K-12 art teacher technology use and preparation

Strycker, Jesse

doi:10.1016/j.heliyon.2020.e04358

Cited by 14 publications

(12 citation statements)

References 42 publications

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“…Padahal, sistem pendidikan saat ini menuntut untuk adanya tiga hal, yaitu yang di dalamnya terdapat aspek interdisiplin, interaktif, dan multimodal (Moran, 2002;Sampurno & Camelia, 2020). Salah satu mata pelajaran yang sarat akan tiga hal tersebut adalah mata pelajaran seni budaya (Frois, 2010;Strycker, 2020).…”

Section: Pendahuluanunclassified

Social Media Interdisciplinarity in Multimodality of Arts and Culture Education for Millenials

Fahmi¹,

Djatiprambudi²,

Handayaningrum³

2021

PJR

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This study aims to explore the problems of art and culture interactive learning at the Junior High School level which belongs to the millennial generation. The focus of the study lies in the interdisciplinary aspect of social media in its delivery in multimodality of arts and culture learning process. Furthermore, to find out about opportunities, challenges, and responses from students about the use of social media in its development as a medium in art and culture interactive learning. The research method uses qualitative-analytic. Data collection used observation techniques which were carried out from January 2020 to June 2020, and questionnaires to 75 art teachers and 500 Junior High School students who were taken randomly, with spatial boundaries in Surabaya, East Java. The results showed that the learning involvement experienced by students had complexity and multimodality, including collaborative work, observing and evaluating each other's work, and involvement in finding, identifying, and exploring trends related to delivery in social media as a medium for art and culture learning process. Furthermore, it's able to motivate students to be more actively involved in learning with a sense of joy; positioning artwork with others on social media; increase the contextual and conceptual understanding in the material of art and culture and apply it as a process of actualizing students' aesthetic skills; and improve critical thinking and problem-solving skills.

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Section: Pendahuluanunclassified

Social Media Interdisciplinarity in Multimodality of Arts and Culture Education for Millenials

Fahmi¹,

Djatiprambudi²,

Handayaningrum³

2021

PJR

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“…In fact, the use of web applications and pedagogical models transformed the teaching-learning process on the Visual Arts (Wilks, Cutcher, & Wilks, 2015). In the field of Arts and Design, teachers use the Learning Management System (LMS) such as Moodle and Blackboard to facilitate the assimilation of knowledge and develop the skills of the students (Strycker, 2020). Likewise, the incorporation of LMS in the school activities allows acquiring the knowledge at home in order to carry out the collaborative activities during the face-to-face sessions (Strycker, 2020).…”

Section: Use Of Technology In the Faculties Of Arts And Designmentioning

confidence: 99%

“…Technology is transforming the school activities, functions and attitudes of students and teachers at the Faculties of Arts and Design (Marshalsey & Sclater, 2019;Strycker, 2020). Consequently, institutions have the opportunity to build new educational spaces with the support of digital tools (Brown & Fridman, 2020;Kerr & Lawson, 2020;Salas-Rueda, Salas-Rueda, & Salas-Rueda, 2020).…”

Section: Use Of Technology In the Faculties Of Arts And Designmentioning

confidence: 99%

“…During the 21st century, teachers are transforming the educational context with the support of technology (Salas-Rueda, 2020;Wargo, 2020;Wet, 2017). These changes are causing that students acquire a leading role during the learning process (Gonzalez et al, 2020;Kite et al, 2020;Strycker, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Information and Communication Technology (ICT) has improved the teaching-learning conditions in the Faculties of Arts and Design through the use of mobile devices (Souleles et al, 2017), Learning Management System (Strycker, 2020), reality augmented (Kerr & Lawson, 2020), technology applications (Brown & Fridman, 2020;Marshalsey & Sclater, 2019) and social networks (Marshalsey & Sclater, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Use of the Collaborative Wall to Improve the Teaching-Learning Conditions in the Bachelor of Visual Arts

Salas-Rueda

Ramírez-Ortega

Eslava-Cervantes

2020

CONTEMP EDUC TECHNOL

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This mixed research analyzes the use of the Collaborative Wall to improve the teaching-learning conditions in the Bachelor of Visual Arts considering data science and machine learning (linear regression). The sample is made up of 46 students who took the Geometric Representation Systems course at the National Autonomous University of Mexico (UNAM) during the 2019 school year. The Collaborative Wall is a web application that facilitates the organization and dissemination of ideas through the use of images and text. In the classroom, the students formed teams and used mobile devices to access this web application. The results of machine learning indicate that the organization of ideas in the Collaborative Wall positively influences the participation of students, motivation and learning process. Data science identifies 3 predictive models about the use of this web application in the educational field. Also, the Collaborative Wall facilitates the learning process in the classroom through the comparison and discussion of information. Finally, technological advances allow organizing creative activities that favor the active role of students.

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The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools

Kwangmuang

Jarutkamolpong

Sangboonraung

et al. 2021

Heliyon

172

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The research aims to design and develop learning innovation to enhance higher order thinking skills for students in Thailand junior high schools. The design development research model of Richey and Klien (2007) is used and divided into two phases: (1) to design and develop innovative learning and validate of its quality based on the interviews and survey from 13 experts, 10 teachers and 30 students, and (2) to test the tools' validity by three experts and 153 students from five junior high schools at five provinces in Thailand. The findings indicate that analytical thinking, creative thinking, problem-solving thinking and critical thinking skill are developed by researchers, and experienced and practiced by learners in their lessons. The higher order thinking skills of learners after experiencing the learning innovation have a higher average score than the previous one. Following the students' perspectives on the learning innovation, 1) The design of content is in line with students’ knowledge levels, easy to understand, and enable to connect science contents to their daily life. However, some contents cannot fully cover into all classroom lessons; 2) Multimedia. A navigation design is easy for students to find information and direct to their needs. The icon symbols could hint the meaning of various information sources and have links to these sources. Also, multimedia could considerably explain scientific processes and help students understand better; 3) The design of problem scenarios supports easier connection to the daily life. In addition, using videos as a learning resource could suitably illustrate scientific process, and improve communicative and collaborative skills in problem solving.

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K-12 art teacher technology use and preparation

Cited by 14 publications

References 42 publications

Social Media Interdisciplinarity in Multimodality of Arts and Culture Education for Millenials

Social Media Interdisciplinarity in Multimodality of Arts and Culture Education for Millenials

Use of the Collaborative Wall to Improve the Teaching-Learning Conditions in the Bachelor of Visual Arts

The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools

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