Running Head: TECHNOLOGY AND STUDENT MOTIVATION IN THE ART CLASSROOM

The Effects of Computers and SMART Board Devices in the Visual Arts Classroom to Motivate 8th Grade Students

Megan Badger The University of New England EDU 690 April 20, 2013

TECHNOLOGY AND STUDENT MOTIVATION IN THE ART CLASSROOM

Abstract This action research project was designed to determine whether technology in the art classroom would increase student motivation. The researcher conducted a five week intervention plan in which technological devices such as computers and SMART boards were used in an eighth grade studio art class. This class consisted of thirteen public school students. The researcher used surveys, grades, observations, and interviews to collect data before, during, and after the intervention. The data was then analyzed to determine the effectiveness of technology as a way to motivate students. The findings and results showed that when technology is used in the art classroom students demonstrated higher levels of motivation and academic achievement. Keywords: technology, art, student motivation, computer, SMART board

TECHNOLOGY AND STUDENT MOTIVATION IN THE ART CLASSROOM

Table of Contents Introduction4 Introduction..4 Rationale..4 Statement of the Problem.....5 Primary Research Questions5 Hypotheses...6 Review of Literature..6 Methodology.12 Research Design.12 Data Collection Plan and Instruments....13 Sample Selection....14 Data Analysis.15 Data Validity..15 Results...17 Findings.17 Discussion..27 Limitations of Study..29 Summary and Further Research.30 Action Plan...31 Conclusion33 References35 Appendices36

TECHNOLOGY AND STUDENT MOTIVATION IN THE ART CLASSROOM

The Effects of Computers and SMART Board Devices in the Visual Arts Classroom to Motivate 8th Grade Students The researcher noted a lack of motivation among the eighth grade art class at Moriah Central School which consisting of thirteen students. These students did not show much interest in the art curriculum and their grades reflected this lack of interest. The teacher observed that the only time students seemed engaged and motivated was when technology was incorporated in lectures and with projects. Particularly this was seen when information was presented with the SMART board and computers were used during the completion of projects. It was concluded that students will become more motivated in the art classroom if technology is used regularly. An action research project was conducted to research the effects that technology had on motivating these students.

Rationale As in the past, our educational system is always changing and adapting with the times. One of the driving factors of change in society today is the evolution of technology. Technology has become a part of everyday life, especially with this generation of students. This is a factor that needs to be looked at and addressed when talking about our educational system. One challenge that educators face is the ability to motivate this generation of students. Tapscott (1999) states in his book Growing up Digital, that reaching this group on an academic level is not an easy task. They need curriculum that is relevant and motivating. Using technology in the classroom may be a way to make learning both relevant and motivating (as cited in Lokie, 2011, p.18). This is why the researcher felt that using technology could be a very beneficial way to motivate our current generation of students.

TECHNOLOGY AND STUDENT MOTIVATION IN THE ART CLASSROOM

Problem Statement The researcher felt that there was a problem in the art classroom involving a lack of motivation among 8th grade students. The problem first became apparent when the classroom teacher continuously overheard students complaining about having to take art and a lack of confidence they had. Many students made comments such as I cant do this, Im not good at art, and this is too hard. Besides the verbal indicators the majority of student efforts showed a significant decrease in the art classroom. This was based on their overall poor academic performance and behavior in comparison to other subject classes. After conferencing with other grade level teachers it was clear that the students were more motivated in these other classes based on both their behavior and academic scores. Quarterly grade marks in these other classes were higher and the teachers discussed how they observed the students efforts (participation, work ethic, and attitude) to be satisfactory. This was determined by the fact that students were handing in assignments late (homework, projects, activities, etc.), or not completing them at all. The teacher uses rubrics to grade art projects. One of the categories each rubric has is effort, see Appendix A. After reviewing multiple rubrics from prior assignments 60% of students effort showed poor scores.

Primary Research Questions For this action research project the researcher devised three specific questions to guide the research throughout the review of literature and intervention. The first question is, does using the SMART board and computer devices engage and motivate eighth grade students? Second, what technological devices are most effective for increasing student motivation and efforts in the classroom? Last, the researcher asked when student motivation increases does it increase their grades?

TECHNOLOGY AND STUDENT MOTIVATION IN THE ART CLASSROOM

Hypotheses It was hypothesized that this research project would show that by using technology, specifically computers and interactive SMART boards, it will motivate eighth grade students to become more engaged and motivated in the art classroom. Literature Review Throughout history and still today, student motivation has been a key aspect within the ever changing educational system. It is up to the teacher to stay up to date and find tools and strategies to encourage student motivation; however this is not always an easy task. According to an article from the Collegiate Times, the author Adam Smith states student motivation is one of the major problems faced in the American educational system (as cited in Barger & Byrd, 2011, p.8). One way to address this motivational problem is to find a way to relate to todays students and encourage or spark their motivation. Students are now growing up in a technological age where social media sites such as Facebook and video games are part of their daily lives. Tapscott (1999) states in his book Growing up Digital, that reaching this group on an academic level is not an easy task. They need curriculum that is relevant and motivating. Using technology in the classroom may be a way to make learning both relevant and motivating (as cited in Lokie, 2011, p.18). This can be done in numerous ways, in particular the use of computers and computer aids such as SMART boards. These are two specific devices widely used throughout schools today. Research studies have been conducted to show that these types of devices encourage and foster student motivation in all subject areas. One particular area that technology seems to be more prevalent in is the visual arts curriculum. Although technology and the visual arts have been a controversial topic, research supports the use of technology within the visual arts classroom to improve student motivation. The National Art Education Association

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NAEA, (1994) states that the Visual Arts Standards are a foundation in art education. When technology is appropriately integrated with the standards it can increase student motivation in the art classroom. (NAEA, 1994) Motivation can be defined in many different ways. According to Keller and Litchfield (2002), motivation can be defined as a persons desire to pursue a goal or perform a task (as cited in Barger & Byrd, 2011, p.2). With that said in the world of education it means a students motivation is personal and individual but can be positively directed by the teacher to enhance their educational needs or desires. In the classroom student motivation can be observed and identified in many different ways. Performance, comprehension, participation, and communication are some of the areas that help teachers observe when a student is motivated or unmotivated. By identifying students emotional and psychological behaviors it will help the teacher address their needs and design instructional practices that help motivate them. One way in which teachers can do this effectively is through the use of technology (Lever-Duffy & McDonald, 2011). Students of todays generation have grown up surrounded by technology. One of the most common devices widely used in and out of school is the computer. By incorporating computers, or Computer-Based Learning (CBL) in the classroom students are engaged by prior knowledge, familiarity, and interests. Computer-Based Learning (CBL) is the use of computers as a complementary or central part of the educational experience (Barger & Byrd, 2011, p.4). Most students are familiar with using computers on a daily basis, so when they are implemented into the curriculum students are enthusiastic and confident when using them which will encourage motivation. Barger and Byrd (2001) support this by stating,

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Computers are an instructional tool with which students have had prior personal or recreational experience. Computers provide audio and visual as well as text, and can be integrated into the instructional delivery system. This integration causes a de facto combination of recreational use with educational use, which is likely to motivate students to learn more interactively and to utilize their prior knowledge base. (p.4) However, it is not as simple as putting students on computers and providing them with the information. The information still needs to be presented in a creative and engaging way to keep a students attention. In the past, most teachers would read passages out of a book and have students take notes or have the students read silently on their own. By using computers and computer aids such as SMART Boards/Interactive Whiteboards, teachers are now able to present materials so that students are receiving the information in an interactive, visual, and auditory fashion. There are many different brands if interactive whiteboards. They all have similar functions and are used worldwide to help increase motivation and academic achievement in the classroom. SMART is the most commonly used interactive white board in education today (Teich, 2009). The SMART board is essentially a large mounted white screen with an LCD projector powered by computer software. People can interact with the board by using special pens or their fingers just as they use a mouse to control the computer. (Marzano, 2009) The internet has numerous SMART board applications and programs that are interactive and require students to physically interact with the board such as educational games, virtual museums, and interactive art software. This interaction can engage the students and allows the teacher to observe when students are actively engaged in the material. According to Teich, she states that research has repeatedly demonstrated that students learn better when they are fully engaged and that multisensory, hands-on learning is the best way to engage them (Teich, 2009, p.1). SMART

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boards are a great way to support multisensory and hands-on learning with its interactive applications. Although these features can produce high engagement and certainly enliven the atmosphere in a classroom, they can also be distracting if used without a clear focus on essential content (Marzano, 2009, p.82). This is why it is vital for teachers to be familiar with the SMART board applications and align it with their content information. Teachers should also facilitate the learning process by overseeing the students interactions with the SMART board. Teacher of all grade levels and content areas (including art), face students with different learning needs and styles every day. If teachers cannot meet the learning needs of their students then students may struggle academically throughout school and into their adult life. Motivation is a key factor in education. The purpose of education is for students to learn. Learning can be measured by achievement. Achievement in the classroom can be measured by student progress based on test scores related to curriculum content. For students to learn there needs to be a level of motivation. Motivation can be defined as a desire to engage in an activity out of curiosity, interest, or enjoyment. (Lokie, 2001, p. 22) Teachers can motivate students by implementing tools or strategies that are familiar and fun to them. With technology becoming more and more prevalent in the education system, it is a great way to motivate students. Since education and society is constantly changing it is important that educators stay up to date and are frequently trained with tools such as computers or SMART boards. There are various technology solutions for all learners. When teachers can identify their students needs they can then research and utilize the best technological sources to meet those needs. This in turn motivates the students to want to participate and be actively engaged in the learning process. The NAEA (1994) supports this in terms of the visual arts classroom by stating,

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For the arts, technology thus offers means to accomplish artistic, scholarly, production, and performance goals. But the mere availability of technology cannot ensure a specific artistic result: the pencil in a students hand ensures neither drawing competency nor competent drawing. Nor, by itself, will exchanging the pencil for an airbrush or a computer graphics program create a change in the student. What can happen is that interesting and engaging technologies can attract and motivate students to engage in the arts. (p.10) Technology cannot ensure that the students confidence or ability will change when using traditional art mediums to technological art mediums. However, technology can be used as a tool to motivate the students to try hard, practice, and have a positive experience doing so. The National Center for Technology Innovation and Center for Implementing Technology in Education listed several fine arts technologies that are great for motivating students and meeting their individual needs. They include ArtRage, ArtWeaver, Delter CG Illust, Destination Modern Art, SketchUp7, The Art Zone, and TuxPaint. (NCTI & CITEd, 2009, p.3) These are just a few from thousands that are used by educators to meet academic needs, social/emotional needs, challenge students, spark creativity, and engage/motivate them in the learning process. Integrating technological devices such as computers and SMART boards into the classroom can be beneficial towards motivating students, however there can be challenges. One of the most common challenges schools and classroom teachers face is a lack of funding to acquire technology (Lever-Duffy & McDonald, 2011). Fortunately with technology being a more common tool used in education, the government is slowly starting to relinquish funds when needed. Another challenge schools and teachers face is the responsibility to be aware of legal and ethical issues such as privacy, academic dishonesty, copyright, ADA compliances, appropriate

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use, and software piracy. A common example of this that has been a more frequent issue both in and out of school is the rise of social networking devices. When these types of devices are not monitored properly serious issues such as cyber bullying and sexual harassment can occur (Lever-Duffy & McDonald, 2011). This can be a huge factor in influencing student motivation, especially in a negative way. Due to these types of challenges teachers must be aware of the issues in technology implementation so that they can be proactive in addressing these issues from their own professional standpoint and on behalf of their students (Lever-Duffy & McDonald, 2011, p. 360). Besides challenges that a school might face teacher may have individual conflict when using technology. Black and Browning (2011) report, Additional key factors contributing to art teachers reluctance to apply technology to their teaching include software difficulties, increase stress, heavier teaching loads, time constraints, shortage of hardware and software, and lack of teacher support and training. Nevertheless, there are ways in which teachers can address these problems in order to effectively integrate technology into the art curriculum. It is recommended that they find technology mentors within their schools and establish creative, student-centered classrooms in which co-learning and collaborative learning take place between teachers and students on an ongoing basis. (p.19) Even when challenges arise from integrating technology into the classroom, research has proved and supported that the good outweighs the bad. With technology becoming more and more widespread among society and education it is hard to ignore the benefits. It is up to teachers to stay up to date on educational strategies and practices, and to utilize the resources at their disposal. In this technological age, this is true more than ever. As this

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research shows, technology can play a very important role in motivating todays students. Whether it is using computers or computer aids like SMART boards, students can become more engaged and motivated in the lesson due to the familiarity and enthusiasm they have with these tools. Using types of technology like these that students are familiar with can engage them more in the curriculum and can help teachers hold their attention longer. By using technology as a motivational tool, students will have a better chance to succeed academically and translate this knowledge and success into their everyday lives. Methodology In order to get an active understanding of the students motivation levels the researcher became an active participant observer throughout the unit. The unit plan (Appendix B) the researcher designed utilized technological devices during both the lessons and activities to help engage and motivate the thirteen 8th grade studio art students. Data tools such as surveys, observational checklists, and pre/post grades were used to measure levels of engagement and motivation before, during, and after the intervention. Research Design To address the issue of the lack of motivation among the eight grade students in the art classroom, the researcher designed a three week unit plan utilizing technological devices to help increase motivation, see Appendix B. The first step was to gain consent to utilize the high school art classroom and 8th grade studio art class. The researcher worked closely with the Moriah middle/high schools art teacher to collect data and analyze the use of technology as a student motivator. The 8th grade studio art class consisted of thirteen public school students, which included two who were in the special education program; one female student who has Aspergers and a male student who has a 504 plan to address reading and comprehension difficulties.

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Confidentiality was established by assigning each student a letter in replace of their name for both their work and other documents. All student work and documents used were confided to only the art classroom. The unit plan focused on the history and artistic skill of graffiti. Throughout the unit the researcher utilized the SMART board and computers frequently to help the students comprehend and engage in the lessons and activities presented. The researcher incorporated both these devices throughout the unit for group, independent, and teacher directed activities. Modifications were made when needed for the students who required special attention or services based on their IEP or 504 plan. Instruments and Data Collection Plan The researcher created a survey (Appendix C) asking students a series of questions about their level of motivation and engagement in the art classroom, their views/feelings about using technology, and their values/feelings about art. This survey was given before and after the unit to help the researcher distinguish whether the students level of motivation increased when technology, specifically computers and Smartboards, were used in the lessons/activities. The researcher also developed an observational checklist (Appendix D) as a guide to observe specific motivational behaviors. This data collection tool was used to help identify if computers and Smartboards effected student motivation in the art classroom. As well as what technological tools engaged and interested students more than others. Observation is a very common data collection tool for educators to gain the qualitative data they need. The researcher served as an active participant observer and the classroom teacher served as a privileged, active participant observer (Mills, 2011).Both made notes and observations on the checklist that were later analyzed to support the research questions and hypothesis.

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Finally the researcher used pre and post students grades to identify if an increase in motivation increased their grades. Along with grades the researcher also interviewed students to determine their thoughts and feelings about technology used in the art classroom and whether or not their levels of motivation affected their academic performance (grades).Students were interviewed and asked the same questions to keep the interviews consistent see Appendix E for a list of the interview questions. The researcher developed a data collection matrix (Table 1) based on Mills (2011) Triangulation Matrix (pg. 93). It is suggested that researchers utilize multiple data collection tools for collecting both qualitative and quantitative data and to avoid biases (Mills, 2011). Table 1. Data Collection Matrix Research Questions 1. Does tech motivate students? 1 Pre/PostSurvey Pre/Post Grades Literature Review Data Source 2 Observational checklist Student Interviews 3 Student Interviews

2. Will motivation increase grades?

3. What tech is most effective for motivating students?

Observational Checklist

Student Interviews

Note. This data collection plan was completed during a five week period of time, the observational checklist was used during the entire three week intervention, and student interviews were given post intervention. Sample Selection The researcher taught to, observed, and collected data from students in an eighth grade studio art class. This class consisted of thirteen public school students. Two of the thirteen are in the special education program; one female student who has Aspergers and a male student who has a 504 plan to address reading and comprehension difficulties. Modifications were made

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when necessary for both these students based on their individual needs. The remaining eleven students consist of four females and seven males. Three of these students, two girls and one boy, demonstrated high academic achievement in the art classroom, although the boy seemed less motivated about art than the girls based on his behavior and efforts. These observations were made prior to the intervention. One male student in particular demonstrated low academic achievement in the art classroom as well as very low levels of engagement and motivation. Throughout the data collection process each student was identified by a single letter so their names would remain confidential. Data Analysis The researcher analyzed the student survey results by creating a survey with a point system; each question was worth a number of points (1-3) depending on the answer; one being no, two being sometimes, and three being yes. The pre and post surveys (Appendix C) were then calculated and transferred into a bar graph to visually show the comparisons. Pre and post grades were placed in a table to show the differences between the students previous and post grades. This was done for each student. Last, the observational checklist and interviews were analyzed and discussed in the results section by using specific quotes and summaries in a narrative format. Data Validity In order to really assess the validity of the action research project the researcher met with two colleagues to discuss the data collection plan. Since the project involved utilizing the art classroom, the researcher first met with the current high school art teacher. She also met with the schools CSE Chair Administrator who deals with data collection and assessments frequently. Both of these colleagues provided great feedback and reassured the researcher she was on the right path with the data collection tools.

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The researcher first sought feedback from the high school art teacher to discuss the collection tools used in the art classroom. The overall feedback was very positive and she agreed that the tools selected would provide the researcher with valid results. She felt that all four of the collection tools were appropriate for reaching the action research goals, and would fit within the limited timeframe given. The researcher brought up a specific concern about pre and post tools to measure the results to the original question number three are there negative aspects when using technology? The researcher personally felt it did not need to be included and the final data matrix and the art teacher agreed that question number three was insignificant to the study. The researcher then met with the schools CSE Chair Administrator, who she felt would provide great feedback because data collection and assessments are a major aspect in special education. The CSE administrator helped make some valuable changes to the data source matrix (Table 1) that ensured the data collections tools were more valid when answering the research questions. She suggested that the researcher remove the data source interviews from question number two and use it as a tool for question number one. She felt that question number two will be answered by looking at the students pre/post grades with no interview necessary. Where question number one would benefit if incorporated with student interviews along with the other sources used (See Table 1 for question details). Interviews can provide valid data beyond a student survey or classroom observations because the researcher collected information from a source directly. The researcher asked and elaborated when needed on questions that relate to the topic and gauge the students emotions and behaviors. The CSE Chair persons feedback was helpful and changes were made to the data source matrix so the collection tools and results were more valid.

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Both colleagues were able to give valuable feedback. It helped the researcher to think about and re-arrange the data source matrix to ensure the collection tools made the data/results more valid. With that said the colleagues provided different viewpoints on the topic to help the researcher remain unbiased throughout the data collection process. By involving others in the action research project it helped her remain unbiased to the data which made the result more valid in the end. Results The data collection tools the researcher used throughout the intervention helped her to collect, measure, and analyze data. There were some minor limitations involved but the researcher was able to proceed with the intervention and findings. Based on the results it showed that when technology is used in the art classroom it does increase student motivation, and when students are motivated it helped to increase their academic performance. These results prompted the researcher to look further into the topic of technology and motivation. Findings The researcher developed data collection tools that would measure student motivation in the Art classroom. One data collection tool that was used in this action research was a student survey see Appendix C. The questions in the student survey were designed to give the researcher an idea of what motivates students, and how students feel about art and using technology. The survey was presented to all thirteen students both before and after the intervention to measure and compare student motivation when technology was used. The students had to select yes, no, or sometimes to each of the survey questions. The researcher then took the data from each survey and put it into a bar graph using the Microsoft excel program. The graph shows the results and changes from both the pre and post surveys based on the students answers to each question.

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For the first question of whether the student enjoyed art, the number of student yes responses doubled from three to six from pre to post survey. The sometimes responses decreased from eight to six and the no responses decreased from two to one. See Figure 1.

Student Survey Question # 1

10 Number of Students 8 6 4 2 0 Yes Sometimes Student Responses No Pre Survey Post Survey

Figure 1. In question number one of the survey students were asked if they enjoy art.

Students were asked whether they felt art was an important part of education. The responses did not vary much from pre to post survey. Only one student changed their response from sometimes to yes after the intervention as shown in Figure 2.

Student Survey Question # 2

7 6 5 4 3 2 1 0 Yes Sometimes Student Responses No Number of Students

Pre Survey Post Survey

Figure 2. In question number two of the survey, students were asked if they feel art is an important part of education.

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Students were asked if they partake in art activities outside of school. While the yes responses remained the same, the number of sometimes increased by one and in turn the no response decreased by one. See Figure 3.

Student Survey Question # 3

Number of Students 8 6 4 2 0 Yes Sometimes Student Responses No Pre Survey Post Survey

Figure 3. In question number three of the survey, students were asked if they partake in art activities outside of school. The next question of whether students used computers everyday did not change in responses from pre and post survey. Eleven of the thirteen students that took part in the survey said that they did use computers every day. See Figure 4.

Student Survey Question # 4

12 10 8 6 4 2 0 Yes Sometimes Student Responses No Number of Students

Pre Survey Post Survey

Figure 4. In question number four of the survey, students were asked if they use computers every day.

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Students were asked if they used computers for fun and if they found computers enjoyable. All of the students responded with yes for using computers for fun (Figure 5) and either selected yes or sometimes for finding them enjoyable (Figure 6).

Student Survey Question # 5

14 12 10 8 6 4 2 0 Yes Sometimes Student Responses No Number of Students

Pre Survey Post Survey

Figure 5. In question number five of the survey, students were asked if they use computers for fun.

Student Survey Question # 7

12 Number of Students 10 8 6 4 2 0 Yes Sometimes Student Responses No Pre Survey Post Survey

Figure 6. In question number seven of the survey, students were asked if they use computers to do school work at home. The students also had to respond to the question of whether they used computers to do school work at home. The yes responses increased from three to four, while the majority of the students selected sometimes. See Figure 7.

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Student Survey Question # 6

Number of Students 10 8 6 4 2 0 Yes Sometimes Student Responses No Pre Survey Post Survey

Figure 7. In question number six of the survey, students were asked if they find computers enjoyable.

Students were then asked if they used computers a lot in school and if using computers made tasks easier for them. All of the students either answered yes or sometimes for using computers in school (Figure 8) and the two students that reported no that computers do not make things easier for them changed their responses to sometimes (Figure 9).

Student Survey Question # 8

9 8 7 6 5 4 3 2 1 0 Yes Sometimes Student Responses No Number of Students

Pre Survey Post Survey

Figure 8. In question number eight of the survey, students were asked if they think using computers makes tasks easier.

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Student Survey Question # 9

12 Number of Students 10 8 6 4 2 0 Yes Sometimes Student Responses No Pre Survey Post Survey

Figure 9. In question number nine of the survey, students were asked if they use computers a lot in school. The next question was designed by the researcher to determine if students like using computers and other technological devices when doing art projects. The number of yes responses double from four to eight, while the no responses dropped from four to two. See Figure 10.

Student Survey Question # 10

10 Number of Students 8 6 4 2 0 Yes Sometimes Student Responses No Pre Survey Post Survey

Figure 10. In question number ten of the survey, students were asked if they like using computers or other technological devices with their art projects.

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The final question in the student survey was whether students thought using technology, especially computers, would motivate them to learn and work harder in school. The number of yes responses increased by three, and in turn the sometimes responses decreased by three. The student who selected no pre-survey also selected no in the post survey, see figure 11.

Student Survey Question # 11

Number of Students 10 8 6 4 2 0 Yes Sometimes Student Responses No Pre Survey Post Survey

Figure 11. In question number eleven of the survey, students were asked if they think using technology especially computers will motivate them to learn and work harder in class. The next data collection tool that was used was the students grades. The grades of all thirteen students were recorded prior to the intervention and then again shortly after the intervention (Table 2). Ten of the students grades increased, with students E and D increasing by 9%. Students C was close behind with an 8% increase, while four other students only increased by a small percentage. Student B and J did not increase at all, and student F decreased by 3%. It is important to know student F did not finish the project on time due to absences and lack of effort. The overall class picture shows a 10% increase in grades, compared to 2% remaining the same and 1% decreasing.

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Table 2. Pre and Post Student Grade Results Pre G.P.A Unit Grade Students A B C D E F G H I J K L M 87 85 73 93 78 75 54 87 84 95 66 78 71 90 85 88 97 95 71 72 97 91 95 68 82 88

Post G.P.A 89 85 81 95 87 73 63 92 88 95 67 80 80

Percent Difference 2% Increase 0% Same 8% Increase 2% Increase 9% Increase -3% Decrease 9% Increase 5% Increase 4% Increase 0% Same 1% Increase 2% Increase 9% Increase

Note. Student L has a 504 plan and student H has Aspergers

Observations were used as a major data collection tool for the qualitative research. The researcher observed the students throughout the intervention process, using an observational checklist as a guideline, see Appendix D. One consistent observation that the researcher continually noted was the lack of effort/motivation from student F, who missed four days during

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the three week intervention. This young man was spoken to on a daily basis to stay on task and pay attention to the activities. He was constantly trying to talk with his peers and would use the term whatever when spoken to. When working on activities, student F did not seem to care about his work and would try to get others to do it for him. The only time that student F seemed to be engaged in the activities was when he was required to use a laptop to search for symbol images for his graffiti project. The art teacher discussed how this student is often difficult to work with and shows no interest in the art classroom. Students A, D, H, and I worked together whenever possible, and even though they socialized, they stayed on task and finished the assignments/tasks in a timely manner. The researcher observed that when information was presented on the SMART board, the students all were engaged and paid attention to the information that was being presented. When information was present in just a text form, whether handout or book, some of the students were not as engaged and would not follow along with the instructor. This was the same for student research on graffiti. When the students were allowed to use laptops and the SMART board to look up information on an interactive webpage, they were engaged in the activity and did not need reminders to stay on task. Student M, who the teacher reported usually follows along with Student F and his behaviors, showed the biggest change in motivation throughout the researchers observations. Student M was very engaged in activities that used the laptops and Smartboards. This student worked hard on his graffiti project and was the first and last one to stop working each class period. Overall the researcher was able to observe that student engagement and motivation were higher when technology was involved, as opposed to book work and lecture. The art teacher also verified this by telling the researcher that she observed a positive change in students efforts and behaviors throughout the intervention.

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The final data collection tool that was used in this action research was a student interview (Appendix E). The researcher conducted post intervention interviews with all of the students to find out their feelings on the use of technology in the art classroom. The first question that the researcher asks the students was whether they preferred using the laptops and the SMART board rather than teacher lectures of the information. Ten of the students responded that they liked using the technology as opposed to having the teacher provide the information in a lecture. Students F and K reported that they did not really care whether it was lecture or technology. The next question asked students how often they would like to use technology in the art classroom. All thirteen of the students said that they would like to use technology every day, and student H stated, I think that we should use technology everyday in all of our classes. The last question that the researcher asked the students was if they thought using technology kept them more engaged and motivated in the activities. All but two of the students reported that using technology helped them stay on task and motivated. The students responded with the following; Student A: Student B: Student C: I definitely liked using the computers more than just looking in books and listening. Yes, I pay more attention when we use technology Yeah I guess, I like it more than sitting and listening to a lecture without the visuals Student D: Student E: Student F: Student G: Student H: Student I: Yes, I always pay more attention when we can use computers Yes, I love to play on the computer, its better than taking notes I dont know, I dont really care, I guess so. Yeah, it makes the time go by quicker too I guess, as long as it is something fun Yes, but sometimes I might try to play around on the internet

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Student J:

I hate handouts and reading in the book, I like to watch stuff on the SMART board instead

Student K: Student L:

I dont know, sometimes I guess Yeah, I would rather use the SMART board and computers instead of looking through packets

Student M: Discussion

Yes, I pay more attention when I get to use the computer, its not as boring

The researcher introduced a unit on graffiti (Appendix B) that contained activities that evolved around technology, mainly the use of computers and the SMART board. All but one of the thirteen students involved in this action research showed a positive response to the use of technology in the art classroom. When looking at the results of the pre and post student survey questions, it indicates that the majority of the students enjoy art most of the time. One of the two students that did not enjoy art prior to the intervention changed his response to sometimes during the post survey. Student F reported not liking art on both surveys, and was joined by two other students who felt that art was not an important part of education. The researcher noted that student F marked no to all but two of the survey questions both times he was given the survey. The survey questions that dealt with the use of computers and technology produced the greatest number of yes and sometimes responses from the students. When looking at all of survey data it shows that these students enjoy using technology both in and outside of the classroom. All of the students reported using computers for fun. The survey also showed that students use computers and Smartboards a lot during the school day. This can make learning with technology more enjoyable and motivating for students since they are used to using it. The biggest drop of no responses after the intervention came from the students opinions on using technology with

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art projects and whether or not using technology would make tasks easier. This indicates that the use of technology can not only be more enjoyable for students but can also make things easier for them. The largest increase in yes responses occurred on the question of whether students like using computers and other technological devices with art projects. This shows that students enjoyed using technology with this project and would prefer other art projects that utilized the use of technology. When looking at student grades both before and after the intervention was introduced, the results showed an increase in ten of the students. Three of which had an increase of 8% or higher. Students E and M showed an increase of 9%, which is a significant increase of their normal art grades. This indicates that using technology with these students had a very positive impact on the students motivation and work ethic. Of the remaining three students, two had grades that remained the same and student F showed a decrease of 3%. The art teacher and researcher agreed that the work completed by student F has the potential to be high quality and aesthetically pleasing if the student had finished the project on time and put forth more effort. His lack of motivation caused his work to receive a poor grade. Unfortunately this student is not affected as the others are when technology is used. Students H and I showed a reasonable increase of 4 and 5 percent after the intervention. These students are consistent 80s and low 90s students. These numbers indicate that using a unit that utilizes technology can have a positive impact on student engagement and grades. The researcher used student observations as an important data collect tool since it may be easier to observe motivation first hand as opposed to looking at figures. The researcher conducted observations on a daily basis using an observational checklist (Appendix D). There were several days in which the classroom teacher presented the lessons and activities, which allowed the researcher to focus more on observing the students. Students A, D, H, and I worked

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together whenever possible and made comments about using technological devices. Student G would come into the classroom everyday and ask if they were using the computers that day. Student C worked with student M every day except one, and each time working with this student, student C would use the computer/SMART board while the other one just watched. Student H stated during one lesson that; this should just be a computer art class, I hate doing all that other stuff. The researcher observed that almost all of the students were more motivated in the lessons when using technology, whether independently or in small groups. The only exception was often student F who did not finish activities on four different days. The researcher observed student F surfing on sport internet sites during laptop activities and when he was on the appropriate sites he would not always pay attention to the teachers instructions. When student F missed the instructions he would interrupt his peers to ask for help or try to see what they were doing on the laptops. On the days that student F was able to use the SMART board for interactive website activities; he was able to complete the activity and for the most part was able to stay on task. The overall observations showed that students stayed on task and were more attentive when using the computers or the SMART board. The post intervention interview that the researcher conducted showed that students preferred to use technology in the art classroom. It also showed that eleven of the students definitely felt that using technology helped them stay on task and motivated. The two other students are students that have motivation issues not only in Art but in other classes as well. Limitations One limitation was student absences during the research. The research was conducted over a three week period, and several students were absent during this time. One student missed four out of the fifteen days and the researcher had to extend the intervention one day due to a

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snow day. Another limitation was the students interest in the topic that was being used during the intervention; which was a unit on graffiti. The researcher used pre and post grades, and observations as data collection tools, which could have also been affect by the amount of interest that the students had in the topic compared to previous topics. This could have had a huge influence on their motivation levels beyond the use of technology as a motivator, because most of the students really seemed to enjoy the topic choice alone. Summary and Further Research After analyzing the data the researcher noted that when using technology in the art classroom student motivation levels and grades increased. Students were more engaged and attentive to lessons or activities when using computers and SMART boards. Through observations, surveys, and interviews the researcher was able to get 1:1 responses from the students. The majority of students stated that when technology was used in the art classroom they were more engaged and motivated in the tasks and activities. Based on the results from the data the researcher was able to answer the research questions. From there it prompted her to further ask more questions and continue research on the topic of student motivation and technology. The researcher collected data that supports the use of technology, particularly computers and SMART board devices in the art classroom to engage and motivate students. Due to time limitations further research is recommended to prove if the use of technology would continually motivate students when different lessons/unit plans were implemented. The researcher would also like to continue collecting data on the effects of student grades when technology is implemented over a longer period of time. Lastly after obtaining and analyzing the data it led the researcher to further question the effects that technology would have on student creativity. Are

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there technological devices or resources that will assist in developing a higher level of creativity among students? During the action research project the researcher collected and analyzed data through different venues. After evaluating the information it was realized that further research should be conducted among a larger population of students to gain broader insight on students thoughts, reactions, and behaviors when technology is used. The researcher also observed how students had positive reactions to the unit topic (graffiti), which during the interviews several students made comments on how motivating the unit itself was. Due to this it would also be important to further research the results of a different unit or lesson topic with technology used to see if it would also engage and motivate students. That is, would a lesson students do not find very interesting still be engaging and motivating when paired with specific technological resources? To continue with this action research plan and answer the new questions that arose during the data analysis the researcher plans to continue researching and collecting data throughout the rest of the school year. This will allow a longer time frame to implement multiple interventions and include a larger sample population for more information and student responses. Action Plan The purpose of this action research project was to determine if the use of technology, particularly computers and SMART board devices, could increase student motivation among the eighth grade art class. During the data collection process the researcher was able to determine that when technology is used in the art classroom it has a positive effect on motivating and engaging students in the task. Other findings from the data helped the researcher answer the question that yes when technology increases student motivation it also increases their grades. Even though the researcher found positive results, it is recommended that the intervention is

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carried out over a longer period of time. This will ensure that the research is consistent and more accurate. The sample population during this research consisted of 13 eighth grade students. This group was only one of four the art teacher teaches on a daily basis. Due to time constraints it was appropriate to only work with the one group. To continue collecting consistent and accurate data the researcher will also implement the interventions among these other three 8th grade art classes. Based on the findings and reflections, the researcher has formulated an action plan to continue researching the effects of technology use in the classroom, as well as encourage other educators to incorporate it more in their own curriculum. It is important that the teachers who teach the same 8th grade students communicate and work together towards implementing technological devices and resources that best suits their curriculum and students needs. Levels of motivation among all 8th grade classes in this district have been low. After the findings from the intervention in the art classroom the researcher is determined to meet and present them to other colleagues. The goal of this action plan would be to get everyone on board towards increasing students motivation among all 8th grade classes. The researcher is confident that when technology is used among the other classes it will help. Another important part of the action plan would be to create a teacher sharing board and incorporate more cross curriculum lessons using technology. If all teachers begin to use more and more technology in the classroom it would be appropriate for working closely together, sharing strategies, and results. With a teacher sharing board the teachers could post and share successful technological resources/devices that have proved to be successful among their 8th grade class. It is vital that educators work together within their school community to collaborate in order to make sure all goals and issues are addressed. Along with this the researcher plans to meet with administrators to try and get more professional

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development seminars on using technology to encourage and help teachers utilize it more in the classroom. Lastly, based on the research and analysis of data collected from the art classroom the researcher has formulated more questions she plans to further study. These questions include: Are their technological devices or resources that will assist in developing a higher level of creativity among students? Would a lesson students do not find very interesting still be engaging and motivating when paired with specific technological resources? The researcher plans to continue collecting data from the intervention during the rest of the school year to determine an answer to these questions. Conclusion The problem at Moriah Central School with student motivation; especially in the art classroom, led the researcher to wonder what could be done to help motivate these students. It is a teachers responsibility to try to find every possible way to reach and teach every student. Technology can play a special and effective role to support your efforts and address these students needs (Lever-Duffy & McDonald, 2011). With this in mind the researcher found numerous sources on the use and effectiveness of technology on students and their levels of motivation. After collecting and analyzing data the researcher concluded that there is a relationship between technology and student motivation in the art classroom. The data showed that when technology was implemented among student activities there was a noticeable increase among student motivation. Based on the observations, interviews, and unit grades not all students were motivated when technology was used; however, the findings conclude that the majority were.

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There should be further study on the effects of technology and student motivation among other grade levels and content areas where motivation is lacking. This action research study and other resources have proven that when technology is implemented into the classroom it indeed has a positive impact on the level of motivation among most students. Throughout the data collection process the researcher has analyzed and developed further research questions and plans to continue the interventions over a longer period of time. This will help answer the new questions and ensure consistency among the current action research study.

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References Barger, A., & Byrd, K. (2011). Motivation and computer-based instructional design. Journal of Cross Disciplinary Perspectives in Education, 4(1), 1-9. Black, J., & Browning, K. (2011). Creativity in digital art education teaching practices. Art Education, 65(5), 19-34. Retrieved from: ProQuest Lever-Duffy, J., & McDonald, J. (2011). Teaching and learning with technology. (4th ed.). Boston, MA: Pearson Education, Inc. Lokie, J. M. (2011). Examining student achievement and motivation using internet-based inquiry in the classroom. (Unpublished master's thesis), Available from Google Scholar. Retrieved from http://digitalcommons.unl.edu/cehsdiss Marzano, R. J. (2009). Teaching with interactive whiteboards. Educational Leadership. 80-2 Mills, G. (2011). Action research: A guide for the teacher researcher. (4th ed.). Boston: Pearson Education, Inc. National Art Education Association (NAEA). (1994). The national visual arts standards. Reston, VA: Author. Retrieved from http://www.arteducators.org National Center for Technology Innovation (NCTI), Center for Implementing Technology in Education (CITEd). (2009). Integrating the arts with technology: Inspiring creativity. Retrieved from http://www.ldonline.org/article/30245/ Teich, A. (2009). Interactive whiteboards enhance classroom instruction and learning. Retrieved from http://www.neamb.com/professional-resources/benefits-of-interactivewhiteboards.htm

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Appendix A: 8th Grade Graffiti Unit Final Project Rubric

Color

The letters display at least two colors Bright/vibrant The coloring is done neatly and makes the letters stand out

_________ 20

Font(Letters) Style Presentation

The letters replicate those similar to the graffiti style They show overlapping, bold outlines, and provide space for color The letters are unique and creative The graffiti tag has a name or word that is creative with bright colors it can either be readable or non-readable The background of the graffiti tag has several symbols or images that represent both the artist or word chosen More than one medium was used, marker, paint, crayon, chalk, colored pencil, etc. A stencil symbol is displayed somewhere on the tag The graffiti tag is completed It is neatly done; both the letters and symbols are displayed in a creative composition. The student really thought about how things should be placed or drawn on the poster The final product has at least five symbols or drawings in the background including a stencil

________ 20

_________ 20

_________ 20

Time and Effort

Class time was used wisely Much time and effort went into the planning and design of this project It is clear the student worked well to complete this project

_________ 20

Comments:

Total 100 Points: _____________

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Appendix B: Graffiti Unit GRAFFITI UNIT Lesson Overview This is a graffiti lesson plan designed for an 8th grade level class and it is to be taught for over a period of two weeks. The lesson is to introduce the style of graffiti as an art form, and the characteristics of it.

Objectives By the end of this lesson, the students will be able to: 1. Become aware of graffiti as both an art form and its cultural relevance. 2. Understand the different styles of graffiti and their purposes (why it is done). 3. Understand the characteristics of graffiti and be able to apply them in their own work of art. 4. Become aware and knowledgeable of different graffiti artists. Standards NY.ART.K-12.1 Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts NY.ART.7-9.VA.1.1 Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works

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NY.ART.7-9.VA.1.1.2 know and use a variety of sources for developing and conveying ideas, images, themes, symbols, and events in their creation of art NY.ART.7-9.VA.1.1.3 use the elements and principles of art to communicate specific meanings to others in their art work NY.ART.7-9.VA.1.1.4 during the creative process, reflect on the effectiveness of selected mediums or techniques to convey intended meanings NY.ART.7-9.VA.1.1.5 identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works and discuss ways to improve them

Instructional Activities Description of the Lesson Launch activity(s):

The graffiti lesson will be introduced with a Power Point on the SMART board and

lecture that shows and explains the graffiti culture, materials, vandalism, specific artists, styles, and what typography is.
The students will be shown a visual of the project and I will verbally explain what the

project outline is.

They will be required to do three preliminary sketches of graffiti writing based on an

interactive website link I give to them or their own invention.

They will use an interactive website to help understand color schemes. Students will use

laptops for this.

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Students will also be required to write a list of five symbols they want to include in the

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background of their graffiti poster. Students will use computers from lab to look up symbols and then print for references.
Students will work in groups using the SMART board to complete a mini lesson. In the

lesson they will be required to pick a word or name and create a unique graffiti style font for it. Then they will add a color scheme to the font. They will be required to do this on the SMART board using SMART tools and other web sources provided.
Students will also use laptops to complete an artists work sheet, where they look up

information and answer questions about specific graffiti artists.

Description of how objectives will be communicated to students: - The objective will be communicated both visually and verbally with provided examples. Description of the relevance of the learning: - This lesson is important because it allows the students to become more aware of what graffiti is, where it stems from culturally, and how it is becoming known as a form of fine art. It also allows the student to explore and understand typography, color schemes, and to practice their drawing skills. The project requirements are for the students to create their own graffiti tag, in which they will explore who they are as individuals and express through art their own personalities. During the process the students will learn to use the elements/principles of design as forms of creative expression. I feel that it is very important for students to explore themselves through art and be able to successfully produce their own works that they can be proud of. Introduce New Information & New Concepts
The student will be introduced to several Graffiti artists

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They will learn about different color schemes and what typography is. Interactive

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Website resources will be provided for the students to explore to help further their understanding and knowledge.
They will learn what a stencil is and how to make and use one. Students will also learn how to express who they are through their art using the elements

and principles of design in their work. Guided Practice

A Power Point presentation and lecture will help the students understand an overview of

graffiti as an art form, the characteristics of it, and specific artists.

The students will use an interactive website, www.dafont.com to help aid them with ideas

and visuals of graffiti fonts and typography.

The students will do three preliminary sketches of graffiti fonts they may want to use for

their final poster, they are required to show me before they move on so that I can review their understanding of the characteristics.
Before they begin adding color to their finished graffiti writing they will use an

interactive website, www.colorschemedesigner.com to help them understand different color schemes to use.
They are required to draw five symbols (including words, songs, or quotes) in the

background that they feel relate to them. Before they begin they need to write them down for me to review, they will also be provided with lap tops to look up reference photos, and I will walk around to help aide students who are struggling.

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One of the five symbols has to be a stencil; I will give a pop quiz based on previous

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information that I taught them from the Power Point based on stencils and a specific artist who uses them.
They will make a stencil using lap tops to look up reference photos. I will also provide

them with a short lesson/demo how to make and use them which I will include visual examples.
Students will be required to use computers, laptops and the SMART board to complete

both independent and group activities throughout the unit. See Lesson Launch Activities above for more details. Assessments The students will be assessed by: Formative:
Preliminary sketches that I will review before they move on to next steps throughout the

project so that can check for their understanding.

Pop-quiz based on information they were taught from the Power Point /lecture. They will be assessed periodically throughout the class periods based on their class work,

and questions that I will ask at the beginning/end of class.

Summative:
An overall rubric based on the project outline.

Attachments

graffiti_rubric.docx (See Appendix A) Graffiti_quiz.docx

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Closure -The closure for this entire lesson will be the stencil activity. This activity will be the last step of their graffiti project in which the students will learn and understand how stencils are an important style used in graffiti art. They will learn how to make a stencil and using air brush paint their stencil onto their graffiti poster. They will also be required to take a pop-quiz with information that was taught to them during the beginning of this project. (See assessments for example of quiz)

Resources Graffiti Fonts (Typography) Student used this website to help them visually see different fonts artists create, they were required to sketch out three different fonts they wanted to use for their graffiti projects based on ones from the website or their own ideas. The website also included several links for symbols that the students could use as references for the symbols drawn in the background of their poster. Color Schemes This website is great for students to interact with independently; it is designed to teach them about the different color schemes in art. It visually shows them how to make specific colors and what colors make up certain color schemes. For their graffiti project it helped them figure out what types of colors work well together that they would want to use for their graffiti letters. Materials Needed
22" X 17" sheet of poster paper Black sharpie markers

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Lap Tops/Computer Crayons Markers Colored Pencils Chalk Oil Pastels Water Colors Pencils 5" X 6" Card Stock Paper Black Spray Paint

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Credits None Teaching Notes See Attached

graffiti.pptx Graffiti_Lesson_1_.docx Stencil_Lesson_for_Graffiti_Project.docx

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Appendix C: Pre and Post Student Survey Please answer the following questions honestly, use the point system shown below. Circle the number that you feel is most appropriate to the question being asked. Base this on your own personal opinion. (Please write you designated letter in the box above) 1 = No 2 = Sometimes 3 = Yes 1. Do you enjoy art? 1 2 3 2. Do you feel art is an important part of education? 1 2 3 3. Do you partake in art activities outside of school? 1 2 3 4. Do you use computers every day? 1 2 3 5. Do you use computers for fun? 1 2 3 6. Do you use computers to do school work at home? 1 2 3 7. Do you find computers enjoyable? 1 2 3 8. Does using a computer make tasks easier for you? 1 2 3 9. Do you use computers a lot in school? 1 2 3 10. Do you like using computers or other technological devices with your art projects? 1 2 3 11. Do you think using technology especially computers will motivate you to learn and work harder in class? 1 2 3

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Appendix D: Observational Checklist This checklist will observe the overall classroom as well as individual students. The students will be identified with a letter from the alphabet. 1. Are students engaged in the lesson? 2. Do the students show a positive reaction when using the computer or SMART board? (Ask students individually) 3. Is the technology holding their attention? (Participation, staying on task, using the materials appropriately) 4. Are students seeking the use of technology when it is not required? 5. Is the use of technology enhancing or aiding the students artistic skills? 6. When technology is being used do the students interact more with each other or work independently? 7. Do students seem to need more guidance or instruction when using technology? 8. List any other general or individual observations that may be helpful or important for the research.

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Appendix E: Post Intervention Student Interview Post intervention Student Interview Questions 1. Did you prefer using laptops, computers, and the SMART board for learning and completing activities compared to not using them?

2. How often would you like to use technology in the art classroom?

3. Do you think using technology helps you stay on task and motivate you in the art classroom?