni visual di dalam kelas.

Always/ Setiap kali Often/ Selalu

Rarely/ Jarang Never/ Tidak pernah

3. I use ICT (computers) to plan teaching the visual arts. Saya menggunakan ICT (komputer) untuk merancang pengajaran seni visual.



4. I use ICT (computers) to provide materials of visual arts activities. Saya menggunakan ICT (komputer) untuk menyediakan bahan-bahan aktiviti seni visual.



1. I use ICT (computers) in doing outside work. Saya menggunakan ICT (komputer) dalam melakukan kerja-kerja luar.



5. I use ICT (computers) to monitor the activities of visual arts student marks. Saya menggunakan ICT (komputer) untuk memantau markah aktiviti seni visual murid.



6. I give assignments visual arts activities that require the use of ICT (computer) to the students. Saya memberikan tugasan aktiviti seni visual yang memerlukan penggunaan ICT (komputer) kepada murid.



7. I show a video related to a particular topic is taught visual arts. Saya menayangkan tayangan video berkaitan sesuatu tajuk seni visual yang diajar.



8. I bring students to the computer lab during class visual arts. Saya bawa murid ke makmal komputer semasa kelas seni visual.



Section C: Knowledge of teachers on the use Visual Arts softwareBahagian C: Pengetahuan guru-guru tentang penggunaan perisian Seni Visual____________________________________________________________________________________Instruction: Indicate the extent of your agreement for each statement in the following categories. Please circle the appropriate response. Arahan: Nyatakan pendapat anda bagi setiap pernyataan di bawah. Sila bulatkan respons yang sesuai.

1 2 3 4 5Strongly disagree Disagree No Opinion Agree Strongly agreeSangat tidak setuju Tidak setuju Tiada pendapat Setuju Sangat Setuju

Paint Software Perisian ‘Paint’


B. Power Point Software Perisian Power Point


C. Adobe Software Perisian Adobe

Your comments will be appreciated.Sebarang pendapat anda amat dihargai.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Thank you for participating in this surveyTerima kasih kerana menjawab kaji selidik ini.

APPENDIX B

Interviews Questions (Teachers)

1. What is your understanding of ICT?

2. What is your opinion regarding the application of ICT in teaching and learning?

3. What are your skills on ICT?

4. Do you use ICT skills acquired in the process of teaching and learning? If yes, how do

you use? If not, why?

5. Do you know the relevant software visual arts program in ICT? If yes, please state the

software? If not, why?

6. Are you applying the software in the visual arts teaching and learning in school? If

yes, how the approach used? If not, why?

APPENDIX C

SAMPLE Requesting Permission Letter to Conduct the Study

Mohd Azwan Bin Anuar,Education Faculty,Universiti Teknologi Mara (UiTM),Section 17 Campus,40450 Shah Alam,Selangor Darul Ehsan.

July 2, 2012

Headmaster,Mr. Azman Bin Mingan,Sekolah Kebangsaan Sungai Binjai (SKSB), Meru,41050, Klang, Selangor Darul Ehsan.

Dear Mr. Azman Bin Mingan,

Re: Permission to Conduct Research at Sekolah Kebangsaan Sungai Binjai, Meru

I am a student at Universiti Teknologi Mara (UiTM) pursuing my Master in Visual Art Education. As a part of my thesis requirement, I am conducting a study on use of ICT in the teaching in primary school. Particulary, I am interested to study on teachers’ teaching visual arts subjects in primary school.

I am seeking your permission to distribute questionnaire to your teachers in order to collect the data. It is assured that information gathered will be used for the sole purpose of the study. The confidentiality of the respondents’ personal details and opinion will be guaranteed.

Followings are details of the study:

Purpose: To identify the use of ICT among teachers for visual arts subjects in primary schools.

Procedure: The questionnaire will be distributed during the teachers’ free period. The survey contains 34 questions including eight demographic questions. It will take approximately 15 minutes for the teacher to complete the survey. In addition, several teachers will be selected at random for a follow up interview. It is hope that there is awareness among teachers on the efficiencies of ICT in teaching and learning in the classroom, especially for visual arts subjects. A copy of the questionnaire is enclosed with this letter. After the research has been completed, a copy of the completed report will be provided for your school.

Your participation and support is greatly appreciated. If you have any concerns or questions, I can be contacted at [email protected] or 017- 293 1073.

Yours sincerely,

........................................Mohd Azwan Bin Anuar

cc:Associate Professor Dr. Nor Aziah AliasEducation Faculty, Universiti Teknologi Mara (UiTM)

mailto:[email protected]

Web viewedu 702. research methodology. research proposal. on (use of ict in the teaching of visual...

Documents

Transcript of Web viewedu 702. research methodology. research proposal. on (use of ict in the teaching of visual...