1. INTRODUCTION TO RESEARCH
(EDU 720)
RESEARCH PROPOSAL
USING TECHNOLOGYTO 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
Introduction
1.2
Problem Statement
1.3
Research Objectives
1.4
Research Questions
1.5
Operational Definition
1.6
The Limitation of the Study
1.7
The Significant of the Study
CHAPTER 2 : LITERATURE REVIEW
2.1
Introduction
2.2
Visual Arts Teachers‘ Use of ICT
2.3
ICT in Arts Education
2.4
Integrating the Arts with Technology: Inspiring Creativity
2.5
Using Technology to Improve Student Achievement
2.6
Learning and Technology - "In That Order"
2.7
Conclusion
CHAPTER 3 : RESEARCH METHODOLOGY
3.1
Introduction
3.2
Research Design

3. 3.3
Population and Sample
3.4
Instrumentation
3.5
Data Collection
3.6
Data Analysis
3.7
Conclusion
LIST OF REFERENCES
APPENDICES
Appendix 1 – Research Instrument

4. CHAPTER 1
INTRODUCTION

5. 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

6. 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
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. 1.2
Problem Statement
ICT
nowadays
is
an
important
technology
that
can
improve
student
achievement.While no teachers explicitly expressed beliefs that digital work was at odds with
their beliefs and values regarding visual arts itself, there were evident tensions for a number
of the teachers interviewed; even those who actively embraced ICT themselves. Six discussed
the importance of traditional mediums and the organic nature of art.
Several teachers described ICT as a tool, much like a paintbrush, or a pencil or
linotool. Such comments were often made in the context of digital art forms not replacing
traditional techniques. For a big number of teachers said that, technology was perceived as
opening up new, exciting and progressive forms of expression.
Considerable differences existed in teachers‘ beliefs concerning the importance of
ICT in the art classroom and think that ICT was a necessary, mandatory, fundamental or
unavoidable part of contemporary art teaching.The teachers saw ICT as important in relation
to student career opportunities, for instance as illustrators, graphic designers or architects. A
number of teachers commented that integrating ICT positively impacted on perceptions of
visual arts as a subject.
Other than that ICT brought different students into the art room, not just the painters
and drawers and actually ICT can helped art compete with other subjects. When we use
computers it makes art more attractive, more accountable and when we have subject
selections we talk about the role of ICT in art and it makes people sit up and take note.
ICT important to support students to be active and critical visual consumers,
particularly in relation to advertising and majority of the teachers highlighted the benefits of
ICT in accessing, organisingand presenting information.With ICT we have access to every

8. image and every artist. No books have it all. We can access all galleries and so forth. ICT also,
helps art teachers keep up with what is happening in contemporary art practice, for example,
teachers can access more exciting things now, like performance art. The students can now
experience a whole range of art influences, film, and technology and art practice. The
students can see what is happening overseas. The ease and efficiency of displaying images,
for instance by using PowerPoint and a data projector, was also strength; ―Now images can
be larger, on a grander scale; they are more real.ICT can be quick and allows the classroom to
be more dynamic and interactive tools in teaching and learning for nowadays.
While most teachers used ICT for theory, about half indicated that they were
usingtechnology with their students to create art works. These teachers indicated that ICT
helped students play around with art and see progressive changes.
The awareness about the using ICT to improve student achievement in art education is
really needed because learning which is using and implementing with ICT or virtual
excursions or other online learning experiences, or to including interpersonal exchanges,
which are very important for nowadays. The students can communicate with other students
or from different cultures. The teachers can refer to using the web to assiststudents to exhibit
their work.
1.3
Research Objectives
i)
To determine achievement by using ICTin visual art education among students.
ii)
To identify the effective use of technology in teaching and learning, particularly
visual art education
iii)
To investigate the problems occur during teaching art education while implement
ICT in teaching.

9. 1.4
Research Questions
i)
How to improve the achievement by using technology in visual art education
among the students?
ii)
What is the effectiveness by using technology in visual art education?
iii)
What are the ways to occur during teaching art education while implement ICT in
teaching?
1.5
Operational Definition
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. In this study, art is defined an activity which apply skills
in the epoxy has a work and can change the way of imagination by those who
interpret it.
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,

10. and aesthetics.(Read, 1951) In this study, arts education means learning which is
based on a theoretical and practical works of art.
1.5.3 Technology
Technology as a body of knowledge that is use createstools, 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)In this study, technology can be interpreted as an application or use a tool
that allows users to construct new or solve a problem easily.
1.6
The Limitation of The study
This study examines the effectiveness of teachers using ICT in learning and teaching
methods in the classroom; especially in the subject of visual arts education in schools based
on structured interviews during theirtowards problem in the classroom. The validity of their
opinions sometimes cannot be established, although every preparation was made to ensure
respondents gave true and honest response.
Moreover, the number of the respondents in the study was quite small proportion to
the target population intended to generalize. Another limitation is the time consuming for
dealing the observation using ICT especially in the classroom while art education session.
Not all the students give their full cooperation.

11. 1.7
The Significant of the Study
To ensure that our curriculum in educational setting is beneficial to students, teachers
and the nation at large, systematic and effective evaluation and monitoring in long term in
frequent observation. The finding of the study would provide useful information to ensure
that using ICT is important especially on art education session.
The study would therefore, try to provide some feedback concerning the effectiveness
and achievement by using ICT in Art Education. Although currently there is no concrete
evidence that shows exposure to the effectiveness by using ICT in art education among the
students.
It is hopes the study are important to help the teacher to improve the achievement in
art education. With the information at hand, more studies could be planned for the future.
1.8
Conclusion
This chapter has covered the background of the study, the statement of the research problem,
the research objectives, the research questions, the significant of the research, the operational
definition of terms used in this study and the limitation of this study. The literature review of
the topics related to this study will be present in the next chapter.

12. CHAPTER 2
LITERATURE REVIEW

13. CHAPTER 2
LITERATURE REVIEW
2.0
Introduction
Considerable differences existed in teachers beliefs concerning the importance of ICT
in the art classroom and ICT was an integral part of art, it was possible to achieve well in
visual arts courses without ICT. Apart from that, an opportunity for students using the ICT
when they try to give idea in their artwork or maybe share their experiences with their peers
and the same time they can experience and appreciate their friend‘s artwork become part of
the learning process. Other than that, by using the ICT, teaching and learning session more
effectively.
This chapter will discuss on the following areas: The Important by Using ICT in
Teaching, ICT make more attractive in teaching art,ICT as playing an important role in
engaging and motivating students, support students to be active and critical visual consumers,
particularly in relation to advertising and other issues that related to the area of the study.
In this chapter, survey that had been done is taken from references book, journal,
internet website and article review. Besides that, in the conclusion, this chapter will conclude
what had been discuss in this chapter. Therefore, it is hope that the literature review will be
guideline to researcher in doing this study.

14. 2.1
Visual Arts Teachers’ Use of ICT
Visual arts teachers‘ willingness to integrate ICT in their teaching for easier the
student approaches their learning in arts. In almost all instances, teacher‘s values, attitudes
and beliefs, human inertia and resistance to change have been cited as significant contributing
factors. These factors have been demonstrated to play a significant role in influencing all
teachers‘ preparedness to embrace ICT.
However there are a number of issues specific to visual arts teachers.For instance,
teachers‘ traditional ideologies concerning the framework of aesthetics, and their beliefs
about the incompatibility between technology and art itself, have been identified as barriers to
the adoption of ICT. Previous studies have indicated that some art teachers view ICT as
gimmicky and easily misused, and some fear loss of student creativity and a focus on
replication of art. Interestingly, noted that photography, in its early history, faced similar
resistance when debate ensued as to whether it should be considered an art form.
Additionally, documented instances where teachers felt that the school network was set up on
a ‗business model‘, which was not helpful in the context of an ‗art space‘.
Reported continued reluctance on the part of visual arts teachers to embrace new
technologies and refers to a study of accomplished art teachers and quality art education,
within which no mention was made of the inclusion of ICT. While some resistance to
integration might be attributable to age,although many art teachers are using more ICT, most
use only basic applications (such as word processing) rather than applications designed to
support creativity. The researcher said, while some teachers believe technology maintains
student engagement and provides inspiration, others were concerned that students could be
easily distracted by technology.

15. In this study also, the researcher try to identify poor training opportunities, lack of
support and lack of time as significant impacts on visual arts teachers‘ willingness to
integrate ICT. Professional development that does not focus on a specific area of content has
been found to be less effective. While we do know that some teachers are integrating ICT in
their visual arts teaching with ―open minds and a sense of adventure‖, what remains unclear
is the extent to which this is occurring across school systems, how practising teachersview or
learn to apply technology in their professional lives and the factors that impact on teachers‘
willingness to integrate ICT.
Considerable differences existed in teachers‘ beliefs concerning the importance of
ICT in the art classroom. He said that, only six felt that ICT was a necessary, mandatory,
fundamental or unavoidable part of contemporary art teaching, while five teachers expressed
that ICT was not essential. Mia pointed out that although she believed ICT was an integral
part of art, it was possible to achieve well in visual arts courses without ICT.
Four of the teachers saw ICT as important in relation to student career opportunities,
for instance as illustrators, graphic designers or architects. A number of teachers commented
that integrating ICT positively impacted on perceptions of visual arts asa subject. Jodie, for
instance, noted that ICT brought different students into the art room, ―not just the painters
and drawers‖ and Liam believed that ICT helped art compete with other subjects; ―When we
use computers it makes art more attractive, more accountable. When we have subject
selections we talk about the role of ICT in art and it makes people sit up and take note‖.
Seven teachers identified ICT as playing an important role in engaging and motivating
students; ―ICT is part of the real world; their real world‖. ―If imagery does not engage them
they switch off. You have to be very clever in stimulating the kids and are clever, gimmicky,
grandstand a bit to get their attention, or be more charismatic than you had to do‖. Only one

16. of the teachers talked at length about the role visual arts could play in nurturing critical
literacy. The researcherthought it was important to support students to be active and critical
visual consumers, particularly in relation to advertising; ―I talk to my seniors about this all
the time. You don‘t accept an image just because it‘s presented on a computer screen‖. For
researcher, an important aspect of her role was to teach students ―how to deconstruct, analyse
and how to be critical consumers of art‖.
2.2
ICT in Arts Education
ICT as a term encompasses a range of human-devised hardware, software
andtelecommunications technologies that facilitate communication and sharing of
information across boundaries and which may be used to generate arts experiences and
objects. In order to best utilise ICT, digital and information literacies are required to access
and utilise e-learning and online materials, and to appropriately select and operate digital
materials and technologies. To this end, governments around the world are developing digital
strategies to support education in the 21st century. The focus of these strategies is to enable
countries to realise their economic, social and cultural capital; to keep pace with rising
expectations and technological advancements; to develop creative, thinking people who can
solve problems in new ways and within multi-dimensionallearning environments.
Literature from Australia (Newhouse, 2002) and the United Kingdom (Loveless,
2002) provides evidence that ICT positively impacts on student achievement in core subjects,
including evidence that specifically relates to the use of music and visual arts to enhance
learning processes and outcomes. Findings assert that both the learning environment and
curriculum pedagogy and content are central to the effective use of ICT. However, teachers
need to be confident in their subject knowledge as well as in basic ICT literacies so that they
can effectively integrate ICT into teaching programmes. A large number of studies have

17. found that students are often more engaged and motivated to learn when using relevant ICT
to support specific intentional learning.
Unintentional learning can be identified and is often beneficial to wider learning but
research has not yet investigatedthis in any depth (and not in any arts education contexts).
Studies from the United Kingdom and Australia often conclude that teachers need to plan for
the integration of ICT into teaching and learning programmes to cater for individual students‘
needs and the selection of quality digital material.
To this end, studies on the impact of ICT on teaching have noted the need for new
pedagogies to cater for the dynamic and chaotic learning that can take place as students steer
their own learning in areas of need and interest. All ICT in education studies note the need for
teachers to be provided with professional support to integrate ICT into programmes of
learning – particularly regarding technical, practical, pedagogical, infrastructure, and school
management aspects.
Researcher has shown that ICT usein schools is uneven and low in arts classrooms
compared with other learning areas. Barriers identified by research participants include lack
of reliable internet access, and insufficient professional and technical support to embed ICT
into programmes of learning, not just as tools, but as planned opportunities to improve
engagement andachievement. The online professional materials and online facilitator support
provided by the Arts Online website (Ministry of Education) improved arts planning and
classroom practice, and hence outcomes for students. No other studies are available on the
impact of online professional support for arts education– in either educational or in
community settings.
The Arts Online continues to provide online support for arts educators in all sectors
by providing discipline-specific interactive listserves, units and lessons, resources and site
links, professional readings, events and community links, interactive planning, newsletters

18. and facilitated individual subject support. It is expected that this literature review will support
these projects by drawing conclusions and making recommendations to key stakeholders for
further developments in ICT and arts learning and teaching.
ICT in arts programmes, as in other learning areas, can enhance both student and
teachermotivation. In order for ICT to impact most effectively on traditional school-based
arts learning and teaching, educators need to critically review available digital multimedia to
assess advantages and disadvantages so that selection and utilization of digital resourcesand
objects best meet the needs of particular students and learning contexts, thereby supporting
engagement, motivation and quality learning experiences. Teachers need support to
implement ICT effectively in their arts programmes.
This support could be in the form of technical personnel, subject and pedagogical
expertise, appropriate hardware and software, along with school infrastructures that enable
fast, reliable service. Ideally this would include online sharing of arts expertise and ICT
collaborative opportunities to demonstrate and discuss successful practice through a portal
such as the Arts Online.
ICT
has
the
potential
to
enhance
real
world
experiences
through
collaborativecommunities of practice. Developments in virtual technologies are creating new
andexciting approaches to arts learning and teaching that have never been conceived of
before, where real and simulated electronic environments can interact in virtual worlds of
practice, and where creativity has the potential to be artistically explored, shared and
experienced with others, in the widest possible range of learning contexts and environments.
E-learning allows different spaces and places for creating and sharing arts
makingprocesses with others who are involved in similar endeavours, by providing
opportunities to mentor and to be mentored beyond the limitations of the traditional
classroom or school setting. By collaborating across what were once barriers of time,

19. available expertise, culture, and place, new perspectives and enhanced cross-cultural
communication can be developed.
ICT tools allow new ways to manipulate existing and create new arts practices (such
as trans discipline or intermedia arts), which can then be shared and presented (both
processes and products) in online, interactive environments. This connectivism allows for
refinement and reflection in and on the creative processes specific to arts practices, and for
opportunities to learn new, dynamic ways of thinking and knowing about arts and cultures of
the world‘s peoples for greater understanding and guardianship of the world in which we live.
2.3
Integrating the Arts with Technology: Inspiring Creativity
Adding creativity into students' daily schoolwork can sometimes seem like a daunting
task. However, the synergy between the arts and academic learning is one that can be
harnessed by students with disabilities, their teachers, and their schools as a way to integrate
the arts into curricula to enhance student motivation, engagement, and learning. It is also an
effective alternative mean of increasing academic achievement.
The arts offer important benefits for children with disabilities, including access to the
general curriculum required by IDEA 2004, as alternative assessments for children with
cognitive disabilities, and as alternative learning methods for English language
learners.Through the arts, students gain self-confidence and self-esteem by expressing and
exploring their identities, as well as communicating issues and personal reflections through
alternative mediums of expression. Research has found that students at-risk for dropping out
of school who participate in arts programs gain a more positive attitude about themselves and
their future, increase academic achievement, and decrease delinquency. For students with
disabilities in particular, the opportunity to be self-expressive and successful in an artistic

20. medium can often diffuse or transcend the sense of isolation and frustration they may feel
when working with their disability in daily life.
Today's technologies offer multiple ways to accomplish this in the classroom
alongside already established curricula. This Information brief will summarize some of the
research pointing to the benefits of the arts for students with disabilities and offer a number of
technology resources teachers, families and students can explore.
2.4
Using Technology to Improve Student Achievement
Since educators first began to use computers in the classroom, researchers have tried
to evaluate whether the use of educational technology has a significant and reliable impact on
student achievement. Searching for an answer, researchers have realized that technology
cannot be treated as a single independent variable, and that student achievement is gauged not
only by how well students perform on standardized tests but also by students' ability to use
higher-order thinking skills (such as thinking critically, analysing, making inferences, and
solving problems). Judging the impact of any particular technology requires an understanding
of how it is used in the classroom and what learning goals are held by the educators involved,
knowledge about the type of assessments that are used to evaluate improvements in student
achievement, and an awareness of the complex nature of change in the school environment.
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

21. school or district and how its impact is being evaluated. Finally, they will be able to justify
the investments being made in technology.
Many innovations in education have come and gone without fulfilling the promised
impact on student learning. 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?To answer these questions, educators need to look at the research on technology
and student achievement and the contextual factors that affect learning goals. Rapid advances
in multimedia and telecommunications technologies, combined with a growing consensus
among educators regarding the need for developing educational standards for student
achievement, have led to a new set of expectations for how educational technology can
support meaningful, engaged learning for students.
Instead of focusing merely on isolated, skills-based uses of technology (such as
integrated learning systems), educational technologists are promoting the use of various
technologies (ranging from word processors to modelling software to Internet-based research)
that are integrated across the curriculum.
Researchers are now beginning to meet the more complicated research task of
investigating the impact of technology use in meeting these new expectations for what
students should learn. They are examining students' ability to understand complex
phenomena, analyse and synthesize multiple sources of information, and build
representations of their own knowledge. This model of integrated technology-supported
learning emphasizes the ability to access, interpret, and synthesize information instead of rote
memorization and the acquisition of isolated skills.

22. Central to this change in expectations for student learning has been an
acknowledgment of the complexity of three key factors that must be considered in evaluating
the impact of technology on student achievement:The term technology refers not to simply
one type of technology but to a wide range of electronic materials and methods for learning.
It can apply to the use of computers in education, but it also can apply to video production
and distance learning classes. Each type of technology has different uses and fulfils different
learning goals.Assessing the effect of technology on student achievement is a complex
process. Changes in the classroom correlate with changes in other educational factors as well.
2.5
Learning and Technology - "In That Order"
Over the past several years, researcher has been impressed by how fruitful it can be to
solicit students' ideas when making plans for technology in support of learning. Judging from
those experiences, He thought it might be worthwhile to construct a New Horizons column
from a "geographically distributed" focus-group session, inviting students from a variety of
institutions to suggest what educators should be thinking about as we plan our learning
environments for the next two to four years. With the help of colleagues, I was able to enlist
the help of fourteen students, all of whom responded with thoughtful contributions,
summarized here.
In sum, the sentiments most often articulated were: (1) too much or unfettered
technology is bad and directly hinders learning; and (2) the use of technology should not
come at the expense of personal interaction both in and outside the classroom. Perhaps the
most succinct formulation of these ideas was: He believe the most important thing to keep in
mind about learning and technology is that they should be considered in that order" (CV).
The message here is that technology needs to clearly serve learning. This idea was also
expressed eloquently as: "Any technology that separates the student from the teacher or his or

23. her peers detracts from a fundamental dimension of education" (CV); and "While IT is
important, it is not always the only way to improve learning" (CS). These students were very
sensitive to the circumstances and conditions of their courses.
Other than that, one gains the impression that they distinguished very quickly between
successful and artificial implementations of technology, between usage that served their
learning and usage that did not. It was also clear that they valued contact and mentoring from
their instructors and that they felt any use of technology that diluted this contact worked
against learning.
What distinguishes a good use of technology, according to these students, is when the
technology is well integrated with real-time, personal interactions and is not a replacement
for them. In good uses of technology, traditional interactive engagements — "active learning
exercises, group activities, demonstrations, and guest speakers" (CS) — are retained as a part
of the course, and technology supports those engagements. Signs of ineffective use of
technology are when there is too much reliance on it or when its use by instructors comes
across as artificial: "Students can tell when you are faking it" (SH). The use of technology is
artificial when it has no clear connection to the learning and so appears to be merely a
placeholder.
To use technology effectively, instructors must make its rationale clear, sometimes
repeatedly so. As a student explained, it is vital for instructors "to remind students again and
again" why they are using the technology. Instructors should "help students see connections
between the technology and their learning, especially for new technology" (SH).
One student provided an especially compelling illustration of how the same
technology was highly successful in one course and unsuccessful in another. We could call
this "the case of good lecture capture and bad lecture capture": "The bad lecture capture was

24. for [a] physics class, a course with relatively large enrolment and conducted using a
traditional lecture format. The lectures were recorded as 'full video casts' (using a video
camera positioned in the back of the lecture hall) and made available on the class website.
Since the recordings were merely a repeat of what transpired in the lecture hall, these lecture
recordings worked to the detriment of student attendance. No need to go to class if you can
get class later online" (MA).
In the "good" case, the session recordings were made in a course that had a high
degree of student interaction designed into the class meetings. As this student described it:
"The class was mostly based on student presentations, and student presenters were
specifically expected to invite participation from the rest of the class during their lectures." In
this course, "students essentially taught two out of every three lectures." The student
presentations "consisted of pairs of students presenting scientific papers that have built our
knowledge of the subject," evaluating those papers, and tying "them in with related issues in
biomedical research" (MA).
Why were these recordings valuable to the students' learning? "The weekly problem
sets were based on the material presented in all three lectures, so in all these cases, the
podcasts provided a crucial tool that students could use, along with presentation slides, to
review the presented material as they thought about the problems posed in the problem set
questions" (MA).
In the "bad" case, the technology simply replicated transmissions and so provided a
disincentive to come to class — clearly a negative result from the students' perspective. In the
"good" case, the technology was supporting a course that was already designed around a high
level of student activity and that directly leveraged this activity.

25. What these students are urging is for instructors to avoid art approach to the use of
technology in the curriculum. A multimedia project is not better than the traditional written
term paper. New media is no magic bullet. Indeed, if a multimedia project is not carefully
designed to accomplish curricular goals, it is worse than the traditional methods. The new
media must be carefully and thoughtfully integrated with the traditional liberal arts
aspirations: the awakening in learners of the capability of critical thinking; the sophisticated,
deliberate, and skill full use of information and reference; the competent expression of ideas;
and the ability to appreciate and work with diverse points of view.
Any innovation, be it technology-based or otherwise, that is not grounded in this
vision of education is a failure from the very outset. A student who served as a peer tutor
vividly described the problems he had seen in projects involving new media: "The difficulty
of arguing with a series of images — for students who had barely learned to argue with words
— turned the whole project into a rather empty and directionless exercise in multimedia
scrapbooking." He suggested: "Multimedia forms should be taught in tandem with traditional
papers, and only after students have developed some expertise in the clearer strategies of the
latter practice" (JS).
One student cautioned that a reliance on technology returned to the old transmission
model of "one size fits all." Not all students are adept with technology or new media. This
student explained: "Major changes in educational style must always be made only after
considering . . . [the] effect [on] not just some students but all students" (AS). For example,
for an instructor to declare that everything will be done using online discussion sections
simply "technologizes" old practices: "Some may learn best by reading, but some may need
to hear the information explained and interpreted" (AS). This echoes a theme of
constructivism: there need to be multiple paths through the course and its content, since
learning styles are not the same for everyone.

26. Make no mistake: these students are into networked-based technology. They are not
Luddites. One found Second Life a compelling way to develop skills in computer
programming: "Second Life caught my attention in a way that no other technology in the
classroom has" (KB). Another said that multiplayer online games, such as Counterstrike and
World of Warcraft, are vehicles for "teaching teamwork and leadership skills" (BP).
Technology can provide these additional paths through the course, but if technology
condenses into a single path, then we are back to where we started from.
Learning is sometimes messy and inefficient. It can involve departures from the plan
— for example, if a point needs additional discussion and clarification or if contentious ideas
require more debate than originally foreseen. Technology, these students warn, should not
sacrifice learning for efficiency. As one student succinctly noted: "There is a difference
between increasing efficiency and increasing learning" (SH). The students were very clear
that to completely displace lectures and class sessions would be to bark up the wrong tree: "In
some cases, professors will try to completely replace lectures and discussions with forum
posts and assigned readings, which may work just fine for some students but may leave
others feeling that they're getting as much personal attention and human interaction as they
would find in a correspondence course" (AS).
The students also point out that in a course, everybody learns, including the
instructors. This learning is not just about the course content but also about curricular
strategies for mastering the content. One student put it this way: "Students don't always know
what is best for them, but that doesn't mean they can't provide valuable insight" (SH). The
students encourage instructors to explicitly discuss and evaluate different uses of technology:
"If you are unsure about a technology in the classroom, talk to the students" (SH).

27. 2.6
Conclusion
Researchers from previous studies has proved that by using ICT students will be more
interested and able to use the latest technology to facilitate teaching. Indirectly through
technology, teachers are more easily carry out their teaching and learning. Students are more
interested in their learning sessions.

28. CHAPTER 3
RESEARCH METHODOLOGY

29. CHAPTER 3
RESEARCH METHODOLOGY
3.0
Introduction
This chapter explains the research design of this study, the method of data collection,
the population as well as the sample of this study and the data analysis of the data. The data
that has been analysed will then be presented in the next chapter.
3.1
Research Design
This study will be carried out a descriptive research which includes the observation of
10 students from secondary school, 50 art teachers for the likert scale instrumentation and 5
art teachers who selected randomly for interview instrumentation. The descriptive research
method is designed to determine on how to improve the students achievement in art education
learning based on ICT.
The descriptive on this study involve the administration of observation (rubric), likert
scale and interview session to sample groups of research participants. This method involves
three different methods for participants. The observation consists of rubric which has its own
criteria. While the likert scale consists of 10 statements and there also have interview method
consists about 6 interview questions. In short, I choose the descriptive research methods that
are observation, likert scale and interview to finish this study.

30. 3.2
Population and Sample
The target population of this study is the students in secondary school and art
teachers. There are three different population and sample in this study.
First, for the population and sample on observation among secondary schoolstudents,
I choose non- random sampling which is convenience sampling as the sample whoever
happens to be available. I will conduct action and action an observation toward class may fit
the description of the sample to investigate. Moreover, by using this sample, the method of
collecting a sample is cheap, convenient and practical toward the characteristic that I want to
survey.
While the population and sample on likert scale among art education‘s teachers, I
choose random sampling which is systematic sampling refers to randomly selected art
education teachers in Shah Alam district which is located in Selangor state. The population is
all 150 secondary schools in Shah Alam district. The desired sample size is 50. Select two art
education‘s teachers only each school. By using this sample, the first sample is usually
randomly selected.
The interview session involve the non-random sampling which is quato sampling. I
randomly choose 5 teachers for interview session, this sample would include choosing
subjects based on a particular criteria that person of varying characteristics who are to be
interviewed.

31. 3.3
Instrumentation
The instrumentation that will be used in this study is the observation which is consists
of rubric for answer the first research question. The observation consists the four criteria
based on five aspects that are artwork, creativity, effort, skill and exploration. All criteria
must be filled and evaluate by the researcher by its own. And the result is finalized with the
average value from the observation.
Before fill up section B, the respondent are required to fill the section A, respondents
will ask about their demographic background, such as gender, age, race, higher academic
qualification and the experience of teaching in school. Thus in section B, for the second
research question, the research instrumentation that will be used is likert scale. The 10
statements are stated and all statement must be filled by respondents.
Lastly, for completed the third research question, focusing on problem occur while
implement ICT in teaching among the teacher, there are interview method which is consists 6
questions that have the interviewer ask the respondents.
In short, the instrumentation must consider the limited of the study to make the study
completed in successfully.

32. 3.4
Data Collection
There are three parts in research instrument. So, the first part which is observation
consists of rubric will be determine by me into a number of students who are selected
randomly based on age and class. Then, the set of likert scales will be distributed to the
teacher who is teaching art education in secondary school. 50 set likert scales will distribute
to the art teachers who has selected randomly. Meanwhile, for part three which is interview, I
will conduct personally the interview section through art teacher as my respondent. 5 teachers
will be selected randomly for my interview section.

33. 3.5
Data Analysis
The following table elaborates the techniques of data manipulation used to obtain the
information required to answer the research questions.
Table 1.0
: The method of data analysis
Research Question
i)
How to improve the achievement by using
technology in visual art education among the
Method of analysis
Observation
Rubric
students?
ii)
What is the effectiveness by using technology
Likert scale
in visual art education?
iii)
Average
What are the ways to occur during teaching art
Interview
education while implement ICT in teaching?
Content analysis

34. 3.6
Conclusion
This chapter has covered the research design, the sample population, the instrument,
the data collection method, and the data analysis. The next chapter will be discussing on the
findings of this study.

35. LIST OF REFERENCES

36. BIBLIOGRAPHY
Arslanagic, M. D. (July 2006). ICT in Arts Education. A Literature Review, 6-8.
Brown, M. (July,2009). Learning and Technology - "In That Order". Literature Riview, 1-2.
Brown, M. (n.d.). Learning and Technology - "In That Order". Learnin.
Buffington, S. T. (n.d.). Art Teaching for a New Age. Magoz for The Chronicle, 1-5.
Ed., N. C. (2009). Integrating the Arts with Technology: Inspiring Creativity. 1-6.
Effective ICT.Co.Uk. (n.d.). Retrieved from http://www.effectiveict.co.uk/course/view.php?id=2
H.Hopson, M. (n.d.). Using Technology - Enriched Environment to Improve Higher-Order Thinking
Skills. 111-112.
Laboratory, N. C. (1999-2005). Critical Issue: Using Technology to Improve Student Achievement. 130.
Maddison, R. P. (2008). ICT in the secondary visual arts classroom: A study of Teacher's value,
attitude and beliefs. 1-10.
Malaysia, K. P. (2013-2025). Pelan Pembangunan Pendidikan Malaysia. Malaysia: Kementerian
Pelajaran Malaysia.
Mullama, K. (2010). ICT in Language Learning - Benefits and Methodological Implications . 38,41.
Noor-Ul-Amin, S. (n.d.). An Effective use of ICT for Education and Learning by Drawing on . Literature
Review, 3.
Saucedo, A. R. (n.d.). Exploring the Impact of Using Stories and ICT to Teach English to Three and
Four Year Old Spanish Children: Motivation and Development . 4.
Spaces, G. (2003). Keys to imagination ICT in art education. 13,14,15,21,22,31.

37. Stepp-Greany, J. (n.d.). Student Perceptions On Language Learning In A Technological Environment:
Implications For The New Millennium. 3-14.
Wikipedia, t. F. (n.d.). Information and Communication Technology In Education. Retrieved from
http://en.wikipedia.org/wiki/Information_and_communication_technologies_in_education

38. FACULTY OF EDUCATION
RESEARCH INSTRUMENT
USING TECHNOLOGY TO IMPROVE STUDENT ACHIEVEMENT IN ART
EDUCATION LEARNING
Dear respondents,
To fulfill the requirements for EDU 702 Research Methodology courses, I had been
asked to conduct a research about Using Technology to Improve Student Achievement in
Art Education Learning. All the data will be considered as confidential. All your
collaboration is kindly appreciated. Thank you for spending a few of your precious time to
answer this questionnaire form.
Researcher
:
Master Education in Research Methodology
Faculty of Education, UniversitiTeknolgi Mara
This research will be used for academic purpose only. All details that have been given are
CONFIDENTIAL and will only be used for research purpose. Thank you for your
commitment and corporation.

39. Part I : Observation (Rubric)
Using Technology to Improve Student Achievement in Art Education Learning
Name:________________________________
Year :______________
1
The student did the
minimum and the
artwork(activity)
never complete)
Criteria
2
3
The student did the
The student applied
artwork is a
the principles
satisfactory manner
discussed in class
but lack of planning adequately in
artwork
Creativity
The artwork show
little and no evidence
of own idea, interest
and thought
The students artwork
lack sincere of own
idea, interest and
thought
The students
artwork
demonstrate
originality of idea,
interest
Effort
The students did not
finish the work in
satisfactory manner
The students finished
the artwork but it
lacks finishing
touches or can be
improvise with effort
Skill
The students showed
poor skill or lack of
understanding
The students showed
average skill and
understanding
The students
completed the
artwork in an above
average manner, yet
more could have
been done
The students
showed average
skill and
understanding
Artwork
(Activity)
Instruction/ There is maximum
exploration guidance from
teacher. Student
follow the teachers
step-by-step
instructions
The teacher provides
several examples of
―right‖ answers.
Student follow the
example in
satisfactory manner
The artwork is
outstanding and
was finished with
great deal of
patience
The teacher
There is
provides broad
minimum
criteria and some
guidance from
guidance. Student
teacher. Student
follow criteria and
has freedom to
allowed freedom for explore their
individual
idea.
interpretation
Result
Average
Artwork (activity)
Creativity
Effort
Skill
Instruction/ exploration
4
The student
applied the
principle
discussed in
unique manner in
artwork
The students
artwork
demonstrates a
unique level of
originality of idea
and interest
The students gave
an effort for
beyond the
requirement of
the artwork
: _____________

40. Section A
: Please answer the following question completely (√), in the box/boxes
RESPONDENT DEMOGRAPHY
1.
Gender :
Male
2.
4.
40-49
50 and above
Malay
Race
:
20-29
30-39
3.
Age
Female
Others: _____________
:
:
Diploma
Master
Bachelor
5.
Highest Academic Qualifications
PhD
The experience of teaching in school :
1-5 years
6-10 years
11-15 years
16-20 years

41. Part II : Likert Scale
Section B: Please tick the following questions completely (√), in the appropriate space.
1:strongly disagree
2:Disagree
No
1
3: Neutral
4: Agree
Statement
I like to use ICT as a teaching and learning in the
classroom
2
I believe that the students are able to learn better when ICT
is used in the classroom?
3
I believe that use ICT in the classroom can help the
students to be able to pay better attention?
4
I always use the ICT when I demonstrate in front of
students.
5
I give my students freedom to explore and discover without
having meet preconceived expectations.
6
I encourage students to enhance their skill using their own
idea and inspirations to create their artwork.
7
I always provide the opportunity to touch and interact with
the ICT affect learning?
8
I provide the assessment to the student after teaching and
learning process.
9
I always give students the opportunity to use their ICT
5: strongly agree
1
2
3
4
5

42. skills before embarking on teaching and learning in the
classroom.
10
I always to spend extra time and effort in teaching after
integrating ICT tools in teaching

43. Part III
: Questionnaire
Section C: Please answer the following question completely.
The problems occur during teaching art education while implement ICT in teaching.
1.
How do you define yourself as an art educator? On how you know about learning
ICT?
_____________________________________________________________________
_____________________________________________________________________
2.
Did you implement ICT in your teaching process? What approaches that you give to
the students to accelerate their learning in ICT?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3.
How you implement the ICT toward your students which is unsimilar with their
background? On how you encourage your students to retain their skill using their idea,
interests and inspirations?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4.
How effective were your teaching strategies in promoting students use the ICT?
_____________________________________________________________________
_____________________________________________________________________

44. 5.
What is the problem occur during teaching art education while using the ICT? Did the
tools in your school facilitate the implementation of using the ICT during teaching
and learning?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________