Session Information
06 SES 10, Teacher's Perspective on Technology-Enhanced Learning
Paper Session
Contribution
Current research indicates that art education finds a good fit with digital media, particularly with its affinity for art making, design, aesthetic inquiry, interpretation, and open-ended learning. Furthermore, various art educators encourage teachers to incorporate technology into their classrooms and specifically suggest the introduction of Web 2.0 tools (Delacruz, 2009; Mayo, 2007; Roland, 2010). Web 2.0 challenges the concepts of the traditional classroom, the definition of knowledge, and suggests that the use of technology in education may promote a student centered learning environment (Alexander, 2006; Huffman, 2006; Jenkins, Purushotma, Clinton, Weigel, & Robinson, 2007; Maloney, 2007; Richardson 2008).
As an educator and researcher with a longstanding interest in contemporary digital technologies I investigate how Web 2.0 applications and technology integration challenge conventional ways of teaching and learning. This study argues for the importance of Web 2.0 in art education and teacher education in general and aims to provide examples of potential applications in classrooms. The purpose of this qualitative study is to explore the educational potential of podcasts in art education practice, particularly in a constructivist environment. The main research goal focuses on how art teachers can use podcasting to enhance and transform art education and explores the production and use of podcasts as a means of student-centered learning.
The project involved a participant group of 28 undergraduate art education students and pre-service teachers at a Turkish university. After discussing the various ways the students’ world and the art world are connected to Web 2.0, the group chose to investigate podcasting and its potential for facilitating interpretation and community participation.
Working in small groups students researched art works in three local museums: each group of students made audio podcasts about specific objects. In these podcasts, the students analyzed and interpreted the artworks, applying art historical information as well as their own thoughts and reactions to actual works in the museum context. Through making the podcasts, the students learned about the objects and the recording and editing technology. They engaged in deep discussions about the various approaches of meaning making of works of art and tackled critical questions of how a presenter can actively engage various audiences to think about works of art, both in the museum and in the classroom. Content and style of the students’ podcasts greatly changed over the course of this inquiry-based learning experience and in reflection with their peers and thereby enhanced their reading, listening, writing and speaking/presentation skills.
Method
Expected Outcomes
References
Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? Educause Review, 41(2), 32-44. Bogdan, R. C., & Biklen, S. K. (1992). Qualitative research for education: An introduction to theory and methods. Boston, MA: Allyn and Bacon. Buckingham, D. (2003). Media education: Literacy, learning and contemporary culture. Cambridge, UK: Polity Press. Delacruz, E. (2009). Art education aims in the age of new media: Moving toward global civil society. Art Education (62)5, 13-18. Huffman, K. (2006). Web 2.0: Beyond the concept practical ways to implement RSS, podcasts, and wikis. Education Libraries, 29(1), 12-19. Janesick, V. J. (1999). A journal about journal writing as qualitative research technique: History, issues, and reflections. Qualitative Inquiry, 5(4), 505-524. Jenkins, H., Purushotma, R., Clinton, K., Weigel, M., & Robinson, A. (2007). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago: The MacArthur Foundation. Maloney, E. (2007). What Web 2.0 can teach us about learning. Chronicle of Higher Education, 53(18). Retrieved December 15, 2010, from http://chronicle.com/article/What-Web-20-Can-Teach-Us/8332 Mayo, S. (2007). Implications for art education in the third millennium: Art technology integration. Art Education 60(3), 45-50. Richardson, W. (2008). Blogs, wikis, podcasts and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press. Roland, C. (2010). Preparing art teachers to teach in a new digital landscape. Art Education (63)1, 17-24. Rowley, J., Dysard, G., & Arnold, J. (2005). Developing a new technology infusion program for preparing tomorrow’s teachers. Journal of Technology and Teacher Education 13(1), 105-203.
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