Loading…
This event has ended. Visit the official site or create your own event on Sched.
Welcome to iCTLT 2016!
Wednesday, March 30 • 11:30am - 12:00pm
Paper Presentation 1/7: 127 A Case Study Of Singapore Secondary Art Teachers’ Use Of WebQuest To Enhance Students’ Visual Literacy LIMITED

Log in to save this to your schedule, view media, leave feedback and see who's attending!

Limited Capacity seats available

Recent educational researchers have illuminated the positive impacts of technology on teaching and learning. Despite these studies, little research exists on how the Internet enhances classroom teaching in art, especially in Singapore’s context. This case study explored Singapore secondary art teachers’ Technological Pedagogical Content Knowledge (TPCK) specific to Internet use, and how Internet use can enhance students’ visual literacy.

Using the Internet in teaching encompasses a broad spectrum of technologies and related pedagogical concepts. The concept of a WebQuest, a structured inquiry lesson format, was selected to scope the study. This study has three purposes: first, to see if there was a difference in students’ visual literacy learning when WebQuests were used; second, discover teaching strategies related to student achievement with and without technology; and third, derive a fuzzy generalization from the findings of how Singaporean art teachers’ might hone their Technological Pedagogical Content Knowledge (TPCK).

Two Secondary art teachers and four of their art classes were selected for this case study in 2012. Data collected included students’ work collected from a quasi-experiment and semi-structured teacher interviews. The data analysis followed an inductive process involving individual case analysis and cross-case analysis. The study had three key findings: first, students learned aspects of visual literacy just as well with or without WebQuest; second, teachers’ conviction, training, practice, collegial and student support contributed to their confidence of using the Internet in teaching; third, Information Communications and Technology (ICT) serviceability and accessibility, availability of time, and routines and rules specific to students’ ICT use affected art teachers’ decision and use of the Internet.

This empirical research also identified potential benefits and limitations of using WebQuests to enhance students’ visual literacy. A WebQuest allowed students to revisit the material at their own time. The effectiveness of a WebQuest to support student learning is limited by the quality of web-based materials selected as well as the design of the performance task. The study had two implications on teachers’ professional learning on TPCK and future research on the use of the Internet to enhance students’ visual literacy. First, an action learning cycle might guide teachers’ professional learning to use ICT. Second, future research on the topic could include uses of ICT to communicate, collaborate and create, rather than just using the Internet to access of information.

Presenters
LK

LIM KOK BOON

Singapore Teachers' Academy for the Arts


Wednesday March 30, 2016 11:30am - 12:00pm GMT+08
MR 334