The Study on Learning Effects of Integration of Information Technology into Visual Art Curriculum of Primary School: A Case Study in Pinlin Primary School

• Main Authors: Yueh-Ju Chen, 陳月茹
• Other Authors: Chia-Min Chao
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/61818031768900467652

碩士 === 南華大學 === 文化創意事業管理學系 === 102 === 　　There is an educational revolution in the 21st Century, every country devotes information and the Internet to building the future world, and therefore, education reforms are made continuously among countries. The purpose of the study aimed to investigate the learning effects of integration of information technology into visual art curriculum. A nonequivalent pretest-posttest design of quasi-experimental research design was used in Pinlin primary school in Chiayi county. In the experimental process, the experimental teaching was completed with the self-compiled teaching materials of school curriculum management. The students of experimental group were taught with the self-compiled integration of information technology into visual art curriculum. The students of control group accepted traditional teaching. After 8 weeks of experimental teaching, a questionnaire of student learning achievement and a teaching feedback form were used to collect data. Besides, the group of students of experimental group accept a semi-structured in-depth interview. After qualitative and quantitative analysis, the conclusions of the study are as the following: 1. After the experimental teaching, the posttest scores of knowledge, attitude and behavior of the students of experimental group improved significantly. The teaching effects were significant. 2. After the experimental teaching, the posttest scores of knowledge, attitude and behavior of the students of experimental group are significantly higher than those of the control group. The teaching effects were significant. 3. The background factor of the students participating in the curriculum affected the scores of knowledge, attitude and behavior of integration of information technology into visual art. 4. After the implementation of teaching activities of integration of information technology into visual art, the scores of knowledge, attitude and behavior were significantly correlated positively with one another.