The perspective of college Students & Faculty members in department of art education Regarding the Usage of Technology in Constructivist Learning Environment
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Literature Review
Constructivism is a teaching and learning philosophy which states that humans acquire knowledge from their experiences. Using constructivism as a tool in education helps the students to develop and explore their views and ideas (Juniu, 2006). Understanding the way constructivism works, and the benefits it offers to the classroom can help teachers implement the theories into their teaching styles. Incorporating technology with constructivism advances the application of knowledge and the involvement of students, and offers them larger potential for learning. Constructivist theory proposes a hands-on approach that enables student’s skills to improve as they learn.
Education Technology
Educational technology impacts both the teaching and learning process. Educational technology is project based learning. Technologies are used as tools to distribute knowledge among the teachers, lecturers, and instructors. The usage of technology doesn’t give quality education on its own, but the concepts taught through the use of technology and the improvement it offers to education is what is important. The involvement of students in the classroom helps them to interpret the world in which they are living (Bull, 2006).
Previous researchers proposed a model called “Learning for Use” in order to encourage the students in developing useful knowledge, and at the same time train instructors to design easily understandable learning activities. Computer applications and software help the students to develop skills and help them to respond to their problems (Gee, 2009). When instructors incorporate new activities with interactive computer applications they improve the quality of learning, and the ability of students to investigate learning in a new way.
Computer application researchers are developing a curriculum unit based on the principles of constructivist learning for measurement and evaluation in health and physical education. The curriculum unit is a unit study which consists of a set of courses, or plan of study. This consists of 3 phases: 1. Planning and Preparation; 2. Tasks and Action; and 3. Presentation of results (Gee, 2009). Using constructivist teaching principles when creating these applications is the best way to incorporate the technology into instruction, and take advantage of the benefits.
Constructivist Teaching
Constructivist teaching helps to motivate and develop students into independent learners. It is characterized by active participation of students in the classroom (Yuen & Hau, 2003).
The main characteristics of the constructivist teaching are: learners are actively involved, the teaching offers a democratic environment, all activities are interactive and student centered, and the students are encouraged to be responsible and autonomous (Jonassen, 1991). These main characteristics of constructivist teaching are important because they cause critical thinking to occur among the students, and motivate them to become independent learners.
In constructivist learning the three major roles of the teacher in supporting the students are: modelling, coaching, and scaffolding (Campbell et al., 2010). A number of studies compared the teacher centered approach to the constructivist approach. In an experimental study, the teacher centered approach was the control group and the constructivist approach was the experimental group; and student learning was measured (Foley, 2013). Student learning was assessed by two levels. One level was the knowledge gained by students after each lesson, and the second was the use of the gained knowledge after the course had finished. So the student learning was based on the knowledge attained and how it was put to use. Foley (2013) found that students in the experimental group actively learned the knowledge, and also integrated it into the information they already knew better than the control group.
Brooks and Brooks (1993) suggested four principles for constructivist teaching. They are: posing problems relevant to students, structuring concepts from a whole to part, giving value to the views of students, and assessing student learning context.
The benefits of constructivist teaching can be seen by testing what the students have learned. The knowledge gained by the student can be assessed by asking questions about the discussed topic. Other methods include taking class field trips and doing research projects. The method that seems most important is class discussion which allows the student to gain perspectives from their peers.
Constructivist teaching provides elaborative processing of material as the participants are asked to participate in the discussion. The views of the participants are taken into consideration by discussing with others and allowing their views to evolve (Hicks, 2005).
In teacher centered teaching more material is covered in less time, but students may not recollect all the material that is taught; whereas, in the constructivist teaching participants can easily recollect the material taught because they are involved in the topic discussion (Yuen & Hau, 2003).
The Constructivist Learning Environment
The constructivist learning environment, along with computer technology, is a useful method for the students to learn. By using computer technology, students can develop knowledge by observing current events and global issues. By using the internet, students can gather information, research for tasks, and construct their knowledge. Computer technology enhances the learning process. In constructivism, learning is the result of reflections, interactions, and experience (Clifford & Drew, 1996).
There are advantages and disadvantages to different approaches of teaching and learning, including constructivism. The previous study by Foley showed the advantages of the constructivist approach as the result that knowledge is more actively applied and remembered by students. Some disadvantages may be creating completely new lesson plans and structures for each field of study, and the time and resources this requires. Teachers need to be aware of the method they are choosing and the consequences that result. Approaches may be different, but the way of learning should be structured learning which results in better outcomes.
In constructivist teaching, computers play an important role in shaping the traditional education system into a technological based education system. Computers are widely used for professional support, and this makes it important to have experience using computers (Dashler, 2010).
“Student’s opinion forum” is used as a data collection tool where the feedback and the opinions of the students are collected regarding computer technologies in a constructivist learning environment. Based on the feedback, an analysis is carried out to know the importance of the computer technologies. Teachers need to be trained to be proficient with the internet environment so they can convey those skills to the students, who can use them to perform research on the internet. In order to help the students better understand the subject, instructive programs and information sharing areas need to be increased and developed (Whyte, 2011).
Most teachers use computers as a support for their education practices, and few of them consider it a competent teaching tool. Teachers act as agents of change for technology by how they use it in their instruction, and by the example they set for their students. The usage of technology by teachers is affected by many factors. These factors may arise from external or internal environmental factors. Both the external factors such as funding, resources, and training; and internal factors, such as the attitude teachers have toward technology, affect technology use in class rooms (Edmunds, 2007). There has been improvement in the environmental conditions in terms of technological infrastructure, but teacher’s beliefs need to be resolved in the advantages technology can offer to instruction and learning. Teachers use technology in different ways, one way is to attain the same traditional goals under same conditions without any changes to the classroom activities, and second is to expand classroom boundaries and connect students to the real world events and guide them to become independent learners.
One way constructivist teaching replaced the traditional way of teaching is by using interactive technology, and teachers who have more of a constructivist belief will use technology in more constructivist ways. Technology can be used to expand classroom boundaries and integrate relevant information with the course information. This method applies current information with the traditional knowledge taught from textbooks (Tubin, 2006).
Role of Teachers with Technology
Valdez and colleagues (1999) presented another model with three stages. These stages are namely: automation, expansion, and data driven virtual learning. These three stages define the way the teachers structure their instructions, and how they engage students in problem based learning. When teachers become comfortable with the technology, they can integrate these stages effectively. The principles of effective teaching are not changed by the presence or absence of the technology.
Many researchers focused on measures of computer attitudes and experience (van Braak et al., 2004). It was found that computer experience is positively related to computer attitude. An individual who has more experience with a computer will have more favorable attitude towards computers and other technology. Researchers have begun to develop instruments to measure the effectiveness of computers in education since the importance of computers in education is shifting from information towards communicating tasks.
Innovation
As technology is changing, there is a place for innovation to change and adapt new ideas and new methodology. Technological innovativeness is the introduction of new technologies into education. It can be used to measure individual attitudes and the progress being made in a field of study.
Many variables need to be considered when adopting computers into the education system. Organizational factors like time constraints, resources, team work, and training need to be identified along with personal factors. Personal factors include computer abilities and attitudes of both teachers and students. When all of these factors, both personal and organizational, are taken into consideration they can predict class use of technological innovation.
There are two types of computer use, and they supportive and class use. Supportive computer use is when computers are used outside of direct instruction including work done at home or in a library. Class use is when computers are used in the classroom as a part of the instruction and curriculum. Constructivism is sometimes seen as a learning theory rather than a description of teaching, but others see constructivism as a new idea for education and an incorporation of educational technology (Sultan, Koo, & Woods, 2011). Understanding the uses of computers and how they can be incorporated into education can show how constructivism can be used to teach in a learning environment.
Constructivist Practice Approach
Most of the constructivists believe that knowledge is constructed or created by an individual rather than transmitted or given to an individual (Fosnot, 1989). Instructional technology is a way of helping students to construct their own knowledge. Instructional technology was developed to meet the needs of classrooms, teachers, and students. Constructivist instructional approach incorporates technology to make teaching more centered on the learner, and interactive.
Walker (2007) said that “one’s views of knowledge are correlated with one’s views of instruction” (p. 3). He suggested that if knowledge is to be transmitted, then instruction is a product that needs to be delivered. Constructivist learning can be compared to another type of model called the Transmissionist Model of Learning (Sultan, Koo, & Woods, 2011). In this model, teachers are considered as the source of the knowledge, and the students as the recipients of knowledge. The Transmissionist model highlights the process of learning by receiving information. The main function of the teacher, as the source for knowledge, is to transmit knowledge to the students. Teachers should consider whether or not students can understand the knowledge that is provided by technology. If the students cannot, then teachers should acknowledge the needs of their students and tailor the lessons to fit these needs while still integrating technology (Sultan, Koo, & Woods, 2011).
If a constructivist use of technology is sanctioned, then teachers need to be guided with the assimilation of constructivist principles and the use of technology. This technology can act as a catalyst for transforming teacher’s instructional teaching into a constructivist way of teaching. However, the relationship between technology and constructivist practice is complex, and teachers must be taught the how to apply and use these tools.
Hawkridge, Laworske, and McMahon (1990) identified four main reasons for using technology in schools. These reasons include social, vocational, pedagogic, and change aspects. First, Social: students should know how to use technology; second, Vocational: students need to learn technology for their future professions; third Pedagogic: students can learn better through the use of a computer than without one, and last Change: computers are a catalyst for systematic change in education. This means that first; students should know how to use technology because it provides a collaboration of information. Second, students need to learn technology because most jobs require these skills. Third, students can learn better from technology because it offers interactive and modern ways of learning. Fourth, computers bring a systematic change in education and by learning to use this, students further this progress.
Constructivist Learning Environment
Walker (2007) defined the constructivist learning environment as a platform where many individuals work together, and support each other by using tools and information through technology, and active involvement for achieving goals and problem-solving activities. Students work together to determine their learning goals and monitor their own progress. On the other hand, Yuen and Hau (2003) believed that constructivist learning environments were designed to provide the learners with meaningful and interesting problems to solve. They proposed five components that should be incorporated while designing a constructivist learning environment. These components are conception of the problem, interpretation, information sources, cognitive tools, and collaboration tools. Conception of the problem means that first a problem needs to be formulated and understood. Interpretation means that students need to interpret solutions to the problem. Information sources refer to the support that can be accessed to better understand the problem. Cognitive tools are how the learners interpret the aspects of the problem through their resources and formulate solutions. And collaboration tools refer to conversations and the platform students need to share and exchange their ideas, and to solve problems collaboratively.
Constructivism in a Multimedia approach Education
Constructivist learning environments help students with the experience of problem solving, communication, and creative skills. Infusion of multimedia technology into education leads to the development of new concepts, innovative teaching and most importantly change the way teachers teach, and the way students learn. It does this by mainly focusing on learning, rather than on systematic instruction and teaching (Walker, 2007).
Multimedia technology affects student’s motivations and self-esteem levels, and helps them to be creative and self-directed thinkers. The students also become active learners through this method. A multimedia learning environment helps students to experience a constructivist based approach with active participation and construction of their knowledge.
The results of worldwide research reveal that using constructivism and multimedia technology in education is important to promote and enhance the teaching and learning process (Neo, 2009).
Constructivism in Art Education
Constructivism has been used in art education mainly to focus on how people interpret information, and how they create knowledge from observations and interactions. According to Kundu and Bain (2006), the main idea of constructivism is to allow teachers and students to be involved in a lateral hierarchy. In art education, the teaching process needs to have a more practical approach than in more conventional fields of study. This means that both teachers and students should work together in collaboration to advance the skills of the students based on their needs and ideas (Kundu & Bain, 2006)
Art work influences individuals in our visual culture by content, and by the manner in which it was created. This is important for students to understand so that they can use their art skills in a practical way. One practical approach to art is researching social issues and interpreting them through art as a form of advertising. Students must learn practical applications in order to integrate them into their lives and professions. The experiences of students throughout the learning process are essential so that they have the information they need when they enter professional industries (Melles, 2011).
Art education should allow the knowledge and skills students learn to be applied to ideas outside of the world of fine art. Using the learning and discovery processes used in developing artistic skills can be applied to other academic disciplines. This is another way students can practically apply the skills they learn to everyday life (Ho, 2010). Teachers are encouraged to choose a single artist, and begin with how the artist’s formulate their own ideas (Leithwood, 2003). This is a constructivist approach because it allows the student to be an active part of the learning process, and allows the teacher to work closely with, and listen to the student.
Mohammed (n.d.) claimed that art is a series of interactions between and organism and the environment. Therefore, students should be allowed to interpret their environment in their own way while their teachers encourage, and instruct them with their skills. Encouraging students to become involved in interpreting the paintings helps them to understand artwork as personal identification and point of view (Simpson, 1996).
Art education has a history of child centered thinking (Mvududu, 2005). In an art room, the environment is usually created to where children are encouraged through verbal and visual explorations to relate an artist’s work to their world of art (Ho, 2010). Teachers also need to be prepared for strong organizational collaboration with interdisciplinary teams. An art teacher needs to know how to work cooperatively and how to make connections between art and other disciplines. It is necessary for a teacher to become a researcher to find the best media, and appropriate activities, to satisfy the objectives within the conceptual unit. Art educators should have a content database to help them in their choice of practices and artwork examples (Sultan, Koo, & Woods, 2011).
Constructivist in Art Education Technology
The level of education referred to in this paper is college level education. Students at the college level of education have a large amount of knowledge, and basis for experience already. However, this knowledge may not have been retained, and they students need to remember what they learn in college to apply it to their profession. Experiential and constructivist learning are self-directed which makes the learning far more permanent. When these principles of learning are coupled with technology in Art education it can turn basic art skills into professional skills. For example, drawing and paintings skills can be transferred to graphic design using many technological tools such as Adobe Photoshop, and Corel Draw.
When students engage in constructivist learning their ability to express, and capture emotions through art becomes much faster and progressive. This allows students to experiment freely and explore new methods and technologies. Conventional art using colors, pastels, and paper are useful in that they create a better understanding of the visual concepts used in graphic design. Another result that can develop from students using constructivist learning is that they may create newer tools for art and drawing. This is because they have learned interactive skills and how to take initiative in their learning. Applications like Photofunia, Cinemagraph, and Picture Sketch Camera are all tools contributed by art students (Fleischmann, 2013).
Graphic design is a very important development of the digital computing era. What used to be painstakingly done, with little or no possibility of change, is now possible with a click of a button. This has become an important part of commercial and non-commercial art. Constructivism is a tool for teaching graphic design. Creative ability and knowledge of these tools allow students to limitlessly experiment in this area. The mind is the limit when using the digital tools of graphic design. Teachers in universities in developed countries are using constructivism, aided with computer technology, to effectively teach Graphic Design (Mvududu, 2005). This takes the learning beyond the classroom, and allows students to constantly experiment with their work and conquer new frontiers.
The approach to education is different in developed countries than it is in developing countries. For example, there are many differences between how Art Education is taught in Saudi Arabia, and in the United States. There are clear differences in the methods and tools used between these two countries. In the United States there is an intense reliance on the use of technology; especially digital technology in teaching art, and its various branches including graphic design. Teachers encourage learners to explore and rely on their own creativity to come up with designs and art forms. This gives great opportunity and freedom to learners, and allows them to mature faster as artists. While the digital tools are just one aspect of the art education, they help create an environment where the only limit is creativity. In Saudi Arabia, there is no lack of creative talent, but the use of digital technology is much less prevalent, and still older conventional practices are being relied on. This approach does not allow as much experimentation for the learner. Also, the teachers in Saudi Arabia tend to be far more mature and exacting. Measuring up to their expectations will take a much longer time without the use of modern and innovative technologies. But in the United States, due to the experimentation, they tend to learn and mature in the subject much faster.
Benefits and Disadvantages of Constructivism in Education Technology:
Constructivist teaching replaced the traditional way of teaching in which students would sit and write what teacher taught in the class room. Constructivist teaching brings the ideas of the students together so that they are capable of solving problems by considering their own experiences. The constructivist method of teaching encourages students to carry out challenging ideas (Aydede, Kesercioğlu, & Arabacıoğlu, 2010).
Disadvantages
The main disadvantage of constructivism is the lack of structure, and some students require highly structured environments. Some students may simply copy what others are doing and fall back in the learning process (Kirschner, Sweller, & Clark, 2006). As there is no proper grading and evaluating system, teachers cannot personally know the problems faced by the students, and the improvements that need to be made. Constructivists need to develop more structured evaluation systems to help students succeed in the learning process.
Advantages
The main advantage of constructivism is the integrative, student centered approach which is excelled by a computer integrated learning process. With the use of technology, students are given a multitude of sources to use when researching and learning. The addition of expansive discussions in the classroom also allows the student's perspective to evolve with the discussion, and possible gain new perspective which will help secure their knowledge.
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