Vol. 10 Issue 3
Year:2015
Issue:Dec-Feb
Title:Effects of Information and Communication Technology on Engagement and Art Production for Eighth-Grade Students
Author Name:Elizabeth Lovin and Dawn T. Lambeth
Synopsis:
The purpose of this research was to explore the impact of an online-learning component incorporating peer discussion groups on art achievement, digital literacy practice, student engagement, and student attitude of an eighth-grade visual arts classroom. Participants included 30 students in two 8th-grade art classes. Students in one class received faceto- face art instruction, while the other class completed additional assignments using online-learning components and peer discussion groups. Art achievement was measured with project scores from printmaking, ceramics, and cut paper units. Digital literacy practice and engagement were recorded with a teacher checklist and field notes. Student attitude was measured by a survey administered at the end of the study. The online-learning component group scored slightly higher on art projects than the face-to-face group. Results indicated that, using online-learning components did not have a significant impact on art achievement, but notably improved digital literacy practice, student engagement, and student attitude towards art.
Year:2015
Issue:Dec-Feb
Title:Effects of Information and Communication Technology on Engagement and Art Production for Eighth-Grade Students
Author Name:Elizabeth Lovin and Dawn T. Lambeth
Synopsis:
The purpose of this research was to explore the impact of an online-learning component incorporating peer discussion groups on art achievement, digital literacy practice, student engagement, and student attitude of an eighth-grade visual arts classroom. Participants included 30 students in two 8th-grade art classes. Students in one class received faceto- face art instruction, while the other class completed additional assignments using online-learning components and peer discussion groups. Art achievement was measured with project scores from printmaking, ceramics, and cut paper units. Digital literacy practice and engagement were recorded with a teacher checklist and field notes. Student attitude was measured by a survey administered at the end of the study. The online-learning component group scored slightly higher on art projects than the face-to-face group. Results indicated that, using online-learning components did not have a significant impact on art achievement, but notably improved digital literacy practice, student engagement, and student attitude towards art.
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