Applying Multimedia Computer Technology in Elementary School Visual Art Teaching

• Main Authors: Yang Ching-Feng, 楊清豐
• Other Authors: Wang Li-Yan
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/04384647628470153097

碩士 === 國立彰化師範大學 === 藝術教育研究所 === 94 === Applying Multimedia Computer Technology in Elementary School Visual Art Teaching Abstract This study describes how a teacher integrates multimedia computer technology in visual arts teaching; it also documents students' reactions to the curriculum. The study explores the following questions: 1) How does a teacher make good use of existing resources and integrate multimedia computer technology into visual arts teaching? 2) What problems does the teacher encounter and what teaching strategies are used to solve the problems? 3) How do the sixth grade elementary school students react to this kind of computer-mediated art teaching, and what have they learned from this experience? Literature review helps to consolidate the action research design framework. Careful examination of existing theories and studies also help to inform the curriculum, which includes four teaching units. The conclusions of the research are as follows: （1）Teacher should make good use of teaching resources by considering what is available at the school level, at the teacher’s personal level, and from the teacher’s colleagues. Instead of using computer technology merely as an electronics blackboard, teachers can use multimedia technology as electronic portfolios, combine community resources, and connect the curriculum with student's life experience. （2）To carry on multimedia teaching, one must consider the school equipment, student's background and interests, as well as teacher’s domain knowledge. The research study documents problems such as classroom management, students’ weak understanding of ethical issues when utilizing online resources. The study therefore describes how to solve the problems. It also suggests that teacher can utilize cooperative teaching strategies and be a curriculum planner, resource collector, and class organizer. （3）Students respond to teaching with multimedia positively. Starting out with obvious curiosity and some hesitance, students’ learning interests soon are ignited. Teacher’s guidance at the right time along with good supporting materials that are funny, purposeful in nature, and connective to student’s life world, help them to learn in a deeper way. In sum, this research study reflects the teaching context, problems and solutions when a teacher integrates multimedia technology into his art teaching. The study develops a teaching model that fits the current educational reform trend, and provides suggestions for teachers who are interested in integrating computer technology into their teaching.