Perceptions of the value of ICT integration in visual arts education

With respect to questionnaire items 5-12 the table below shows that while the majority of respondents acknowledged the value of ICT use in visual arts courses, there was a high level of inequity in their personal access to ICT equipment and software. While the table does not explain the respondents’ reason for stating the importance or otherwise of ICT in the visual arts courses (i.e., item Q.5) these are explained in the written responses, mentioned below the table:

Table 8: Perceived value of ICT in visual arts courses and access to relevant resources. consensus on the importance of ICT use in visual arts education, a number of respondents noted that they experienced challenges in learning to use ICT in visual arts mainly because of lack of prior knowledge, and constraints in access to resources and the time required for sustained computer use within the course. This does not suggest that these factors of themselves caused negative attitudes to ICT as distinct from impeding their use of ICT. For example, the main reasons for ICT in visual arts courses, as inferred from the questionnaire and the qualitative data, were quite affirmative, albeit varied:

Table 9: Reasons for ICT in visual arts education - in order of the most consistently cited in the written questionnaire responses.

1. A way to link art learning with other subject areas both at university and school level, especially in promoting maths and literacy learning through art

2. Opportunity to learn to create images rather than relying on the standard Word Art and Clip Art images.

3. Ideal way to learn skills that can be used in classrooms, and for creating and presenting concept maps, visual journals, posters, professional portfolios and teaching resources.

4. It is important to provide students and school children with options to use ICT for art making rather than just traditional media, especially for those who are not interested in art.

5. Problem solving involved in using both traditional and digital image constructing mediums.

6. Opportunities to explore concepts of animation and filmmaking, especially for engaging school children.

Apart from the above factors, a number of the students stated that they wanted to learn more about ICT applications because they have felt particularly uncomfortable when the school children in the generalist classrooms of the practice schools, are more adept in using ICT than they are. Evidently, some children within their school settings have

actually expressed annoyance when a student teacher was unable to assist them in working through an ICT issue. Conversely, a number of visual arts elective students noted that as a result of their increased confidence in ICT use, they valued opportunities to share their skills and pedagogical understanding with the in-service teachers in their practice schools. The first of the following is a direct quote from a visual journal:

As a pre-service teacher, I have worked with experienced teachers in contemporary classrooms where the latest technology is available yet perhaps not utilised to its potential…. Being a small school, the staff turnover is low therefore young, more digitally adroit teachers are in the minority. This became pronounced in listening to feelings of uncertainty … In response to direct observations and professional discourse with teachers, I identified the chance to assist teachers to better understand the value of incorporating visual arts concepts in all learning areas to engage students. (Dianna - Visual Journal - Semester 2)

The next account is an encouraging finding of the study in that some students had formed firm ideas about when ICT use is or is not appropriate. In other words, a step in addressing any apprehension regarding technology initiatives in education entails understanding that computers will be appropriately integrated with more traditional forms of learning (e.g., Laurilland, Swift & Darby, 1993). As the following paraphrased account of a student’s experience, as explained during an interview, indicates:

Tasha had discussed with the professional practice school teacher her lesson plan for grade four children to explore the use of colour, line, shape and symmetry through hand drawing images based on the

‘Mandala’ concept. The teacher approved the idea, but as she thought that it would be too hard for the children to draw their own images, she accessed a collection of Mandala design colour-in sheets from the Internet for the children to colour in as apposed to drawing their own compositions.

Whilst Tasha could see that this was the teacher’s well-intended way of supporting her idea, she tentatively explained that she hoped the children could generate their own ideas and skills rather than use stereotypical designs. Evidently, when the teacher saw that each child had exceeded her expectations by composing their own interesting Mandala drawings, she commended Tasha on her initiative in not taking an easy alternative to promoting children’s ideas and skills.

Implicit here is the importance of students being confident not only in using ICT, but also in making informed decisions about its pedagogical and artistic relevance. (Tasha - Interview, 2004, November 8)

Having noted, in part, the enthusiastic attitudes to ICT, it is important to also note that three questionnaire respondents who answered no to questionnaire item 5 (Is it

important for preservice teachers to learn computer art applications for art education purposes?) wrote brief comments indicating a particularly strong sense of philosophical opposition to ICT use in art. Specifically by stating that computer use is not ‘creative’ in art. While, regrettably two of these respondents did not explain their beliefs, one who also circled ‘No’, wrote the following thought provoking note:

Kids are bombarded with technology... The art room is one of the few places they can escape to something different… In the art room, the same kids love to draw real pictures and they need this balance….

This university is over the top on computer use… there are more important ways to learn than with technology (Anonymous questionnaire respondent 3).