An Exploration of the Lived Experiences of a Visual Art Teacher in a Smart Classroom

Abstract

The impact of digital technologies in education has been the subject of numerous studies. The findings have produced mixed results, highlighting the high degree of complexity involved in teaching and learning and the uniqueness of school settings. Continuous and rapid technological developments present educational communities with opportunities to solve numerous academic challenges. Current trends reveal a move towards the seamless integration of digital technologies into learning spaces to complement face-to-face teaching and learning. This study used Interpretive Phenomenological Analysis to understand an Art teacher's lived experiences as her classroom was transformed into a smart teaching and learning space using a combination of technologies to increase efficiencies in the delivery of the curriculum and address individual learning needs. The case study indicates that transforming traditional classrooms into smart learning spaces using a combination of technologies: uses time more effectively by automating the distribution of a range of educational resources; enhances teaching and learning by blurring the boundaries between physical and digital spaces; increases flexibility, mobility and creates extra opportunities for learning; frees up teaching time to address individual needs; enhances time on task and students' focus on the learning intention; and, encourages students to self-regulate their learning.

Faculty Member’s Use of Digital Learning Tools in Teaching and The Challenges They Face

“…Digital learning environments rely on interactive and superior multimedia, which realizes the real interaction of the learner through them, and embodies scientific knowledge, especially abstract scientific concepts, and is done through visual learning or auditory learning (Bogiannidis, 2022).They help teachers engage students with media, explain each part of the lesson with some special effects and graphic presentations, and facilitate communication with peers through messaging and educational forums (Kwet & Prinsloo, 2020). Bdiwi et al (2019) confirms that the digital learning model increases the role of the learner in the educational process and has a plurality and diversity of tasks.…”

“…To meet this challenge, these institutions should contract community companies with the local community to work on educational means, equipment and devices (Garcia et al, 2020). The other challenge in the digital learning system is the need for more human resources with technical skills (Bogiannidis, 2022). That learning needs to possess computer and technical skills at an advanced level from students and teachers alike, as well as teachers should have an acceptance of digital learning and its applications in the educational process, as both Ahmad & Al-Nawaiseh (2023) on the need to qualify teachers in universities and raise their skills for digital learning.…”

A systematic literature review of cognitive exchange in higher degree visual art education

“…Doing so could inform and upskill stakeholders, educators, and policy makers etc., about cognitive exchange. The research should also consider cognitive exchange in technologic and virtual practices central to contemporary arts and humanities provision (Bogiannidis et al, 2022).…”

ARTech Review: E-Learning of Visual Arts Education

“…In a study by [25], interpretive phenomenological analysis was employed to comprehend the lived experiences of an art teacher whose classroom was converted into a smart teaching and learning space utilizing a variety of technologies to improve the efficiency of curriculum delivery and cater to individual learning needs. The case study shows that converting traditional classrooms into smart learning spaces by utilizing learning technologies improves teaching and learning by blurring the lines between digital and physical spaces, increases mobility and flexibility as well as creates additional opportunities for learning, frees up teaching time to address learning needs, raises time on task, and utilizes time more efficiently [25]. This study involved the review of the e-learning strategy during the pandemic.…”