1. INTRODUCTION TO RESEARCH
(EDU 720)
RESEARCH PROPOSAL
USING TECHNOLOGY TO IMPROVE STUDENT
ACHIEVEMENT IN ART EDUCATION LEARNING
PREPARED BY:
ZURAINI BT MOHAMED
2013440978
LECTURER:
DR JOHAN @EDDY LUARAN
2. TABLE OF CONTENT
Table of content
List of Table
CHAPTER 1 : INTRODUCTION
1.1
1.2
1.3
1.4
1.5
1.6
1.7
Introduction
Problem Statement
Research Objectives
Research Questions
The Definition of the Term
The Limitation of the Study
The Significant of the Study
CHAPTER 2 : LITERATURE REVIEW
2.1
The Discussion on the Sub Topics Relevant to Study
2.2
The Discussion on the Previous Research
CHAPTER 3 :
3.1
The Research Design
3.2
The Method of Data Collection
4. CHAPTER 1
INTRODUCTION
1.1
Introduction
Because effective use of technology must be supported by significant investments in
hardware, software, infrastructure, professional development, and support services, over the
last decade, we as a nation have invested more than $66 billion investment in school
technology (QED, 2004). This unprecedented level of investment in educational technology
has raised expectations of legislators and the public who are now looking for returns on this
investment (Benton, 2002; CEO Forum, 1999, 2000), and therefore are calling for evidence
regarding the efficacy and cost-effectiveness of technology in K-12 schools (Ringstaff&
Kelley, 2002; Panel on Educational Technology, 1997; Melmed, 1995).
While complex factors have influenced the decisions for where, what, and how
technology is introduced into our nation's school systems, ultimately, the schools will be held
accountable for these investments. How can schools ensure that the promise that technology
holds for student achievement is realized? What factors need to be in place to support the
effective use of technology? What resources can school districts use to help them plan for
technology that will have a positive impact on student achievement, and how can they justify
that investment?
Effective school leaders focus on reforminitiatives that offer the most promise for
improving teaching and learning, and they ensure that schoolhave the resources, skills, and
time necessary for turning the promise into reality.
Evidence indicates that when used effectively, "technology applications can support
higher-order thinking by engaging students in authentic, complex tasks within collaborative
learning contexts". When educators use the accumulating knowledge regarding the
circumstances under which technology supports the broad definition of student achievement,
they will be able to make informed choices about what technologies will best meet the
particular needs of specific schools or districts. They also will be able to ensure that teachers,
parents, students, and community members understand what role technology is playing in a
5. school or district and how its impact is being evaluated. Finally, they will be able to justify
the investments being made in technology.
The objective of by using technology in learning is technology can improve teaching
and learning; students are actively involved in the learning process. Next, students take
ownership of their learning, acting as explorers and producers; teachers function as
facilitators and guides. Other than that, technology also can encourage collaborative learning,
development of critical thinking skills, and problem solving. It can help learners explore the
world beyond the classroom by providing access to vast resources and information,
promoting scientific inquiry and discovery, and allowing students to communicate with
experts. Technology used for authentic tasks can provide students with opportunities to
interact with a wealth of resources, materials, and data sets, and to perform challenging tasks
similar to those in careers and out-of-school activities.
7. 1.3
Research Objectives
i)
ii)
iii)
1.4
Research Questions
i)
ii)
iii)
1.5
To determine if increase exposure to a variety of education technology will
improve the achievement of grade students.
To identify the effective use of technology in teaching and learning, particularly
visual art education
To investigate the problems occur during teaching art education while implement
multimedia in teaching.
What is the effectiveness by using technology in visual art education?
Do attitudes toward computers differ between students in a technology-enriched
classroom and students in a traditional classroom?
Do students in a technology-enriched classroom demonstrate
better use of higher-order thinking skills than do students in a traditional
classroom?
The Definition of the Terms
1.5.1 Art
M.Steel (2004) define the term of art refers to the activity or skill of producing things
such as paintings, design and others;the objects that are produced needs skill. While
Arthur Efland (1997) described art as the nature of art, like other important human
concepts such as love and beauty, and is such as that it cannot be confined by word.
This is because art is not entity or rigid category but a fluid, ever-changing way that
human imaginations interact.
1.5.2 Art Education
Besides that, the term of art education, is the area of learning that is based upon the
visual, tangible arts- drawing, painting, sculpture, and design in jewellery, pottery,
weaving, fabrics, etc. and design applied to more practical fields such as commercial
graphics and home furnishings. Latest trends also include photography, video, film,
design, computer art, etc. The term “arts education” implies many things, but is
definable as : Instruction and programming in any arts area – including the
performing arts (dance, music, theatre) and visual arts, media arts, history, criticism,
and aesthetics.(Read, 1951)
8. 1.5.3 Technology
Technology as a body of knowledge that is use create tools,develop skills and collect
materials. In addition technology is the application of science to solve a problem or
meet a goal. Technology is using our knowledge , discoveries, and inventions to make
life easier.The term comes from the ancient Greek words tekhne,which refers to an art
or craft, and logiameaning an area of study, reason or logic.( Merriam - Webster)
