Title

Enhancing learning by using technology in visual arts projects

Author(s)

Lam, Lai-chu, April;

Citation

Issue Date

2004

URL

http://hdl.handle.net/10722/31534

Rights

Creative Commons: Attribution 3.0 Hong Kong License

Chapter One: Introduction

1.1 Statement of Problem: Gow, Balla, Kember & Hau (1996) describes that the structure of the Hong Kong education system is pyramid-liked. Parallel to the pyramid-liked education system, examination-based teaching and learning are commonly found in most of the schools. Under the rigid system, uniformity and conformity on schooling become the norm in Hong Kong education today (Wong, 2001a, p.11). All the above-mentioned norm affect the learning approach of students. Students become low motivated and passive, especially in those cultural subjects. Students classify the subject as low-priority or even useless. It is hard to find positive and active ways of looking at art among them.

It is a challenge for the researcher to teach the new syllabus of the HKCEE for visual arts for the year 2004-2005. It is comparatively demanding both in contents and skills than before. The newly-added part III of the syllabus, whereby candidate needs to submit a personal portfolio which includes four pieces of artworks that are made by different types of media, is completely new and there is no precedent to follow. Besides, the majority of students are taking

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this elective as their last choice when they chose the elective subject at the beginning of this year. During the last few months with them, I observed that their learning attitude in the subject is rather passive and less self-motivated. Their artwork showed that they are weak in creativity, artistic sensitivity and skills in making art. Therefore, new efforts and strategies are needed in developing students engagement in their work and ability to solve their learning problems. The implementation of information technology in visual art projects may be a possible solution.

1.2 Background In this section, the popularity of art and the visual arts in Hong Kong will be examined. In addition, information technology policy and the use of IT in teaching and learning of Art in Hong Kong will also be discussed. Lastly, the culture of using ICT in Art of the participated school will be outlined.

1.2.1

Art a popular subject

Art is a kind of expression. Human feeling can be expressed through art (Hospers, 1969). Tolstoy (1898) points out that people stress too much on beauty of the Art. Art should be seen primarily as a form of

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communication and shared experience (p.506). Art is important in childs development. However, art education had long been neglected in Hong Kong (Cheng, 2000, p.2).

Among the five areas of education: moral, intellectual, physical, social, and aesthetic, art education only stays in a peripheral status in the reality. Eisner (2002) points out that arts are put at the rim, rather than at the core, of education. Arts are regarded as nice but not necessary (p. xi).

1.2.2

Visual Art in Hong Kong Ever-changing

The challenges of visual art teachers in todays education system are not only the low learning motivation from students and low status of the subject comparing with other subjects but also the rapid changing of the curriculum. The Hong Kong Curriculum Development Council (HKCDC) has launched one set of draft curriculum guide, two sets of curriculum guide and one set of consultation document related to the change of Arts education within three years (from November 2000 to November 2003). They are namely: Learning To Learn Key Learning Area Arts Education, Consultation Document (CDC, Nov. 2000);

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Arts Education Key Learning Area Curriculum Guide (Primary 1 Secondary 3) (CDC, 2002);

Arts Education Key Learning Area: Draft Visual Arts Curriculum Guide (Primary 1 Secondary 3) (CDC, Feb. 2003); and

Arts Education Key Learning area: Visual Arts Curriculum Guide (Primary 1 Secondary 3) (CDC, Nov. 2003).

They are highly recommended on promoting creativity, critical thinking and communication. Teachers need to tailor and adjust the curriculum to fulfill the goals of the new curriculum. However, the Arts education curriculum reform is only applicable to the lower secondary (until secondary 3 level), it does not mention anything about the upper secondary art curriculum. The only available and prevailing one for the upper secondary is the syllabus for Art and Design (Forms IV-V) (Curriculum Development Committee, 1982) which was published more than twenty years ago, and the examination guidelines based on the examination launched by the Hong Kong Examination Authority.

With effective from the coming 2005, the subject name of Art in the HKCEE will change into Visual Art. The content of the examination will expand into three parts. In addition to the two ordinary examination papers, candidate needs

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to submit a personal portfolio which includes four pieces of artworks that are made by different types of media. However, the change in 2005 is not the end to the story, it will be changed again in 2007. The change is so hasty and uncertain that, if the 3+3 schooling system is put into practice, then the HKCEE will combine with the HKAL and HKASL. All these changes seem like the turbulent wave that both teachers and students have hardly a second to take the breath.

In the coming five year, there is a rapid change in visual arts. It will focus not only on the drill and practice of the two examination papers, but also on the variety of media in reflecting students learning with critical thinking and creativity. It is a challenge of art teacher today. Besides, art teachers also need to cope with the examination-oriented syllabus in the upper form with limited time? Would the infusion of information technology into education helpful?

1.2.3

Information Technology Policy in Hong Kong

After the infusion of information and communication technology (ICT) into Hong Kong education in 1998, it has created shocks and massive changes in education. Government has invested an enormous amount of resources in

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developing the school infrastructure and in equipping teachers with information technology skills for daily teaching as to cope with the information age and knowledge-based society. The government policy of Information Technology for Learning in a New Era in 1998 suggests the visions of the IT policy which are to equip and develop students with skills and attitudes to meet the challenge of future demanding world. The government believes that IT can also play a catalyst role in transforming schools into dynamic and innovative learning institutions (p.1). In the academic year of 2002/03, 25% of the school curriculum is taught with the support of IT (Education and Manpower Bureau, 1998, p. A21), and 75% teachers reach at least the comfortable level of competency.

The initial five years passed, it is the time for the educators to assess the performance of ICT in education. How teaching and learning is being changed or improved? In the 21st century, it is an information explosion age, students can get huge amount of information from various sources. The role of teacher in education changes in this era too. It is the belief of the researcher that teachers are the vital important human resources to bring effective learning with ICT. Teachers effort in building up learning environments is a significant

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factor to the successful and meaningful learning. This research aims at reviewing the use of technology in visual art curriculum. The main themes of the research are placed in using technology to foster meaningful learning and self-reflection of teachers in professional development.

1.2.4

The Use of IT in Teaching and Learning of Art in Hong Kong

Cheung & Au (2003) have conducted a questionnaire survey to both music and art teachers in all schools in Hong Kong about their view and use of IT in Arts Education. Positive findings are found. Teacher believes that IT can motivate students learning of art. On the other hand, they also believe that IT can facilitate their teaching. Computers are mainly used for demonstration or presentation purpose than using in an interactive way. It is due to the limitation of computers that can be used in the art lesson.

1.2.5

Culture of using ICT in Art of the studied school

Both competence of Art teacher and students in using ICT resources of the participated school are being discussed.

1.2.5.1

Art teachers competence in using ICT

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There are two art teachers in the participant school. Both of them are qualified art teachers and have reached the comfortable and competent level of using IT. Getting information from Internet, using ready-made CD-ROMs from market and using self-design PowerPoint in teaching art history and art appreciation are common practices in their teaching. Researcher also has the experience in developing her own interactive software program in teaching.

1.2.5.2

Students competence in using ICT

With the computer literacy lessons offered for Form one to three students. Students have learnt some basic skills in word and image processing with the help of software like: Microsoft Word, PowerPoint, Photo Impact, Flash and Dream Weaver. They have the experience in using searching engines to find relevant material, prepare presentation and report in art project throughout the three year studies of art.

1.2.5.3

ICT Resources Available

Every classroom and special rooms are installed with the computer in the school. Students can access computer in library and their own classroom. All computers in the school are networked and accessible to Internet. Each student

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has their own account and hard disk space offered from school. Besides, there are computer rooms and multimedia laboratory rooms in the school which equipped with over 60 computers linking with scanners, laser printers and color inkjet printers for students use. Art and design room is equipped with a computer for teacher use. The teacher computer is connected with network, Internet, printer and fixed projector. There are two IT technicians in supporting daily use of computer in teaching and learning in the school. One of them is focusing on the hardware and system, the other is mainly in software.

1.3 Aims of the study This research will investigate the relationship between technology and learning by exploring the potential of using technology strategies to enhance student learning in critical thinking and creativity in their Secondary Four visual art projects. Besides, the researcher will also explore the possible drawbacks? 1. 2. Will technology change the definition of arts aesthetics? ICT is powerful for learning. However, would that diminish the traditional value and perception of art and its virtuosity? 3. With implementation of technology, would one need to establish new

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assessment criteria/standard? 4. With pictures, it is getting difficult to tell whether student has been touching, or taken as it appears. Would that diminish the value of arts in peoples mind? 5. Is ICT good for everyone? but less on others? Or would it work better on some students

1.4 Personal belief and drive Art should be fun, active, creative and at the same time it should fulfills certain natural law that allows people to communicate. Student should learn in an enjoyable, motivated environment and become an active learner. As an Art and Design teacher for more than fifteen years, what I believe in my career is to facilitate my students to love and enjoy their learning. Teacher should create a suitable environment that preparing students to face the challenge of the knowledgeable and digital age.

I strongly agree with the words from Eisner that the aim of the educational process inside schools is not to finish something, but to start something (2002, p.90). The role of a teacher is not limited as to finish the pre-set content of the

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curriculum, but to redesign and rethink how to stimulate student exploration, creativity and facilitate them to become a critical learner. Learning is to let the learner to see further and not limited by the boundary. I hope my students will view the world through the window of art. Hopefully, they can create the world by their creativity. However, under the pressure of the examination and the competitive world, students only concern with quick reward and aim at achieving goals in high speed. Students depend too much on teachers instruction and guidelines; hence, they are lack of confidence in self-exploration. Spooned feed learning is long been established. In order to make a breakthrough, I have a motive in preparing a set of visual art projects with the help of technology to encourage students to explore, think and communicate with others. Students will be both the problem solvers and creators. They have the full control of their learning. They learn in group and self monitor. They are both giver and taker. I believe that there is no single rule to achieve the goal, the importance of being a teacher is to become a critical learner in the learning and teaching process. Every individual is unique and characterized. Only through the process of reflection, teacher can observe, evaluate and take action to change what is the most beneficial to her students. It is a continuous cycle to learn and a good

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research topic for classroom teachers.

1.5 The Significance of the Research: The study is to investigate the pedagogical principles of designing the visual art projects, and to focus on the changes in learning and teaching through the application of technology. Lessons are being observed. It is the hope of the researcher that through the study, it will give information for evaluating technology implementation in visual art subject. Besides, it provides opportunities for teacher to critically reflect his/her own teaching and find out the potential drawbacks of using technology in learning and teaching, which will benefit the future planning and fine-tuning of teaching strategy. It is hoped that a practical classroom enquiry approach for sharing among teachers will strengthen the belief of using technology in this subject area.

1.6 The Research Questions: My premise to be tested in this research is that technology plays a catalyst role in transforming student learning into more creative and meaningful experiences. The problem is how to constitute this experience and how teachers can create this environment and be aware of the interaction with students that will bring

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successful and meaningful learning. The study is based on the following questions: What changes have occurred in learning with technology in visual arts? Can technology that use in visual arts help to students to learn better? How do the findings impact on future curriculum planning and how can we implement the technology into visual arts teaching practice?

1.7 Overview of the Dissertation: The dissertation is divided into five chapters. In chapter one, Background information on the visual arts subject in Hong Kong will be shown. The recent change of the subject and the influence of information technology policy of teaching and learning of Art in Hong Kong will be outlined. Besides, the personal belief of the researcher and drive in carrying out the study will also explained. Aims, the significance of the study and the research questions are therefore being displayed. In chapter two, Review of literature will be demonstrated. They are category

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under the headings of current education reform, how art are taught from past to present, learning and teaching with information technology, change of teaching paradigm and the learning approach of Chinese are also discussed in this chapter. Besides, the meanings of some key terms are also listed out in order to let the reader have a better understanding of the study. In chapter three, the research methodology the researcher used in the research will be discussed. The stages of action plan are also outlined and examined under various pedagogical principles. The background of the samples is included. The ethical issues are also discussed in this chapter. In chapter four, the findings that the researcher collects in different stages of the research through classroom observation, questionnaire, interviews and students artworks will be reported. In the last chapter, conclusion on what changes have occurred in learning with technology and examine whether technology can help students learn better in visual arts will be made. Besides, the recommendations for the implementation of technology in practice will be suggested. Last but not the least, the limitation of the study and the further remarks for future research will be pointed out.

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Chapter Two: Literature Review

2.1 Introduction Learning to be a competitive person of being active, creative and with critical judgment for the tomorrow needed is the vision of education today. We can find that the targets and objectives of the education reform are working towards this vision. Under the education reform, arts education also plays an active role. By reviewing the arts education from past to present can give us a picture of how art are taught under its visions, contents and teaching resources. As the growing importance of the information technology, it gives a power tool for the success of learning. However, the success relies not only on the powerful tool and how the targets or objectives set, but also the inter-related with the way of teachers and students viewing their learning and teaching to form an appropriate pedagogy. Hereafter, a meaningful learning is found. Under the meaningful learning, it will create the competitive learner for the challenge of the knowledgeable and digital age. I will review the above topics in the remaining part of this chapter. Besides, the planning of study framework is also shown in the diagram (2.1).

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Education Reform (Targets and objectives) Art Education (Vision, content and resource) Pedagogy Use of technology Learning approach

Meaningful learning

Become creative, critical and communicative

Active, creative and competitive learner

Diagram 2.1: Planning of the study framework

2.2 Current Education Reform This section aims at giving detail information of current education reforms in Hong Kong. On behalf of the research, arts education will be focused. The general targets and objectives of current reforms, learning targets of visual arts curriculum, general curriculum framework and distribution of time to school
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subject are all included. 2.2.1 Current Education Reform

As stated in the Progress Report on the Education Reform (2), the main target of education reform is to equip all students with knowledge and abilities in order to achieve life-long learning and whole-person development of the ultimate aims of education. In short-term targets (2001-2006), school should: 1. Promote learning to learn by 4 key tasks, they are reading to learn, IT for interactive learning, project learning and moral &civil education; 2. Develop students independent learning capabilities in acquisition and construction of knowledge by infusing generic skills into learning and teaching; 3. Formulate the whole-school curriculum plan (Progress Report on the Education Reform (2), p.11) Besides, it is working to change the examination-oriented mode of learning into a more proactive in learning. The target of student assessment is to help teacher better understand the learning needs and problems of students. It also improves and extends the assessment by introducing school-based assessment component in public examination. Furthermore, it also encourages the use of

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independent and critical thinking questions in the public examination. The objectives of the reform: 1. Enable students to enjoy learning; 2. Enhance students effectiveness in communication 3. Develop sense of commitment and creativity (Progress Report on the Education Reform (2), p.3)

2.2.2

Visual Arts in Hong Kong

Visual arts is a new term replaced the name of former art and design in secondary school started from 2002. In chapter one, the popularity of art is discussed. This section will focus on its learning targets in the curriculum and its contribution to the targets of the education reforms. Firstly, the general framework and components of the secondary school will be presented, which give the picture about the role of arts education. Secondly, the learning targets and contents of visual arts will be outlined. Lastly, the distribution of time of the subject will also be pointed out to highlight the limitation of time allocation in coverage of the contents.

2.2.2.1

General Framework and components of the Curriculum

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Three interconnected components formed the framework of the curriculum. They are eight key learning areas, nine generic skills, and values and attitudes. The eight key learning areas include: Chinese Language Education, English Language Education, Mathematics Education, Science Education, Technology Education, Physical Education, Arts Education and Personal, Social and Humanities Education. The generic skills include collaboration,

communication, creativity, critical thinking, information technology, numeric, problem solving, self-management and study. Visual arts are a part of the existing arts curriculum. Besides, visual art, music is also included. However, other arts forms are to be included, such as media art and drama (Learning to Learn, Sept 2001).

2.2.2.2

The learning targets and contents of the visual arts curriculum

As a part of the key learning areas, visual arts also play an effective role in cultivating creativity (CDC, Nov 2000). As stated in the Government document, Learning to learn, Arts education contributes significantly to students aesthetic development, which is one of the five essential learning experiences for whole-person development (CDC, 2002, p.3). Visual art is the subset of Arts education, in the Visual Arts Curriculum Guide (2003), it states four

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learning targets of visual art education, they are (1) develop creativity and imagination; (2) develop skills and processes; (3) cultivate critical responses, and (4) understand Arts in context (p.10).

Moreover, in the section of arts education that stated in Learning to Learn: The Way Forward in Curriculum Development (Sept, 2001), it highlights the direction of arts education from primary to secondary school students and teachers from now to 2005-06. The secondary school level is abstracted in table 2.1. Special attention should be paid on how to foster and reach the direction. Therefore, the overview of pedagogy is needed to be aware of. In the later part of this chapter, a closer review on the topic will be taken.

Table 2.1: The direction of arts education of secondary school students and teachers. Secondary 1 to 3 Our students acquire appropriate knowledge and skills for making, evaluating and appreciating works of art respond critically to and appraise works of art of different cultures widen their arts experiences through connections with other
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Our teachers provide a suitable learning environment for the acquisition of a variety of knowledge and skills in the arts cultivate an open-minded attitude to and respect for the arts of different cultures

key learning areas (KLAs)

design

school-based

arts for

curriculum across KLAs enhancing effective learning

Secondary 4 and above Our students learn how to access knowledge and develop their own ways for self-expression through the arts set appropriate criteria for aesthetic judgment pursue a life-long interest in the arts so as to enhance their quality of life Our teachers strengthen students ability to learn in and through the arts cultivate students critical responses in the arts provide students at senior secondary level with arts learning experiences

(Adapted from CDC, Sept 2001, p.57)

2.2.2.3

The contents of visual arts syllabus

The contents as stated in the junior secondary syllabus (1997) are broadly divided into three learning domains that include understanding of art, making art and history of art. Understanding of art includes visual language and art criticism. Eight compulsory and two optional art forms are included in making art. The compulsory art forms are drawing, painting, printmaking, calligraphy, graphic design, sculpture, ceramics and crafts. Computer art and photography are the two optional media. The contents in making art are subdivided into different levels for accomplishment. The last learning domain covers the western and eastern art history. In the senior secondary syllabus (1982), it
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provides a wide range of topics which suggested having deeper exploration of the selected area. The suggested topics are drawing, painting, sculpture, 3-D design, ceramics, printmaking, graphic design, pattern making, embroidery, Chinese and Western calligraphy and Chinese and Western history of art.

2.2.2.4

The distribution of time to school subjects

Having the pictures of the targets and contents for visual arts, the time allocation of the subject in secondary school (table 2.2) should be noticed. The question is whether there is sufficient time to cover the subject matters within the limited time, and to provide the quality of meaningful learning. One thing should assume that plenty of lesson times do not guarantee best work; besides, teaching strategy is one of the most significant factors to the success. Therefore, can the power of information technology make the existing circumstances better? It is one of the aspects the researcher is going to discuss in the study.

Table 2.2: Suggested Lesson Time Allocation for Junior Secondary Key Learning Areas Chinese Language Education English Language Education Mathematics Education Science Education Suggested Percentage 17% - 21% 17% - 21% 12% - 15% 10% - 15% 8% - 10%(1)
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Technology Education Personal, Social and Humanities Education Arts Education (music and visual art and or drama) Physical Education

8% - 15% 25% - 35%(2) 15% - 20% 10% - 15%(3) 8% - 10% 5% - 8%

Nowadays, school-based is encouraged by the EMB. School has been given flexibility in allocating lesson time for Senior Secondary (S4-5 and S6-7) according to its own needs and characteristics of students and school. (CDC Learning to Learn 2001, p.76-77)

2.3 How Art are Taught from Past to Present This section aims at giving a general picture on how Art is taught from past to present time. Vision of Art education, teaching and learning resources and Art teaching in Hong Kong will be discussed in this section.

2.3.1

Visions of Art Education:

In the past, Art was not taught in formal curriculum and always been taught through the apprenticeship approach, whereby the students copy the individual artists work or imitate masterpieces from great artists (Ho, 1999; Eyerdam, 2003). Not until the late nineteenth century, psychologists recognized that there was a relationship between drawings and ones inner feelings. Art and expression are important to a childs development (Eyerdam, 2003, p.5).

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In the early twentieth century, John Dewey suggests to stimulate students creativity and critical thinking skills by incorporating play and creativity in classroom through the integration of art in curriculum (Eyerdam, 2003). However, both Viktor Lowenfeld and Herbert Read regards that the development of students art is largely from the inside out rather than from the outside in and it is a means of human development (Eisner, 2002, p.33) and a process that emancipated the spirit and provided an outlet for the creative impulse (p.32). Therefore, teachers should limit their intervention on the natural process of student development. Read believes that art was not so much taught as caught since the natural process of self-expression cannot be taught or interfered (Eisner, 2002, p.33).

In the mid-1980s, an article described a comprehensive approach to art termed as discipline-based art education (DBAE) was written by Dwaine Greer. It was based on four disciplines which included creating art, art criticism, art history and aesthetics (Eyerdam, 2003, p.5). The approach of the DBAE is intended to develop the high-quality art performance of students by designing curricula in helping students in acquiring the skills and develop the imagination needed (Eisner, 2002). This art approach influences today art teaching a lot and

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is widely used across countries (Eyerdam). Started from 1985, it is promoted in United States and it influenced the art curriculum design in Chinese regions, like: China, Hong Kong, Taiwan and Macau, etc. (Wong, 2001b). Similar content and the theoretical basis of DBAE can be found in the syllabuses for secondary schools Art and Design for secondary 1 to 3. They are Understanding of Art, Making Art and History of Art (Curriculum Development Council, 1997). Besides, it is stated clearly in the Visual Arts Curriculum Guide (2003) that the targets of visual art education are: 1. 2. 3. 4. Develop creativity and imagination; Develop skills and processes; Cultivate critical responses, and Understand Arts in context (CDC, 2003, p.10)

2.3.2

Teaching and Learning Resources:

Before1980s, there is a shortage of instructional materials using for stimulating art. In 1980s, audiovisual materials have become importance resources for art teaching and learning. Teachers used films, videos, posters, slides, television, and sound recordings in stimulating students learning. In the late 1980s,

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learning is enriched by personal computer. In 21st century, Internet is widely access and used as an instructional tool in web-based learning (Eyerdam, 2003).

2.3.3

Art Teaching in Hong Kong

Early in 1950s, Art education in Hong Kong has always been taught through the apprenticeship approach, it emphasized on imitating and copying from the teachers exemplars. Besides, it is also focused on teaching student the skills of making art (Wong, 2001b). In art lessons, teachers only teach drawing picture (Li, cited in Wong, p.60). Teachers taught with the media that they are favorite and familiar with (Chan, cited in Wong, p.83). Therefore, how much the students learn depends very much on the knowledge and effort of the teacher. In 1999, the syllabuses for secondary schools Art and Design for secondary 1 to 3 was adopted and widely used in all secondary schools in Hong Kong (Ng, 2000, p.73). Art teachers were against the suggested time allocation which over-emphasis on Understanding of Art and History of Art found in the syllabuses 1997. At the same time, it was lack of sufficient time for teaching and learning of Art. In September 1999, three sets of text books are published and available on the subject (Ng, p.75). It is only a relatively few

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came with accompanied CD-ROMs. However, the CD-ROMs tend to just regurgitate materials from the textbooks, and are meant to facilitate the teachers in developing PowerPoint presentation. The CD-ROMs are not

oriented towards the students, and thus students generally do not have hands-on experiences in using them. Students continue to learn passively.

2.4 Learning and Teaching with Information Technology In this section, a particular attention will be put on learning and teaching with information technology. Information technology policy in Hong Kong Education, the importance in using IT in Arts Education, international research and different school culture in using ICT have also presented.

2.4.1

Information Technology Policy in Hong Kong Education:

To cope with the exponential growth of demand in using information and technology in the last decade and the change to a knowledge-based economy of the society, our Chief Executive Mr. Tung Chee Hwa launched the IT policy in Education named as Information Technology for Learning in a New Era: Five-year Strategy 1998/99 to 2002/03 in November, 1998. With an aim to put the policy into practice within five years, the government invests a huge

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amount of resource in the establishment of the infrastructure and the training course in developing teachers capability in using IT in teaching. The visions of the policy are to equip and develop students with skills and attitudes to meet the challenge of future demanding world. Visions that stated in the document are as follows: To turn schools into dynamic and innovative learning institutions where students can become more motivated, inquisitive and creative learners To link up our students with the vast network world of knowledge and information to enable them to acquire a broad knowledge based and a global outlook To develop in our students capabilities to process information effectively and efficiently To develop in our students the attitude and capability for independent life-long learning (Education and Manpower Bureau, 1998, p.1-2)

The government believes that IT can also play a catalyst role in transforming schools into dynamic and innovative learning institutions (Education and

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Manpower Bureau, 1998, p.1). To achieve IT competency, strategy with four key components: access and connectivity, teacher enablement, curriculum and resource support, and community-wide culture are adopted. For connectivity, there is a need to build up a sound network infrastructure for teachers and students to share information, and enhance a more efficient and effective IT-based teaching and learning (Education and Manpower Bureau, 1998, p.8). IT will never replace the teachers professional skills, but serve to enhance it for teacher enablement (Education and Manpower Bureau, 1998, p.10). Teacher has to reach basic level of information technology skills. For curriculum, IT is able to improve and deliver the existing curriculum (Education and Manpower Bureau, 1998, p.16). All parties in the school should foster a community-wild culture in using information and communicative technology in teaching and learning.

Special attention should be placed on connectivity and the timeline of 2002/03 in the implementation timetable (Education and Manpower Bureau, 1998, p. A18 p. A22) as it gives us a standard and content for assessment on its development. According to the document, in 1998/99, it enables all schools to have access to the Internet (Education and Manpower Bureau, 1998, p. A18).

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In the academic year of 2002/03, 25% of the school curriculum is taught with the support of IT (Education and Manpower Bureau, 1998, p. A21), and 75% teachers reach at least the comfortable level of competency (Education and Manpower Bureau, 1998, p. A20). Throughout the five years time, it works at fostering a community-wide culture (Education and Manpower Bureau, 1998, p. A22).

In the consultation document for the Information Technology in Education Way Forward (2004), it stated that IT can be applied effectively in learning and teaching with empirical evidence and feedback of teachers in the following aspects: 1. IT can be a useful tool for students to explore and collect information, e.g. for project-based learning; 2. 3. IT can assist teachers in preparing assessment and tests; IT can facilitate communication among schools, teachers, parents and students; 4. multimedia learning resources can help explain abstract phenomena and arouse students' interest to learn; and 5. where the teachers have a clear focus on valuing student-centered, inquiry

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oriented learning and the use of IT as a means to curriculum innovation, exciting pedagogical practices can emerge. (Information Technology in Education Way Forward, paragraph 13)

2.4.2

The Importance in Using Information Technology in Teaching and Learning

Recently, there have been many research reports which agree that technology is an effective learning strategy to enhance students learning. Tanner & Jone (2002) agrees that email discussion provides flexibility in learning and improves communication to have better quality of learning. The other study from Harris (2002) also points out that ICT can enhance the interaction between teacher and students and foster students independent learning. Besides, it also serves the enhancement of classroom relationship and increase of students motivation, Deaney, Ruthven and Hennessy (2003) also adds that students are helped by computer-based tools in refining their work. ICT can improve learning outcomes and develop higher order thinking skills and facilitate students in problem-solving ability (Ainley, Banks & Fleming, 2002).

Technology is growing important in our daily life, as mentioned by Krug (2003); people are influenced by image technologies. Therefore, it is the time
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for art educators to rethink the role of computer technology in education and find the way to use it productively (Walling, 2000).

2.4.3

Using Information Technology in Arts Education

In the studies of integrating computer technology in arts and activities (Tillander, 1996; Tomaskiewicz, 1997; Manion, 1997; Craig, 2001; Berniece, 2002), teachers have the same beliefs on the powerful functions of computer as a productive tool in art making. All the studies proved to have positive results for students learning with computer. The students, aged 7 to 17, are highly motivated in the projects with using computer. They showed interest in using tools provided by the computer graphic software. It is proved that students knowledge has been expanded in Tillander study. Besides, the studies from Tillander and Tomaskiewicz also points out there are an enhancement of students personal expression and creativity after integration of computer in the projects.

Among the studies, Tillander (1996), Manion (1997) and Berniece (2002) shared the same concern on introducing of computer in the lesson in relating to commercial art employment of using electronic imaging tools. Manion planed

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a real-life design project according to the level of difficulties. Students learnt in both breath and depth of the design project with the assisted use of computer. It involves both critical thinking skills and creativity of the students. Students were not only doing the design through the computer functions but also needed to investigate the style of artists and the research on the taste of consumers. At last, students created dynamic marketable products (p.16).

In the using of computer in learning art or planning related activities, teachers will encounter certain problems as discussed by Cheung and Au (2003). They points out problems like the limited number and quality of computers and space in the art room. Besides, it is hard for art teacher to make a booking of using multi-media learning centre at school timetable because the status of art is comparatively low than other academic subjects. Those are the problems mentioned by Cheung and Au. Craig (2001) also shared the same problem of limited resources of computer in the class. However, she tried to divide the class into small groups and trained student teachers in helping the next groups that made the success of the project. It shows that carefully planning and efforts from the teacher is more vital. As in the CITE Research Symposium 2003, the Panel Discussion from the panelists, Ms. Cheng M. Y., Mr. Yau P.

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and Mr. Ng H. L. also points out the significant of human factor (teacher) in the innovation of IT in education. IT is a powerful educational tool (EMB, 1998, p.1), but it will never replace our teachers professional skill as a teacher (EMB, 1998, p.29).

2.4.4

International Research on innovative practice of integrating ICT in Education:

With the widely use of information and communicative technology in education that promoted by educational policy makers and planners from different countries, more and more practice in concerning the value and importance of using ICT are found in teaching and learning.

Early in 1985, there is a collaboration project among public schools, universities, research agencies and Apple Computer, Inc. in United States that named as Apple Classrooms Of Tomorrow (ACOT). The project aims at investigating the relationship between the use of computer and education. In its 10 years report (1985-1995), it highlights the change of student in learning after the integration of technology into classroom. Students became more collaborative, confident, explorative and communicative. It shows the shift of traditional instruction mode to knowledge construction mode in learning and
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teaching. The most significant changes in the approach in learning and teaching are changing into learner-centered, collaborative work and active learning. Besides, in the Second Information Technology in Education Study (Sites M2), it collected 130 cases of innovative practice that shared a lot of good practice of integration of ICT in education. Among the 130 cases, it is found that 23 cases are related to arts education (Art/ Music). Out of the 23 cases there are 7 cases that are directly related to Art. They are: The Cyber Art Project (CN003) from China Hong Kong; Creanimate (CN006) from China Hong Kong; Using ICT for Information Management and Design Purposes in Arts Education: Why the school was given the Nick-Name Factory (DE006) from Germany; Integration of ICT into Fine Arts Theory Lessons in Kai? Iadorys Algirdas Brazauskas Secondary School (LT001) from Lithuania (report not submit). Image in Movement: Young Cartoon Directors: Editing and Animating with ICT (PT001) from Portugal; Digital Art (SG001) from Singapore; and Drawing Cartoon with ICT (TH003) from Thailand.

The distribution of the cases in different class levels of primary, lower

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secondary and upper secondary is 3, 3 and 1 respectively. It showed that it is comparatively low number of innovative practice in Art found in upper secondary level.

ICT in Art is used as searching, productive and presentation tools in all the studies (CN003; CN006; DE006; PT001; SG001 and TH003). Besides, all the innovative practice showed the evidence that there were collaboration among teachers and among students. Peer evaluation was promoted. School support was the vital factor for the innovation. Resource support was another factor for its success: Free access of computers (SG001), provided laptop computers and pressure-sensitive drawing tablets (CN003) and equipped art room with 20 computers (CN006). On the other hand, the practice shared the common goals in the learning that are active in approach and authentic in topic. Some of the learning is extended outside school area and school hours. They organized field trips in foster active learning (CN003; DE006 and PT001). Training student helpers for classroom learning (CN003) and shared leadership (PT001) are other factors for their innovation. Some of the school has its well-established culture of using ICT. The school (CN006) joined IT Pilot Scheme in Education and school (SG001) acted as IT-demonstration school at their own countries.

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Enthusiastic teachers contributed to the innovation by doing the curriculum design, facilitating learning and organizing the program.

IT is not the only tools towards innovation, but it is one of the tools for innovation. The most importance issue is how to integrate in learning and teaching (Ng, H.L., 2003). When there is the implementation of ICT in education, it requires a clear pedagogy model that contains a certain level of changing in existing practice (Miccormick & Scrimshaw, 2001).

Clear vision of goals and objectives must come first in consideration when integrated technology into the lesson or curriculum. Tasks or tools are next that used in facilitating the fostering of the particular learning goals and objectives (Mccormick & Scrimshaw, 2001; Whitacre, 1997; Haymore, Ringstaff & Dwyer, 1994). Teacher must aware of the learning style (Peeno, 1988) and individual difference of students (Haymore, Ringstaff & Dwyer). Teacher is a person who knows his students well and should understand that students had a saturation point in learning with computer (Haymore, Ringstaff & Dwyer, p.13). Teacher is the key to create appropriate learning environment for the meaningful and successful learning of students (ACOT, 1995, p.14).

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2.4.5

Different school culture in using ICT

According to the paper ICT implementation and school leadership by Allan H.K. Yuen, Nancy Law & K.C. Wong, there are three different models of ICT implementation in schools. They are named as The Technological Adoption Model (Model A), The Catalytic Integration Model (Model B) and Cultural Innovation Model (Model C). Model A is still in the initial stage of innovation. Teachers are only a good presenter and evaluator of learning. These schools have not yet built up a tradition or culture favorable for adopting changes or empowerment of students. Schools that categorized as Model B are characterized in integration of ICT into teaching and learning process. They are in the process of changing roles for the teachers and students. They emphasize more on student-centered approaches and staff collaboration. For schools in Model C, Cultural Innovation Model is already well-established. Teachers are respected and trusted by the school leadership. The success of the development of school culture of ICT implementation depends much on the teachers and school leaders vision and understanding. 2.5 Change of Pedagogy In our traditional daily schooling, teachers are conductors who transmit knowledge to the receivers (students). The traditional teaching paradigm

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teaching as telling (Forsyth, I., 2001) exists for a long time. However, under the impact and development of the information technology and globalization, the shifting of teaching paradigm is found in education (Cheng et al., 2001; Mccormick & Scrimshaw, 2001; Voogt in press). There is a shift from solely teacher transfer of knowledge to a co-constructors of knowledge of learners and teachers (Loveless et al.,2001).

2.5.1

The definition of Pedagogy

Pedagogy is defined as transformation of consciousness that takes place in the intersection of three agencies the teacher, the learner and the knowledge they together produce (Lusted 1986 cited in Loveless et al., 2001, p.64). Besides, Mortimore (1999) defines pedagogy as any conscious activity by one person designed to enhance learning in another (cited in Loveless et al., 2001, p.65). The common word conscious is found in the above definitions. Therefore, a clear pedagogy model is needed during the change.

2.5.2

The potential of ICT in the change

There are three different stages in the application of ICT in education. They are substitution, transition and transformation stage (Itzkan, 1994 in Voogt

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in press). There are different degrees of change in learning process. In substitution stage, ICT is only used as the replacement of tasks. For transition stage, it requires the change of instructional practices and contents with the use of ICT. Lastly, there is a change of the underlying rational of education. However, technology doesnt change practice; people do (Loveless et al, 2001, p.73). Therefore, teachers should have clear vision of the implementation of ICT in the curriculum. It is recommended by Voogt that look for the new balance of traditional and emerging pedagogy is needed in education. Table 2.3 shown the overview of pedagogy in the industrial versus the information society adapted from Voogt in press. Besides, two more tables (Table 2.4 and 2.5) are shown in order to view more perspectives in the change of pedagogy.

Table 2.3: Overview of pedagogy in the industrial versus the information society Aspect Active Less (traditional pedagogy) Activities prescribed by teacher Whole class instruction Little variation in activities Pace determined by the program Collaborative Individual
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More (emerging pedagogy for the information society) Activities determined by learners Small groups Many different activities Pace determined by learners Working in teams

Homogeneous groups Everyone for him/herself Creative Reproductive learning Apply known solutions to problems Integrative No link between theory and practice Separate subjects Discipline-based Individual teachers Evaluative Teacher-directed Summative

Heterogeneous groups Supporting each other Productive learning Find new solution to problems Integrating theory and practice Relations between subjects Thematic Teams of teachers Student-directed Diagnostic

(Adapted from Voogt and Odenthal, 1997, Wijnen et al., 1999 sited in Voogt in press) Table 2.4: Teacher and Teaching in the New and Traditional Paradigm New Paradigm Teacher is the facilitator to support students learning Multiple intelligence teacher Individualized teaching style Teaching is to arouse curiosity Teaching is a process to initiate, facilitate, and sustain students self-learning and self-actualization Sharing joy with students Teaching is a life-long learning process Multiple local and global sources of teaching and knowledge Networked teaching World-class teaching Unlimited teaching opportunities for Traditional Paradigm Teacher is the center of education Partially competent teacher Standard teaching style Teaching knowledge Teaching is a disciplinary, delivering, training, and socializing process Achieving examinations standards in and is to transfer

Teaching is a transfer application process

Teacher as the sole source of teaching and knowledge Separated teaching Site-bounded teaching Limited teaching opportunities for

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Teacher

with

local

and

Teacher As a

with

only

school and

international outlook As a world class and networked teacher

experiences school-bounded separated teacher

(Adapted from Cheng, 2001 sited in Cheng et al., 2001) Table 2.5: Knowledge: the differing perspectives of old and new pedagogies Old pedagogy New pedagogy Know as much as there is in the book Use strategies to decide what is worth and as much as the teacher says knowing in the head and what needs to be stored: not all information should be learned Teacher uses lecture to pass on his or Teacher helps students access, select, her knowledge to the students evaluate, organize, and store information coming from a wide range of sources Students dump information or Students organize by categories and organize information by categories according to a range of perspectives Students put information on paper for Students write to disks or publish on the teacher to see or the paper is the web toe parents, relatives and a posted on the wall for the school to wider audience to see see Paper journals and books as the Online journals and books replacing source of knowledge established protocols for writing and publishing Texts are set sources Goals using technology integrated or not present are Texts are editable personal choices are expected not Integrating classroom goals with the power of technology living documents subject to addition, subtraction and change Students have limited choice of Students

Intellectual products such as reports Intellectual products are revisable are fixed on paper and finished

Report from texts with no connection A range of creative multi-sensory to the persons producing them electronic forms, such as web pages, with movement, charts, and pictures with personal connections
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Neat hand-written reports with every Intellectual product has a professional appearance of being produced by look printed with color and attention children to design Students hide papers from each other, Students exchange tips about editing allowing only teacher to read the and revising their products paper Texts are brought home and shared Teacher asks students to share their with parents or others in person products with friends and relatives in an attachment or on the web as a way to revise and publish for an audience Knowledge is displayed in one form Knowledge is written in a range of only forma such as web pages, paper reports, PowerPoint presentations, by cutting and pasting the information into different programs

Knowledge is displayed only in a Knowledge is displayed in linear and linear form hypertext formats. Class discusses advantages of each Students who dont use technology at Students use technology early and of a young age dont have facility with often, and discuss strategies for using electronic tools tools (Adapt from Loveless, et al., 2001)

2.6 The Learning Approach of Chinese The great tradition of the philosophy of Confucianism influence Chinese people a lot. It concerns of attaining highest form of achievement. Ones achievement will make glory to his parents (Yu, 1996). The ranking of education and academic achievement by modern Chinese parents is very high. They concern about the competence and achievement of their children (Ho & Kang in Ho, D. 1986). The family, group and society are the significant other in determining the performance and achievement (Yang; Yang & Liang in Yang,
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1986). Chinese shows higher interest in the theoretical, political and religious values than social, economic and aesthetic values (Rodd in Yang). Yu found that the upheld of filial piety of Chinese teenagers caused their achievement motivation (in Ho).

Chinese are achievement-oriented. Their reproductive learning approach is highly related to achievement motivation (Gow, Balla, Kember & Hau, 1996, p.109). Students tend to emphasize on memorization and reproduction of information that regarded as passive receiver in learning. Three types of student learning approaches are namely surface, deep, and achieving which influenced by learning environment provided (Gow, Balla, Kember & Hau, p.110).

Students are facing keen competition under the pyramidal education system. Chinese parents and teachers are highly demanding on the standards of students academic performance that is far beyond of their actual ability. It makes students scare of tests and show less confidence in learning. They just get the job done and without further understanding of learning. They are only stayed on the surface and without deep and achieving learning (Gow,

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Balla, Kember & Hau, 1996).

It is found that there is examination-driven curriculum and teacher-centered teaching in Chinese classroom. Good content knowledge is the must of a good teacher. Teacher is a vital important person in establishing good disciplinary classroom for positive learning environment (Aldridge & Fraser, 2000).

2.7 Meaning of Key Terms in the study The study is to investigate the use of technology in transforming student learning into more creative and meaningful in the subject of visual arts. In this section we will give the meaning of the following key terms: visual arts, information technology, critical thinking, creativity and meaningful learning. It is hoped that it can help to have better understanding of the study flow.

2.7.1

Visual arts:

The subject visual arts is formerly known as art and design. In order to cope with the development trend of the universal arts education, as stated in the leaflet of visual arts curriculum guide consultation paper outline (2003), it renames the former art and crafts in primary school and art and design in

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secondary school into the name visual arts.

By Peeno (1988), all visual arts are deal with images and have multi-solutions to the same problem. It provides different media and knowledge to stimulate personal interpretation and foster rich cultural insights.

Visual arts are one of the ways to express and develop aesthetics experience. Visual arts includes those making art activities, such as painting, drawing, calligraphy, printmaking, ceramics, sculpture, design, crafts, photography as well as study of art history, philosophy, theories and art criticism (Chan, 1999, p.9). It is similar to the contents found in the syllabus of art and design (CDC, 1997). The syllabus includes three different covered areas. They are art language, making of art and art history.

2.7.2

Information technology (IT)

With increasing integration of computer with communication systems in the society, the name information technology [IT] (in North America) and information and communication technology [ICT] (in Europe) is formed (Voogt, in press).

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In this study, presentation software and graphics software will be used as a tool to stimulate and support students learning. Besides, E-mail and ICQ also play important roles in communication between student and teacher. Searching and getting information from digital databases through WWW can also provide flexibility in learning.

2.7.3

Critical thinking

Perkin & Salomon suggest that critical thinking plainly call for attention thinking on the other side of the case (1988, p.23). Critical thinking skills help students to draw out meaning from given data or statements, generate and evaluate arguments, and make their own judgments (CDC, 2000, p.36)

2.7.4

Creativity

Creativity is the ability to produce original ideas and solve problems appropriate to the contexts (CDC, 2000, p.36). It results in the action of creative thinking. Coon 2001 defined creative thinking involves not only reasoning and logical and illogical thinking process, but also fluency, flexibility and originally (Potentials, IEEE, 2002).

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2.7.5

Meaningful learning

Jonassen, Peck and Wilson (1999, p.8-10) argue that meaningful learning should be active (manipulative / observant), constructive (articulative / reflective), Intentional (reflective / regulatory), authentic (complex / contextual) and cooperative (collaborative / conversational).

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Chapter Three: Methodology

In this Chapter, the research methodology will be introduced. The reasons for the researchers chosen methodology will also be elaborated. Details of methods and how it is conducted will be followed. The advantages and disadvantages of methods used will be discussed. Last but not the least, the ethical issues will be examined and considered.

3.1 Introduction Kemmis and McTaggart define Action research is a form of collective self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices and the situations in which these practices are carried out (1988, p.5). Improvement in practice is the fundamental aim of action research. It makes the transformation of culture in teaching possible and aims at improve practice rather than to produce knowledge (Elliott, 1991, p.49). Besides, Macintyre (2000) also points out that being relevant and timely topic (p.7) is one of the greatest strengths of action research. Stringer (2004) indicates that immediate practical or applied purpose (p.10) are made by the action during the phase of inquiry in doing the action research.
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Somekh (1997) suggests that Action research is close to what good teachers do on a daily basis in the ordinary course of their work (p.115). Macintyre (2000) also shares the same view that action research is similar to the reflective teacher process which many constantly use to improve or extend their teaching (p.xii). Based on the evidence to make justification continuously and to improve is the process of teaching to work towards professional development. Hopkins, (2002) recommends that effective teachers create powerful learners and knowledgeable students (p.146) by actively planing, organizing and creating powerful learning environment. The teaching plans require being intelligent rather than correct (p.145). Similarly, McKernan (1996) argues that the tentative assumptions in solving the problem in the action research demand intelligent ideas rather than as correct solution (p.36). As mentioned in chapter one, the researcher believes there is no single rule to achieve goals in learning and teaching. The most important thing of being a teacher is active participation and reflective in the process of learning. Besides, the researcher aimed at achieving a breakthrough towards the existing condition and improving the quality of teaching and learning. Therefore, a relevant, practical and flexible but rigorous action research was chosen in this

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study to work for improvement in daily teaching practices of the researcher. Table 3.1 shows the comparison of traditional research and action research.

Table 3.1: A Comparison of Traditional Research and Action Research WHAT? Who? Where? How? TRADITIONAL RESEARCH ACTION RESEARCH Conducted by university professors, Conducted by teachers and principals scholars, and graduate students on on children in their care. experimental and control groups. In environments where variables can In schools and classrooms. be controlled. Using quantitative methods to show, Using qualitative methods to describe to some predetermined degree of what is happening and to understand statistical significance, a cause-effect the effects of some educational relationship between variables. Why? intervention. To report and publish conclusions To take action and effect positive that can be generalized to larger educational change in the specific populations school environment that was studied. (Adapted from Mills, 2003, p.4)

3.2 The scope of the study It is a small-scale action research project that studies a group of secondary four visual arts students in a secondary school in Hong Kong. Twelve students and the subject teacher were participating in the study. The research was undertaken for 21 lessons plus a field trip after school hours. This study consisted of a series of visual arts projects designed by the researcher in exploring the relationship between technology and learning in the class. In this study, presentation software and graphics software was used as tools to

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stimulate and support students learning. In addition, E-mail and ICQ also played important roles in communication between students and teacher. Searching and getting information from digital databases through World Wide Web can also provide flexibility in learning. Apart from investigating the change of students learning with technology, the research also focused on the pedagogical principles of designing the visual arts projects by the teacher. All the progress of students learning was documented. During the research process, details of classroom observations, questionnaires, interviews with students, and teacher self-reflections will become the data collection methods. The artworks of students was investigated and examined by both researcher and participants. Such an in-depth study of classroom practices focused on what was happening in the class with application of the technology. In order to maintain credibility, the process of peer debriefing and triangulation will be used.

3.3 Identification of Sample A group of secondary four students were selected for this research. They were students in the visual arts elective class taught by the researcher. Their average age was fifteen. They were a mixed group from three arts stream classes in secondary four of the school. All of participants selected visual arts as their

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elective subject. There were three boys and nine girls with different abilities and different vision on the subject.

Within the group, five students selected visual arts as their first choice of preference; two students selected the subject as their second choice. The remaining five students selected the subject as their last choice. Therefore, the motivation of learning in the subject was different and comparatively low. Even for the first choice students, they had different reasons for making their choices. Through dialogue with them in the very beginning of the class, some of participants have no vision or expectations on the subject. They only think that the assignments of visual arts are comparatively less and easier than other electives. They have the perception that no reading is required in visual arts and all they need to do in the class is making of art, such as draw and paint. Among the group, there are also differences in abilities of using computer. Although all of them have computers at home, only one student feels comfortable in using graphic software in doing artwork. The other students only use computer in connecting to the Internet and engaging in browsing and communication activities, like ICQ. To improve students learning motivation and raise their creativity, artistic sensitivity and skills are missions of visual

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arts teachers to achieve. Besides, preparing them for the new syllabus of the public examination is also the duty of the teacher. Hence, they are selected as the sample of this study.

3.4 Structure of the Research The research is based on the action research spiral model suggested by Kurt Lewin in 1946. It is flexible which allows changes in plans for action through the experience gains and reflection by people involved (Kemmis & McTaggart, 1988). It consists of continuous cycles with ongoing process in making innovations and changes in teaching practice. Each spiral steps of the cycle consists of constant process of planning, action, observation and reflection. One cycle leads to next planning steps of another cycle (Kember & Kelly, 1994). The researcher applied this model in the study. The framework of the study is shown in the diagram 3.1 below. In order to change the present realities that students are less-motivated and the demand from the new syllabus, a study with initially three cycles was conducted with the class. The three cycles were connected with visual arts projects and application of technology. Each cycle is based on a visual arts

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Diagram 3.1: The framework of the study

Problem

Revised plan for Cycle 2 Revised plan for Cycle 3

Reflect Reflect Plan Observe Act Act Reflect Plan Observe Act

Revised plan for further action

Change
Plan

Cycle 1
Observe

Cycle 2

Cycle3

project designed by the researcher. The plan will be modified with careful and critical observation during the progress of the study. Evaluation and reflection of the plan of each cycle contribute to other planning and action of other cycles in this study. The cycles were continuous looping in order to improve the learning and teaching of the subject. 3.4.1 The First Cycle

A personal related topic was used in this cycle to arouse the interest of students in learning visual arts. The premise was that students are interest in photo and video taking. Therefore, a project named Myself is introduced among the students. Students are required to think critically about themselves before producing an expressive product, which contains images and sounds. It was hoped that students are stimulated with technology used in expressing a familiar topic of myself. Through the spiral cycle, data was collected through observation from researcher. Personal journal of researcher, self-evaluation,

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peer-evaluation, artworks and mark sheets from the participants are collected. Email and ICQ are used in communicating among students and teacher. After evaluating the outcomes, a further action is made. A set of educational CD-Roms were added in developing students visual language in producing and expressing the theme effectively. 3.4.2 The Second Cycle

After the first cycle, the researcher gains more understanding about the students interest, skills level and technical problems that were encountered. A web site with saving space is set up to solve the problem of large file size transmission from students artwork. A real life design problem was included in the second cycle. Students were asked to design a promotion leaflet or a short movie on behalf of the Tourism Development Council in order to promote Hong Kong to other parts of the world. A specific area to be studied was decided by students through sharing and voting in the class. A field trip with real life experience was organized after the school hours. It was hoped that students are motivated and interested in what they plan and participate in an active way. Before the outing, students were asked to collect relevant information about the area they are going to study and make group discussion. After the trip, students are asked to give a presentation in front of the class.

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Therefore, opinions were gained not only from their teacher, but also from their classmates. Students used digital cameras to capture the images along the field trip. Promotion leaflet, short movie and presentation were produced with the aids of computer software. 3.4.3 The Third Cycle

From the pervious cycles, students showed enthusiasm in practical design. The researcher noticed that apart from students interest, the inclusion of element in art history is also important as it is the component of the visual arts syllabus. Therefore, elements of art history were included in designing the task in this cycle. A T-shirt design with images composed by artworks from selected artist were presented. To echo with the year of Dali 2004, students were asked to form a design team of four to design a set of t-shirts as souvenir sold in the art museum. Through the process, students were asked to investigate the information of the famous artist Dali through the World Wide Web. Students worked as a team in searching information. They communicated amongst each other, and developed the theme and idea of the designs through the use of searching engine and graphic software. Lastly, an open discussion and voting of the design products among the design teams was made in a public discussion forum. The winning design was be printed into t-shirts. In addition, all the

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submitted artworks of students in each cycle were uploaded to the web site for peer evaluation. 3.5 Methods in data collection Observation was a critical process to provide evidence for analysis and reflection in action research. Kember & Kelly (1994) suggest three categories of observation techniques can be used in action learning project. They are records of activities, feedback from students and diagnostic devices (p.10). The researcher uses the mentioned techniques in collecting data in this study. A simple diagram 3.2 shows the data collection methods used in the study. 3.5.1 Personal journal/field notes

A detailed record from observation was formed and becomes a personal journal for the researcher. It collects all the relevant information during the process of each cycle. It included the aims of the plan, procedures of the actions, outcomes of students, evaluation and self-reflection from the researchers in every phrase of cycles. Analysis of records, and reflection were made after each lesson. 3.5.2 Questionnaire

There were two sets of questionnaire used in this study. They are used in the

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beginning and the end of the study. Diagram 3.2: Data collection methods used in the study Records of activities Feedback from students
Tape recording with transcript Interview Student assessment: 1. Students artwork Supporting documents: 1. Curriculum plan and teaching schedules 2. Notices and guidelines through web page to students 3. Students artworks and mark sheets 4. Peer-debriefing exchange notes 1. Combined closed and open questionnaires 2. Self-evaluation forms 3. Peer-evaluation forms 2. Presentation 3. Idea development from the artworks

Diagnostic devices

Personal journal

3.5.2.1

Questionnaire One

The first questionnaire was used to collect the background information of using computer among students in relation to their learning. There were fifteen questions with choices to be answered by the students before the start of the research. For questions one to three, they were aimed at getting the general information of the students, like their sex, age and their preference of choice of visual arts as their elective. Questions four to eight were to understand the functions and equipments of their computer at home. Questions nine, eleven and twelve collect the information about the duration students used their

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computer in engaging different activities last week according to estimated hours. Question thirteen was to understand the source of information from the students in preparing the visual arts project. Question fourteen was to understand their habit in using computer in their learning. Questions ten and fifteen were to collect information about the attitudes of students towards technology use in their daily life and learning. Five scales of choice are given. The five scales were strongly agree, agree, no comment, disagree and strongly disagree. 3.5.2.2 Questionnaire Two

Students answered the second questionnaire after the completion of four tasks. The questionnaire aimed at obtaining the opinions from students about their use of computer in making art and in communicating with each others throughout the projects. Questions one to three collected students opinion in using computer technology in doing the artworks. Questions four and five seek their opinion relating to the task they are interested in. Question six related to their attitude in using computer in the whole process of the project. A final, open-ended question asks students to give further comments on the projects. 3.5.3 Evaluation form

Instead of conducting interviews after each cycle, a self and peer evaluation

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form was used to evaluate the process and outcomes of the task by students themselves in order to shorten the time incurred by interviews. They were also given information to triangulate the observation data and artworks examination by the researcher. 3.5.3.1 Self evaluation form

The self-evaluation form was to be completed by each student after the completion of each task. Eight open-ended questions and seven statements with four scales from strongly agree to strongly disagree are used in collecting their opinions about their artworks and their experience gained during the projects. Questions one and seven ask the experience gained in the project. Questions two to six asked their consensus and satisfaction to their artworks. Question eight asked students attitude towards the use of technology in the projects. Question nine includes seven statements to collect their attitude and opinions in their learning with technology. 3.5.3.2 Peer evaluation form

Apart from the self-evaluation form, a peer evaluation form was required and completed by each student after each task. Three open-ended questions required students to reflect and give critical response to others artwork.

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3.5.4

Interview

Interview is commonly used in research to get in-depth information from participants. In this research, a group interview was organized after all tasks completed in order to investigate the attitude of participants in using information communication technology with their learning in visual arts projects. Participants were invited to attend the interview voluntarily. Five out of eight participants are being interviewed by the researcher. It is hoped that by group interview, participants feel more comfortable and be more relaxed and eager to express their opinions with rebound by other participants. The interview was conducted in Cantonese. The conversation was audio recorded and the transcript is then translated into English. The questions of the interview were semi-structured. The interviewer started with questions that collected the participants view of learning and teaching content and method used between present and the past. Then, according to their response, the interviewer asked further questions about their views in using computers in learning and experience gained in the tasks. Through the responses, questions about the difference between artistic artwork and practical artwork and whether the work made by computer graphics is an artistic artwork are raised. In addition, the question of brain usage is also addressed. Through

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the process of interview, the researcher not only gets the answers for questions, but also further clarifies and understands the participants concerns in learning with computer technology. 3.5.5 Others supporting documents

Supporting documents showed how the study was carried out, its process and its outcomes. The presence of the documents, also gives further relevant materials for examining the study. In this study, curriculum plans indicates how the plan is to be carried out. The web pages with teaching schedules, notices and guidelines of the tasks to students illustrated the process of the study.

Simultaneously, students artworks and mark sheets show the outcomes of the study. 3.5.6 Peer debriefing

A university student who is now studying the related subject, and a qualified teacher with a degree in teaching art and design was invited to contribute their comments and give suggestions during the process of the study. With their contributions, it makes the findings of the study more insightful. Besides, they also enrich the contents of the study. 3.5.7 Triangulation

In order to make the result of the study more creditable and reliable, the

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researcher uses more than one observation technique in this study. Comparison and justification of data from one source to others enable the researcher to get more consistent results. Peer debriefing is also included to make the study more commendable.

3.6 The advantages and disadvantages of methods used No single method is the best in doing the research. More than one method uses may overcome the weakness of others and makes the result better. It serves supplementary purpose. The advantages and disadvantage of different methods use in this study are outlined in tables 3.2 to 3.5 below. Table 3.2 The advantages and disadvantages of field notes Field Notes Advantages A straightforward personal record Disadvantages May record too much obscuring main focus

Useful for specific observations which can Can be very subjective show a lot of detail Comparisons over time are easily made No use for conversations Very good way of collecting preliminary Must be analyzed immediately to allow material for a case study recall of detail (Adapted in Macintyre, 2000, p.63) Table 3.3 The advantages and disadvantages of audio and videotape recording Audio and videotape recording Advantages often Gives more detail than other records Disadvantages moving children) Background noise / movement may be distracting
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Makes accurate record, may be replayed Procedure bias (presence of equipment /

Records as researcher does something Video needs someone to film moving else, no personal bias Can be transcribed later or at home incidents Time consuming to transcribe (Adapted in Macintyre, 2000, p.65) Table 3.4 The advantages and disadvantages of questionnaires Questionnaires Advantages Quick to administer Anonymous replies Many responses Disadvantages Time-consuming to design Replies describe rather than explain Information could be superficial

No face-to-face interaction (no personal Unless coded, not easy to follow up bias) interesting replies Standardized questions (Adapted in Macintyre, 2000, p.84) Table 3.5 The advantages and disadvantages of interviews Interviews Advantages Disadvantages Researcher meets interviewee-personal Very time consuming, therefore fewer exchange can help interpretation of replies meaning Interesting answers can be followed Levels of both procedural and personal through without delay bias can be high Tape recording (with permission) can Researcher may lead the interviewee catch detail answers may be biased Personal feedback obtained Difficult to keep to the point The duo need time to relax and trust (Adapted in Macintyre, 2000, p.90)

3.7 Time Schedule The following table shows the time schedule of the research undertaken for this study:

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Table 3.6: The time schedule of the research Month Work Topic select Literature Review Write proposal Curriculum design Classroom research Data collection Data analysis and write up 03 6 7-9 10 11 12 04 1-3 4-5

3.8 Methods and Data analysis in each cycle In this part, methods and data analysis in each cycle will be pictured. Three cycles are included in the study. In the beginning of the first cycle, a set of questionnaire is completed by the students involved. It aims at collecting the background information of using computer among participants in related to their learning. Throughout the cycle, detailed records of students attitude towards using technology in learning within the curriculum plan are observed and recorded in the personal journal of the researcher. Apart from the straightforward personal record, other supporting documents are collected. They include the curriculum plan, teaching schedule, guidelines of tasks, mark sheets of each task, students products and development description written by students. With all these documents, the learning and thinking process of students are analyzed. In addition, both self-evaluation and peer evaluation forms are completed by the students to
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evaluate their usage of technology in the task. After the completion of four tasks within the three cycles, a second set of questionnaire and an interview followed. The second questionnaire aims at getting the opinions from students about their use of ICT in the process and outcome of the projects. An in-depth interview is conducted to gain personal feedback from the participants. The attitude of using ICT with their learning in visual arts projects is further investigated and judged. Last but not the least, the process of peer debriefing and triangulation are used. The methods and data analyses in each cycle are tabulated as below. Table 3.7: The methods and data analysis in each cycle Observation methods Personal journal Supporting documents: 1. Curriculum plan 2. Teaching schedules 3. Web pages include the notice and guidelines of the tasks 4. Students artwork and idea development 5. Mark sheet 6. Peer debriefing exchange notes Questionnaire Evaluation form: 1. Self-evaluation 2. Peer-evaluation Interview X X X X X X X X X X X X X X X X Cycle 1 X Cycle 2 X Cycle 3 X Data analysis 1. Investigate and examine the changes that occurred in learning with technology in visual arts. 2. Explore the outcomes of using technology in visual arts help students learning.

X X X X

X X X

X X X X

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3.9 Ethical issues After obtaining the consent from the school authority and detailed explanation of the topic, purpose and methods use by the study made to the participants, the study is unfolded. Since the plan involves students to have a field trip outside the school hours. The general procedures to inform and to get the approval from parents for taking students on field-trip have been completed. Throughout the study, all the data collected are kept confidential. All the name and personal identity of the participants and the participating school are not shown in the report. Therefore, the result from questionnaires and evaluation forms are retyped and categorized according to the questions. English letters to indicate the respondents are used in the journal and the transcript of the interview.

The study has been continued for four months. Gathering of data is done only after students completion of their work. Sufficient time is given to complete the tasks, evaluation forms and questionnaires, and work is temporarily suspended during the examination period to assure the reliability of the data. Besides, avoidance of bias is given priority. Knowing the limitation of solely relying on observation, assumptions and experience from the researcher, various other methods are used to collect data in order to get different perspectives for things. In addition, the process of peer debriefing and
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triangulation are used to maintain the credibility of the findings.

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Chapter Four: Findings

4.1 Introduction Findings and data collected from the study would be presented in this chapter. They were categorized under the methods used during the study. Findings were drawn from two questionnaires, students self and peer evaluation forms, marks of the students contained in the tasks, interview and the reflective summary of personal journal. Eight samples had been analyzed and included because of the drop out of four students from the study.

4.2 Report and analysis of Data Questionnaires Two questionnaires had been set and completed by students before and after the visual arts projects.

4.2.1

Questionnaire One:

The purpose was to get the background information of using computer among students in relations to their learning.

4.2.1.1

The general information of the participant (Q1-Q3)

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Figure 4.1 showed the percentage of students choosing visual arts according to their preference of choice. As shown in the figure, 62% of the students chose visual arts as their first choice, whereas 38% of students chose it as the third choice. Also, as shown in figure 4.2, girls were the dominant party in the class. It occupied 62% of the population. One interesting point was that all girls chose visual arts as their first choice; however, none of the boys chose visual arts as their first choice. They selected it as their last choice.

Fig. 4.1: The percentage of students choosing visual arts according to their choice of preference

third choice 38%

second choice 0%

first choice 62%

Fig. 4.2: The distribution of boys and girls in the class

boy 38% girl 62%

4.2.1.3

The time spend on learning (Q9, 11-12)

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Question 9 aimed at investigating how students spent their time on different activities. However, when answering this question, more than two students raised the following questions like: What was the purpose of this question? Why was it necessary to know the activities we did at home? Would the school authority know what we wrote down? It showed that this question had caused fear and anxiety among the students. It might lead to bias in answering this question. Therefore, question 9 became invalid.

From fig.4.3, it showed that four students (50%) out of eight spend less than 2 hours in using computer in learning. Besides, one student responded 2 to 3 hours, the other two students responded 4 to 5 hours and one student spent over 5 hours in using computer in learning.

Fig. 4.3: The time spend in using computer in learning 4 3 no. of students 2 1 0
less than 2 hours 2 to 3 hours 4 to 5 hours over 5 hours

hour spend

Question 12 aimed to understand how many hours student spent on visual arts

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projects. The findings were five students use less than 2 hours in preparing and finishing the work; whereas, there were two students choosing 4 to 5 hours and one student chose over 5 hours in doing visual arts project.

Fig. 4.4: The time spend in preparing and finishing the visual arts project 5 4 3 no. of students 2 1 0

less than 2 hours

2 to 3 hours

4 to 5 hours

over 5 hours

hour spend

4.2.1.4

The source of information in preparing the visual arts projects (Q13)

It was found that six respondents would only use computer, Internet and search engine as the source of information in preparing the projects. One respondent would use library and computer plus photo taking as sources of information in preparing the projects. One respondent showed that he did not use any source of information in preparing the projects.

4.2.1.5

Students habit in using computer in learning (Q.14)

When being asked about the frequency in using computer in learning, 13% of the students responded Always, 25% of the students responded Sometimes,

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25% of the students responded Seldom, and 37% of the students responded Never Use Computer in Learning (fig. 4.5).

Fig. 4.5: Student habit in using computer in learning and preparing lesson

Always 13% Never 37% Somethimes 25% Seldom 25%

4.2.1.6

Students attitudes towards technology usage in their daily life and learning (Q10, 15)

In response to question 10 about the importance of computer technology in the daily life (fig. 4.6), six students out of eight stated that it was very important, one responded that it was important, the other responded less important. None of them chose unimportant.

When asked about the statement Computer technology can enhance learning (fig. 4.7), four respondents agreed to the statement, two respondents responded disagree and strongly disagree, respectively, and two of the respondents stated neutral in the statement.

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Fig. 4.6 The importance of computer technology in daily life

less important 13% important 13%

unimportant 0%

very important 74%

Fig. 4.7: The response to the statement "Computer technology can enhance learning"

strongly disagree strongly agree 0% 13% disagree 13% agree 49% neutral 25%

4.2.2

Questionnaire Two

It aimed at collecting opinions from students about their use of computer in making art and in communication throughout the projects.

4.2.2.1

Students opinion in using computer technology in doing the artworks (Q1-3)

As shown in fig. 4.8, 13% of respondents strongly agreed that expression and communication could be reflected from computer graphic. 49% of respondents showed agree; whereas, 25% of respondents disagreed and 13% showed

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strongly disagree.

Fig. 4.8: "Expression and communication can be reflected from computer graphic"

strongly disagree 13%

strongly agree 13%

disagree 25% agree 49%

There were 12% of respondents strongly agreed that their skills had been improved in using computer graphic software. 62% of respondents agreed, 13% of them disagreed and 13% showed strongly disagree in their response as shown in fig. 4.9.

Fig. 4.9: "Skill is improved in using computer graphic software"

strongly disagree 13% disagree 13%

strongly agree 12%

agree 62%

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From fig. 4.10, it showed that only 25% of students agreed that they had confidence in applying the learned software programme in other area. None of them responded as strongly agree. 50% of the respondents showed disagree, and 25% of them showed strongly disagree to the statement.

Fig. 4.10: "Confident in applying the learned software programme in other area"

strongly disagree 25%

strongly agree 0%

agree 25%

disagree 50%

4.2.2.2

The opinion relating to the tasks (Q4-5, 7)

There were four tasks within three cycles, it was found that no respondent chose task one Myself (1) as their most interesting task. The other results were listed in table 4.1. The table was divided into four columns. The first column showed the name of the tasks. The second column showed how many respondents chose that task as their most interesting task among the four tasks. The third column showed the reason for their choice. The last column showed the other comment relating to the tasks.

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Table 4.1: Students opinion relating to the tasks

Name of the tasks Task 1: Myself (1) Task 2: Promotion leaflet / movie Task 3: Myself (2) 4 Could express oneself and it did not require complex process and procedure The color was Like to use brilliant and it was nice that it could express oneself. It was easy to collect computer because it was fast and convenient and it could create a lot of No. of respondents 0 1 Reason for the choice NA Easy to do Other comments NA Didnt like to use computer because of unfamiliar usage of computer. The use of computer was good because it was convenient.

information in this nice effects. topic It was easy to find things to represent him/her and it was easy to do. Not familiar in manipulating the computer software. It was hope that I could gain more from teacher and could apply it fluently and speed up the time in doing the tasks.

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(without any reason)

Use of computer was not good, useless, not practical, not easy to become familiar with and expressible. not

Task 4: T-shirt design

Simple, easy and did Increased the not require much utilization of work. computer and increased the time in doing the tasks. The topic (T-shirt Use hand paint was better than using the copy and paste functions in the computer. Hand design) related to real life; it was difficult to handle, and to find

information in other paint could express more than the tasks. computer. It was comparatively To some extend, better than other using the computer tasks. in the tasks was very difficult because of the unfamiliarity with the software. Without the installation of the particular software program at home, we needed to stay at school to finish the task.

4.2.2.3

The attitude towards using computer in the whole process of the project (Q6)
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It was found that over 70% of respondents agreed that computer was useful in helping them to make production, demonstration, expression, searching information, communication and appreciation during the whole process of the four tasks in visual arts projects. The result was shown in fig. 4.11. It was found that 100% of respondents stated that computer was useful in searching information in the whole process. However, there were 12% of respondents stated that using computer in appreciation was absolutely useless.

Fig. 4.11 : The function of using computer in the tasks

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
n co m m un ica tio n ap pr ec iat io n od uc tio n n m on str or m ati o ati o es sio

ex pr

pr

de m

se ar ch

in g

in f

absolutely useless useless useful

function

very useful

4.2.3

Inference from Questionnaires

It was found from the two questionnaires that students culture in using computer, and learning habit were still staying in surface learning. However, there was a change in their view on using computer in learning after the projects.

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4.2.3.1

Students culture in using computer

The culture of using computer in learning was still not yet built up among students. Over 80% of respondents agreed that computer was important in their daily life (fig.4.6). However, only 49% agreed that computer technology could enhance learning (fig.4.7) and there were 50% of respondents spent less than 2 hours in using computer in learning (fig.4.3). 37% of respondents even pointed out that they never used computer in learning as shown in questionnaire one (fig.4.5). It raised the interesting question of what kind of activities they would engage in with computer. It seemed that they were not engaging in learning with computer. They might spend most of their time in ICQ or online games with leisure purpose. That was why they felt fear and anxiety in answering question 9 of the questionnaire about different activities they engaged in last week. In the survey on time management amongst secondary school students

in Hong Kong, it was found that co-educational school students spent 7.05 hours per week in ICQ (p.28). In addition, boys spent 10.9 hours per week in playing TV and on-line games.

4.2.3.2

Change of students attitude in using computer in learning

Although the result in questionnaire one showed that the time spent on learning

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was less, there was a concrete and clear change shown in questionnaire two (fig.4.11). 100% of respondents agreed that computer helped them in searching information for the projects. Over 70% agreed that computer was useful in the projects. The functions of computer in learning included production (87%), demonstration (74%), expression (74%), communication (87%) and

appreciation (74%).

4.2.3.3

Learning habit of students

It was found that over 70% of respondents agreed that their skills in using computer graphic software had been improved during the projects (fig.4.9); however, only 25% of respondents had confidence in applying the learned skills in other areas (fig.4.10). It showed that it was difficult for students to transfer knowledge from one area to another. The problem was not their skills, but their confidence.

Students preferred to learn and do things that were easy and simple. They were not willing to spend extra time in learning. The learning among them was a surface learning that meant to have the thing done only. About 60% of respondents spent less than 2 hours in preparing and finishing the visual arts projects in a week (fig.4.4). It was found that six out of eight respondents

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showed that they were interested in the specific task because it was easy, simple and not difficult. Only one respondent mentioned his choice was based on the topic that related to his real life (table 4.1).

Students were inclined to have the job that could be completed at once, convenient and not time consuming. They lacked the power and interest in tackling the difficult and unfamiliar jobs. As shown in the other comments in the tasks, half of the respondents showed that they did not like to use computer in the tasks because they were not familiar with the usage of computer and software (table 4.1).

4.3 Evaluation forms from Students

Evaluation form served to evaluate the process and outcomes of the tasks completed by students themselves.

4.3.1

Self-evaluation form

Self-evaluation form was used to obtain the reflection from the respondents which might be helpful to assess the present research as well as the planning of future research.

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Table 4.2: The experience gained in the project (Q1,7) Task 1: Myself (1) Consolidated transcripts Know how to add sound in Flash Know how to play sound in PowerPoint Get to know how to use digital camera to take short movie and the process of editing. During the process of taking video, I learn how to get better sound effect and the importance of light change I have difficulty in inserting sound files in PowerPoint I have difficulty in inserting sound file in Flash and finally learnt it by myself Experience gained They gained the experience in using digital camera, inserting sound files in Flash and PowerPoint files, and collecting pictures, video taking with awareness on the light and sound effects and video editing. Task 2: Consolidated transcripts Promotion leaflet A real experience to Yuen Long and learn to use different / movie kinds of computer tools to complete this task Know more about the culture of Yuen Long It is a special experience to taste the food of Yuen Long Learn to observe and organize data Learn to collect data Experience gained The real experience gained in the field trip to Yuen Long. Understood more about the culture of eating in Yuen Long. They had tasted the food of Yuen Long. Understood and practiced collecting data and observation during the trip. Learned to analyze and organize information Using multimedia tools in computer in preparing the production of the task. Task 3: Myself (2) Consolidated transcripts Through this experience, I learn how to skillfully use the Photo Impact and other software Deeper understanding and usage of computer software Experience gained
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Deeper understanding of the use of computer graphic software, like Photo Impact, Flash, Photoshop and Power Point. Understood that one simple thing could induce deeper meaning in expression. The technique in using mouse in drawing. Task 4: T-shirt design Consolidated transcripts Learn and know who is Dali I gain the experience of using computer to make a T-shirt I learn how to use Photo Impact with the guidance from Ms LAM As there is constraint on the computer effect, I have to struggle between the computer effects and my idea Experience gained Understood the work of the famous artist, Dali. Made use of computer in making T-shirt. Experience in using Photo Impact. Made the balance between idea and the effects that could be made by the computer software.

Table 4.3: Their consensus and satisfaction to their artworks (Q2-6) Task 1: Myself (1) Consolidated transcripts I have successfully inserted the sound file It is an unique way of presentation I will improve the quality if I do it again I will improve the effect It is simple, fast and convenient to use the computer Consensus and satisfaction to the artworks The way to insert music and sound effect in the product was the best satisfaction gained in the artwork Students were also satisfied with the way of presentation in the task. Students understood that they needed to be aware of the quality of the content and had to improve the effects. They showed satisfaction in doing the task with the computer because it was fast and convenient. Task 2: Consolidated transcripts
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Promotion leaflet I have an unique and special idea / movie My work is beautiful and concise I like the systematic presentation with the aid of computer software program The wording of this task is not clear enough I will add more pictures to improve the images of my artwork if I do it again If I do it again, I will add musical effect and slow down the pace of movie so as to bring out the message smoothly Consensus and satisfaction to the artworks Students appreciated their idea of presentation and their systematic presentation to teacher and students by using computer software programme. Understood that the words/ title of the artwork were not clear enough. Being aware the importance of images in the artwork. If they could redo the task, they would add more effects to the task. Task 3: Myself (2) Consolidated transcripts I am satisfied with the colour and technique used, such as the Rainbow Leaflet I am satisfied with my student picture and the hand-printed cartoon The image is not presented in a live way The words are not arranged well and are too small It is easy and not difficult to collect data I like to use computer in completing this task as I can express my personal style I do not like to use computer as it is time-consuming Consensus and satisfaction to the artworks Most of the students felt satisfaction in the task. They were satisfied with the way they represent. They understood their weakness in the arrangement of words and images. Some students liked to use the computer in doing this task because it was easy and expressive, but some of them didnt like it because they mentioned that it took a long time in exploring and could not fully express their idea.
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Task 4: T-shirt design

Consolidated transcripts I like my idea I am satisfied with my work especially the bottom of the T-shirt I like the picture on the T-shirt as it shows various color effects I will change the color if I do it again I will change the color and effect I will add some words to make the T-shirt richer in design I like to use computer as it is easy and convenient I like to use computer as it can express myself I like to use computer in this task as it gives me a sense of professionalism and I can expose my personal style Consensus and satisfaction to the artworks They were satisfied with the image (feet and back of the body) they chose in designing the T-shirt. If they had time to redo the task, they would change the color and add more words to enrich the design. Most of students liked to use the computer in this task because it was easy, useful and expressive. A student pointed out that by using computer in designing the T-shirt, it could show artistic feel and professional feel.

Table 4.4: Students attitude towards the use of technology in the projects (Q8) Task 1: Myself (1) Consolidated transcripts Use of view camera for short movie self-introduction is good Use of PowerPoint is the best Use of video taking is good in terms of visual effect and the way of presentation Students attitude towards the use of technology in the projects All students except one agreed that different software programmes for this task were good and convenient. One student expressed that use of a piece of picture in the task was easier than other media. Task 2: Consolidated transcripts
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Promotion leaflet Use of computer can present well / movie Use of different softwares, such as Photo Impact and PowerPoint , can create the effect I want Students attitude towards the use of technology in the projects They all agreed that use of computer in the task was good. They tried to use different softwares in the task, like Photo Impact, PowerPoint, Flash and Dream Weaver. Task 3: Myself (2) Consolidated transcripts I just like to hand paint it I like to use PowerPoint I like Photoshop especially the effect it can create Students attitude towards the use of technology in the projects A student mentioned that it was better to use hand paint for this task. The others all agreed to use computer in doing the task. They liked the effects produced by the software and the different angles of object captured by the camera. Task 4: T-shirt design Consolidated transcripts I think hand paint can express this task well Computer can be creative in showing idea Hand paint may be more easy to express myself in this task Computer is quick, easy to use and more interesting Computer can help to make Dalis work more creative and special Students attitude towards the use of technology in the projects Two students liked to use hand paint in this task. Others mentioned that use of computer was easy, fast, interesting and convenient in creating effects and it could transform Dalis work into more interesting and unique image on T-shirt design with the help of computer software.

4.3.1.1

The attitude and opinions in their learning with technology (Q9)

Only six copies of the self-evaluation form had completed question nine in all
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tasks. Therefore, the following results only compared the six respondents opinion for the tasks. Seven statements were asked to collect the opinion from the students. They were: I put efforts in the task, I believe that my artwork is creative and have individual style, It enhances the cooperation among peers in the task, I have considered different ways to present the idea, I have chosen the best way in presenting the task, I have the ability to express a clear message of the theme, I have the ability to apply technique in using computer software in the task and Computer technology contributes a lot during the process of doing the task. All of the results are illustrated in fig.4.12 to fig.4.18.

Fig.4.12: The opinion on the statement "I put efforts in the task"
5 4

no. of students

3 2 1 0 Task 1 Task 2 Task 3 Task 4

Absolutely disagree 0 0 0 0

Disagree 0 1 1 1

Agree 4 2 1 2

Absolutely agree 1 2 3 2

opinion

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Fig.4.13: The opinion on the statement "I believe that my artwork is creative and have individual style"
5 4 no. of students 3 2 1 0 Task 1 Task 2 Task 3 Task 4 Absolutely disagree 0 0 0 0 Disagree 4 2 2 3 opinion Agree 1 3 1 2 Absolutely agree 0 0 2 0

Fig.4.14: The opinion on the statement "It enhance the cooperation among peers in the task"
4 no. of students 3 2 1 0 Task 1 Task 2 Task 3 Task 4 Absolutely disagree 0 0 1 0 Disagree 2 1 2 1 opinion Agree 2 3 2 3 Absolutely agree 1 1 0 1

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Fig.4.15: The opinion on the statement "I have considered different ways to present the idea, I have chosen the best way in presenting the task"
5 no. of students 4 3 2 1 0 Task 1 Task 2 Task 3 Task 4 Absolutely disagree 1 0 0 0 Disagree 2 3 1 4 opinion Agree 1 1 3 1 Absolutely agree 1 1 1 0

Fig.4.16: The opinion on the statement "I have the ability to express a clear message of the theme"
4 no. of students 3 2 1 0 Task 1 Task 2 Task 3 Task 4

Absolutely disagree 0 0 0 0

Disagree 3 1 0 1 opinion

Agree 2 2 3 3

Absolutely agree 0 2 2 1

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Fig.4.17: The opinion on the statement "I have the ability to apply technique in using computer software in the task"
4 no. of students 3 2 1 0 Task 1 Task 2 Task 3 Task 4 Absolutely disagree 0 0 0 0 Disagree 1 2 1 3 opinion Agree 2 1 3 1 Absolutely agree 2 2 1 1

Fig.4.18: The opinion on the statement "Computer technology contributes a lot during the process of doing the task"
4 3 2 1 0 Task 1 Task 2 Task 3 Task 4 Absolutely disagree 1 0 0 0 Disagree 0 1 2 1 opinion Agree 1 1 1 2 Absolutely agree 3 3 2 2 no. of students

4.3.2

Peer evaluation form

Table 4.5: Reflective and critical response given by students to others artwork Task 1: Myself (1) Consolidated transcripts The cartoon from classmate EGG is interesting and can represent himself The work from classmate WONG is funny and clear Can add some sound effect for improvement Should use own voice for the project The project should show personal style
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I learn from others about what is creativity and how to express myself Reflective and critical response find from peer evaluation form Students were aware of the images used in others artworks. Besides, they also gave suggestions, like the sound effects, contents and editing effects. They learnt alternative ways in presenting the works from others. Task 2: Consolidated transcripts Promotion leaflet The project from LAW is attractive / movie Her way of presentation is special Can add more pictures for improvement Can add more pictures and change the style of words A good design should have variety of special effects I love her poster design as the way she presents is good especially on the pictures arrangement Reflective and critical response find from peer evaluation form Students liked the artwork with attractive and creative presentation skills. They gave suggestion on the use of clear images and words in the design. They started to appreciate the works from others artworks with special effects and careful arrangement of the composition. Task 3: Myself (2) Consolidated transcripts Her work is colourful and very clear Her pictures are funny The pictures can be rearranged to show the comparisons between the past and the present The composition of picture is not properly arranged Must have personal style and to make the task more creative Utilize more special effects to present the idea Reflective and critical response find from peer evaluation form Students did have appreciation on the expressive images and color effects used by other students. Students showed more concern for the images and composition instead of the technique. Others that had used different effects and
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alternatives in presenting ideas had encouraged the students. Task 4: T-shirt design Consolidated transcripts This T-shirt has a harmonious orange color and is suitable for all ages The composition of color is optimal Can use more varieties and changes in color Can add some effects on T-shirt so as to make it more special The name of Dali is not clear, it seems it has nothing related to Dali The colour used is special with five different effects Reflective and critical response find from peer evaluation form Students were aware of the importance of using color in the design. Students showed more critical ideas in colors and composition used in others artworks. One of them even commented on the appropriate use of image with the theme.

4.4 Mark Score of Students

In this research, four tasks were set within three action cycles. After each task, marks were given by three parties that included the student himself, peer and professionals (class teacher, university student in related subject, and experienced art teacher).

4.4.1

The Assessment Criteria used in the Mark sheets

The assessment criteria were based on the 2005 HKCE Visual Arts, Teacher Assessment Scheme for portfolio assessment. Criteria were listed below. 1. Draft and idea development ability to select, research, evaluate and

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explore visual and other source materials to generate and develop ideas to independent work; 2. 3. Ability to select and apply techniques in a range of media; Ability to apply visual elements and principles to realize aesthetic/design intentions; 4. Ability to express visual ideas with fluency and imagination to achieve an individual style; 5. 6. Ability to express a clear message of the theme; and Ability to construct a completed work as a whole and to solve problem in the completed work. (Adapted from booklet from teacher seminar for Visual Art, 2003)

4.4.2

The Mark Score of Students in the Tasks

The mark scores of the four tasks given by peer, self and professionals were shown in figure 4.19 to figure 4.21 below respectively. The score given by professional and peer were shown in average score. Full picture in score assessment of each student given by three parties were shown in figure 4.22. From this figure, different views of performance in the four tasks were reflected in the score given. It was assumed that the professional opinion was

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more reliable and objective in the score marking. Therefore, if the scores given by peer and self were shown near to the professional marking, it meant students understood their standard of work well. However, if it was the opposite, then it meant that students did not catch the standard and could not evaluate themselves objectively.

Fig.4.19 : The sum of the average score of student given by peer in 4 tasks
80 70 60 50 Score 40 30 20 10 0 Task4 Task3 Task2 Task1 S1 14 17 16 14 S2 16 18 17 16 S3 16 16 14 14 S4 18 19 20 19 Student S5 16 16 17 15 S6 16 16 19 20 S7 16 13 13 14 S8 16 13 15 14

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Fig.4.20 : The sum of the scores of student assessed themselves in 4 tasks

80 70 60 50 Score 40 30 20 10 0 Task4 Task3 Task2 Task1 S1 18 21 18 18 S2 13 11 13 12 S3 18 18 19 16 S4 17 17 13 6 Student S5 20 14 12 15 S6 14 20 14 14 S7 16 15 15 14 S8 15 15 15 13

Fig.4.21: The sum of average score of student assessed by professional opinion in 4 tasks
80 70 60 50 score 40 30 20 10 0 Task4 Task3 Task2 Task1 S1 14 17 15 11 S2 17 11 13 13 S3 18 15 14 11 S4 18 20 20 13 student S5 19 19 20 13 S6 14 15 17 15 S7 15 10 9 8 S8 12 9 10 8

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Fig.4.22 : The average score of student given by different parties

20 18 16 14 12 Score 10 8 6 4 2 0 Professional Self Peer S1 14 19 15 S2 14 12 17 S3 15 18 15 S4 18 13 19 Student S5 18 15 16 S6 15 16 18 S7 11 15 14 S8 10 15 15

It was found that there were differences in the scores marking between the three parties. From the figure, the scores given by peer were usually higher than the professional marking (7 out of 8). However, it was interesting that one of the students (S1) viewed her work much higher than the view from the other two parties. It might be caused by the over-estimation of personal achievement in the tasks. In the contrast, the score given by Student 4 was far below the score given by the professional and peer. It might be owing to the fact that she was underestimating the performance of herself.

The average marks score given by the three parties were listed in Table 4.6. It was found that the average score for task4 was higher than task1 in self and
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professional assessment. The average score given by peer was 16 in the four tasks. The passing mark for the tasks was 15 (half of the total marks).

Table 4.6:

The average score marks given by the three parties in the tasks Average score Average score (By self) 14 15 16 16 Average score (By professional) 12 15 15 16

Different parties Tasks Task 1 Task 2 Task 3 Task 4 (By peer) 16 16 16 16

4.4.3

The performance of students in the tasks

In this section, the performance of students in the tasks was measured by the standard score. The standard score was calculated in the formula below.

i-
S =

i : raw data : mean score : standard deviation

The standard score of each student in four tasks were shown in figure 4.23. It was found that the standard score of 5 students in task 1, 2 and 3 were above average (the standard score was more than 0). In task 4, it was found that only 3 students standard scores were higher than 0. That meant the performance of the remaining five students was below average. However, a great improvement was found in Student 4. Her standard score had been raised from below -0.5 in
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task 1 to above 1 to 1.5 in the other three tasks. At the same time, it was also found that the performance of Student 6 was dropping. Her standard score dropped from the highest among the class (nearly 2) to the second last of the class (below -1).

Fig.4.23: The performance of student in 4 tasks

2.5 2 1.5 1 Standard Score 0.5 0 task1 -0.5 -1 -1.5 -2 Task task2 task3 task4 S1 S2 S3 S4 S5 S6 S7 S8

Figures 4.24 and 4.25 were used to compare the performance of students under two classifications. Task 1 and 3 were classified as the similar tasks with the same theme. Students performance in task 1 and 3 were compared and shown in figure 4.24. Task 2 and 4 which had been classified as another group under the similar design nature of the tasks was shown in figure 4.25. It was found

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that only three students showed improvement in the performance from task 1 and task 3. The great improvement of Student 4 was shown in fig. 4.24. However, it was also noticed that the performance of Student 6 had dropped. The similar situation of Student 6 was also found in task 3 and 4, as shown in fig. 4.25. From the figure, it was noticed that five students had made improvement when comparing their performance in task 2 and 3. However, only three students performances were above average. It was found that Student 3 and Student 7 had great improvement at this time. The performance of Student 4 was about the top of the class. The standard score was always being maintained above 1.

Fig. 4.24 The performance of students in task 1 and 3

3

2 S1 S2 Standard Score 1 S3 S4 S5 0 task1 -1 task3 S6 S7 S8

-2 Task

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Fig. 4.25 The performance of students in task 2 and 4

2

1 Standard Score

S1 S2 S3 S4 task2 task4 S5 S6 S7

-1

S8

-2 Task

4.5 Interviews with the Subjects

During the interview with students, different opinions and issues were raised that contributing to the study of using computer technology in visual arts. Five students were interviewed on a voluntary basis.

4.5.1

The importance of brain usage

Through the usage of computer in visual arts projects, students began to notice the importance of brain usage in the creation of artwork. They started to think about not only the tools but the ways of expressing idea. They understood that computer tools were powerful, liked the comments made by students in the interview:
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It (computer) is faster. We can complete the mixing of color by one click. (line 75) Computer software provides special effect! It can create an exaggerated effect. (line 171) At the same time, other comments had given evidence on the importance of not only using computer but also the brain usage. That is why when I open the Photo Impact, I just keep on watching without any idea come to my mind and do nothing finally! (line 71). The idea from oneself cannot be replaced or done by the computer! It depends on us. (line 286).

4.5.2

Computer can enhance learning

In this research, it was important to know whether the learner could explore other alternatives and develop thoughts through learning of visual arts with IT. Computer technology could enhance students learning in the process of visual arts project as evident by the following sentences made by students: It can help us to search information. (line 274). Visual art is related to the visual images! We can see a lot through the use of computer! (line 285). I find the special effect function keys and see the effects accidentally that made me think more alternatives and try more possible ways in the tasks. (line 279). It helps me to create special effects and stimulate my thought! (line 294). Of course, we need to explore the way how the computer work and create the work. Before, we only need to have the idea then we can draw it out, but now we need to explore the tools that can create the functions or the effect we desired. (line 194).
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4.5.3

Difficulties encountered

However, there were also some voices showing the difficulties encountered in the usage of computer during the projects. Computer can create a lot of special and nice effects, but I dont know how it works and can just sit in front of it! (line 73). When the computer is hanged, it is not good! (line 188). It lacks resources in school. (line 40). The time schedule is tight in school. (line 43). The equipment in school is not powerful. (line 44). It (the speed of the computer) is very slow that it takes nearly 5 minutes for loading! (line 47).

4.5.4

Rethinking of the meaning of artistic artwork

The traditional value and perception of arts were brought by the paintings, sculptures and architectures made by great artists. It affected the ways of thinking in art. Through the interview, students started a discussion on traditional methods and usage of computer in visual arts. The traditional way is more touching and we have feeling about it. (line 78). You can use a paint brush with colors and you can have feeling on it. However, if we use computer to draw, you need to hold and press the mouse and look at the screen. That feeling is totally different from drawing with a paint brush! The color in computer is not the one you like. (line 85). We draw directly what we think and feel, and do not need to use the computer to present our idea. It is an indirect method to use computer to draw. (line 89). In addition, artistic artwork and practical artwork were also discussed.

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They started to define what artistic artwork was and raise question on whether the work made by computer in the tasks could be classified as artistic artwork. Artistic artwork should be drawn by paint brush! (line 95). We cannot create artistic artwork through computer. (line 100). It (artistic artwork) is a kind of reflection of ones thinking and feeling. Practical artwork usually has its practical meaning. .. if you are making a artistic artwork of a garden, the artist would like to tell something to the audience. And let the audience know what the artist wants to express. (line 106). (All are artistic work) Because I create them with my heart and can reflect my thinking on my works. (line 110).

4.6 Reflective Summary of Personal Journal

Personal journal was recorded during the process of the study at different stages. In this section, pedagogical principles of designing the tasks, change in learning and teaching through the application of technology, evaluation of the achievement and potential drawback of the task would be summarized.

4.6.1

Pedagogical principles of designing the tasks

It was found that the teacher had considered the pedagogical principles in different aspects. Active, collaborative, creative, integrative and evaluative as suggested by Voogt (in press) could all be seen in her planning of the visual arts projects.
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4.6.1.1

Active

Students were encouraged to take an active part in their learning. Different activities were designed within the four tasks. Discussion, brainstorming, drawing of mind map, presentation and exchange of ideas among students, field trip, searching information from the Internet and books, viewing demonstration and educational CD, hand-on experience in using software in

design and compose artworks, could all be found.. Besides, students were given the chance to determine the destination of the field trip in task 2.

4.6.1.2

Collaborative

Students were working in teams in order to create the moral in doing their work. They were strongly encouraged to exchange idea, to support and help each other during the tasks among small groups.

4.6.1.3

Creative

There was productive learning found in the tasks. Tasks of the projects left rooms for creativity and provided flexibility in finding new solution to problems and exploring the different effects from computer graphic software instead of reproduction. It was found that different students had ended up with

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different styles and ideas in their submitted works for the tasks, especially in task one.

4.6.1.4

Integrative

The use of information technology (IT) was integrated within the projects. It was the belief of the government that IT can play a catalyst role in transforming schools into dynamic and innovative learning institutions where students can become more motivated, inquisitive and creative learners (EMB, 1998, p.1). Besides, IT could facilitate communication and assist teachers in preparing the curriculum and assessment (Information Technology in Education Way Forward, paragraph 13). Therefore, presentation software and graphic software were used as tool to stimulate and support students learning. E-mail and ICQ were also used for communication between students and teacher. In addition, searching and getting information from digital database through the World Wide Web and educational CD were used to provide flexibility in learning. Apart from this, guidelines and teaching schedules were uploaded to the website that facilitating students learning. It was found that students would make use of the storage area in the Internet to exchange artwork and information. Teacher could also make use of the WWW in

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searching trendy and up-dated information on designing the tasks. Email was used to collect opinions from peer in enriching the contents of the study. Posting the T-shirt design of students in public discussion forum was a strategy in motivating students learning.

4.6.1.5

Evaluative:-

The evaluation of the achievement of the project was on student-directed basis. Peer and self-evaluation forms and mark sheets were completed by students after each task. Teacher could make use of the information from their evaluation to diagnose their performance and make necessary adjustment for the tasks.

4.6.2

Change in learning and teaching through the application of technology

The role of student and teacher had been changed during the application of technology. Besides, new way and media used in production of artwork was found in the visual arts projects.

4.6.2.1

Changing role of student and teacher

The most significant change through the application of technology in the

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projects was the changing role of students and teacher. The teaching as telling teaching paradigm (Forsyth, 2001) was not found during the projects. Teacher acted as a facilitator to give support and nourish students self-actualization in learning (Cheng, 2001) through technology. Student acted as a critical and active learner in searching information selectively. They also presented their idea and findings during the tasks with the use of technology. Co-constructors of knowledge from both learners and teacher (Loveless et al., 2001) were found in the projects. Both teacher and students were finding new solutions with the application technology. The typical example was the learning with the girl (S4) in task 2 (on 08 March).

4.6.2.2

New way and media are used

Through the application of technology, it changed the media traditionally used in secondary art education. Students used technology as productive tool. It stimulated students thinking and provides other alternatives in doing their work. Besides, the learning web site provided convenience in doing evaluation and appreciation of others work at any time and at any place.

4.6.3

Evaluation of the achievement

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Meaningful learning (Jonassen, Peck, and Wilson, 1999) was used to evaluate the achievement of the visual arts projects. In addition, promoting reflective thinking was also evaluated.

4.6.3.1

Active (manipulative/observant)

The visual arts projects allowed the students to manipulate various application of technology, like educational CD, computer graphic software, as well as to gain the real experience from the field trip. Students could manipulate the software and saw the effects of their manipulation. The interactive element of the projects was crucial as it motivated students interest, and encourages exploration.

4.6.3.2

Constructive (articulative/reflective)

Four tasks were included in the projects. Students integrated new experience through each task. By integrating with their prior knowledge, students could construct their own way of presentation and organizing the information in the tasks. Students had integrated new experiences gained through video taking, field trip, stimulation from educational CD, computer graphic software to construct their own style of presentation and artworks which were to be shared

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with rest of the class in all tasks.

4.6.3.3

Intentional (reflective/regulatory)

Plenty of opportunities were incorporated into the lessons to allow the students to self-critique and articulate on why they had the idea drawn or composed the work the way they did. By engaging on these activities, the students had an opportunity to clarify their thinking and further imprint the knowledge in their mind.

4.6.3.4

Authentic (complex/contextual)

Task 2 and 4 were situated in real life design which simulated students in problem-based learning. The topic promoted knowledge application in solving real world problems in a real world situation, and students had to collect information and to apply them into their work. Besides, the topic for task 1 and 3 were also meaningful for students to explore and to get themselves through the process. understandings of

4.6.3.5

Cooperative (collaborative/conversational)

The lessons deliberately incorporated many situations where the students were

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asked to work as a group, to critique each others work, and to present and defend their work in front of the class. A balance was strike between individual exploration and group collaboration so that the students could get chance to learn the knowledge at their own pace, and zone of proximal development (Wertsch, 1985). They also learnt to collaborate with each other.

4.6.3.6

Promotes reflective thinking

One of the criticisms of constructivist learning was that learners were often so busy constructing that they did not have time to think (Jonassen, 1996). Donald Norman (1993) defined thinking in terms of experiential and reflective. Experiential thinking came from lifes experiences, whereas reflective thinking required deliberation.

With the integration of technology into the tasks, there was plenty of action, interaction and reflection incorporated. Students got hand on experience with computer software and solved real life problem, so that they could compare and reflect on the best solutions for the tasks.

4.6.4

Potential drawbacks

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Although tasks were planned to use technology to achieve meaningful learning, and to be creative and critical for students, some drawbacks were observed during the lessons. Some lazy students made use of the convenience given by computer software. They didnt think and try and finally ended up with simple works. Also, it was observed that because of the low motivation some students did not fully utilize the computer software. It was found that they only put unedited texts and photos into their works and could not fulfill the basic requirements. Besides, there were no brilliant and innovative ideas found in their artworks. They did not think thoroughly, did not organize their materials well, and did not collect adequate information in different aspects. They only tried to complete the tasks, and as a result stayed on the surface learning (Gow, Balla, Kember & Hau, 1996).

4.6.4.1

Limited resources

Apart from the outcomes of students work, the resource was limited. It was hard to equip students with individual computer in every lesson. Teacher tried hard in booking computer room for the lesson and she needed to arrange the lessons depending on the availability of the computer room. It limited the flexibility and smooth running of every task. It also hindered the motivation of

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students. Students sometimes complained that there was not enough time to finish the assignment.

Students were only at the preliminary stage of using IT in visual arts projects. More time was needed for the students to adapt to the usage of computer graphic software in their artworks. Besides, teacher was also at the preliminary stage in learning the integration of IT in the teaching. More moderation and adaptation under the limited resource was needed.

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Chapter Five: Conclusion

5.1

Introduction General overview of the research

Facing the changes of students motivation and artistic skills in visual arts and the changing content and skills required from the new syllabus of HKCEE 2005, new efforts and strategies with using technology in learning visual arts are investigated in the research. A small-scale action research study has been conducted in a secondary four visual arts class. A series of visual arts projects were designed to explore the relationship between technology and learning in the class. In this study, presentation software and graphics software were used as tools to stimulate and support students learning. In addition, E-mail and ICQ also played important roles in communication between students and teacher. Searching and obtaining information from digital databases through World Wide Web provided flexibility in learning. Apart from investigating the changes of students learning with technology, the research also focused on the pedagogical principles of designing the visual arts projects by the teacher. All the progress of students learning have been documented. Details of classroom observations, questionnaires and evaluation forms, interviews with students, and teacher self-reflections become the major data collection methods. The

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artworks of students have been investigated and examined by both researcher and participants. Through this in-depth study of classroom practices, it is found that changes have been occurred in three aspects including teacher herself, methods and approaches and student in learning with technology in visual arts. In addition, it is proved that technology can help enhance students learning in creativity, critical thinking and communication. Nevertheless, using of technology cannot replace the thoughts of human beings. Both technique and aesthetic knowledge are needed in learning visual arts with technology. Maintenance of balance between art concepts and technology, action from teacher, co-operation among subjects and Government supportive policy are the essential elements in implementing the technology into visual arts curriculum planning and teaching practice. It is the hope of the researcher that everyone will join together in carrying out research programs so as to prove the power and usefulness of technology in learning.

5.2

Finding and Research Questions

the students to

The application of technology in visual arts projects enabled

work on interactive and exploratory learning, while the teacher plays a facilitating role in guiding the students towards a reflective, creative and

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collaborative learning. Students learning has been enhanced with the incorporation of technology.

5.2.1

What changes have been occurred in learning with technology in visual arts?

Changes could be regarded as challenges/difficulties facing by most of the human beings (Russell, & Feldman, 2003, p.210). In the process of learning with technology in these visual arts projects, changes have been found in the below-mentioned three aspects.

5.2.1.1

Teacher

Teacher responses to plan what and how student learn within the centralized syllabus and guidelines provided. In this application with technology in visual arts projects, teacher learns to be an active planner and facilitator to co-construct and explore the new meaning and alternative solution in making of art with her students. In addition to striking the right balances between pedagogical practice and new technology application, teacher also learns to get a breakthrough to problems caused by integrating technology in normal time schedule and art room setting. With the experience gained from the project, it fosters the internal belief of teacher in using technology in visual arts.

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5.2.1.2

Methods and approaches

Technology is widely used in todays society. Images explosion are found in the internet globally. Use of computer aided design is a normal practice in the design industry. New combination of possible elements with application of technology in production, demonstration, expression, searching information, communication and appreciation of art in these visual art projects are found to be in contrast to the traditional practice of art projects. As a result, new technologies are brought into the classroom and begin to establish a new definition of art to student. Instead of drill and practice or apprenticeship approach, plenty of action, interaction and reflection of pedagogical principles with technology application are used as strategies in motivating students learning in visual arts.

5.2.1.3

Student

With the change of pedagogical practice through technology integration in visual arts projects, students are in transition to become a more active learner, explorer, creator and risk taker in their role. Students learn to be information giver in gathering and transmitting of knowledge to others through presentation and evaluation in the tasks. Besides, they also learn to be critical learner in

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selecting and making judgments.

5.2.2

Can technology that use in visual arts help students to learn better?

Art is a kind of expression (Hospers, 1969). Art should be seen primarily as a form of communication and shared experience (Tolstoy, 1995, p.506). Computer aided design has become one of the most important techniques for art expression in todays society (Zhu & Zhang, 2002). The capability in visual expression and communication is developed by digital technologies (Long, 2001). With the help of technology, it assists students to learn better in visual arts.

5.2.2.1

Creativity

Creativity is the ability to produce original ideas and solve problems appropriate to the contexts (CDC, 2000, p.36). With the flexibility of technology in visualizing effects instantly, students can perform the tasks with convenient and easy operation. Hence, technology provides good environment for them to concentrate on artistic creative process in developing idea with instant reaction instead of spending plenty of time in repetitive traditional manual technique. Inspiration and idea is stimulated and induced through the

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enormous resources and effects provided in the Internet and computer software.

5.2.2.2

Critical thinking

Critical thinking skills help students to draw out meaning from given data or statements, generate and evaluate arguments, and make their own judgments (CDC, 2000, p.36). Visual arts are dealing with images and have multi-solutions to the same problem (Peeno, 1988). With the instant interaction with computer, plenty of opportunities in exploring the potential of images are provided. Student acts as a critical evaluator in selecting, interpreting and generating the result and tackling problems from computer technology with their own judgments and insights.

5.2.2.3

Communication

Learning and communication were fundamentally involved with control and modifying behavior (Januszewski, 2001, p.41). Control in communication associates with feedback and reinforcement (Januszewski, 2001). With the use of World Wide Web, communications is enhanced through electronic mail and public discussion forum in discussing special topics and interacting with others. Feedbacks are gained and modification is made from understanding and

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examining others values and ideas through the evaluation process of appreciation. This reinforcement promotes collaborative relationships in learning.

5.2.2.4

Is ICT good for everyone?

ICT can be a useful tool in learning (Information Technology in Education Way Forward, 2004) Assignments were done faster and better, and more resources were available (Avila, Adams, Kasper & Wubbena, 1997, p.84). It is especially useful for one who has a creative thinking mind but lacks traditional manual techniques in visual arts. However, having solely technical skills in dealing with computer graphic software cannot achieve creativity and aesthetic development. ICT provides all the essential elements in fostering active, creative, critical and communicative learning. It depends much on the learning approaches of student and teacher in exploring and inventing new possibilities and solution in visual arts. Computer is only an electronic tool and cannot fully replace the thoughts and imagination of human beings. Learning with technology in visual arts requires both technique and aesthetic knowledge.

5.2.3

How do the findings impact on future curriculum planning and how can we implement the technology into visual arts teaching
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practice?
Technology is a useful tool in enhancing learning; the challenge is how teacher implements it into practice. Shared suggestions are made as below.

5.2.3.1

Maintenance of balance between art concepts and technology used

Arts education contributes significantly to students aesthetic development (CDC, 2002, p.3). Technology provides essential elements in enhancing learning. Computer technologies are supporting systems, not central to the childrens experiences(Pamela, 1999, p.440). Student cannot automatically gain the artistic experience and create knowledge from technology without thinking and training. Therefore, there is a need to return to the roots of art education and teach and learn art concepts (Greb, 1997, p.14).

5.2.3.2

Action from teacher

New technologies are not intelligent, aesthetic, or spiritual beings. No one can find answers within a machine. The answers lie within the profession of teacher (Gregory, 1997, p.168). With limited resources, the successfulness in using technology into learning will depend largely on the ingenuity and drive of the teacher. Act as an active practitioner in exploring the possibility of pedagogical practice with technology in curriculum and classroom in order to
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understand the specific and general strengthens brought by it, nothing is better than the real experience gained by teachers. In addition, sharing resources and experience among teachers is a critical way for success.

5.2.3.3

Co-operation among subjects

Students are not feeling comfortable in using technology in learning through visual arts. Fundamental skills are essential elements for cultivating confidence of students in learning with technology. Therefore, it is better for different subjects work together and try to foster the culture of using technology and provide technical supports. Different subjects can explore the potential of integration of technology through joint projects.

5.2.3.4

Government policy

Without clear vision and confidence, it is difficult for the teacher to meet the objective. Top down leadership is needed because not everyone is receptive to change, or convinced of the benefits of implementing ICT in education. Therefore, central curriculum with the elements of using ICT in every subject is needed. It is time for curriculum development council to review the senior form syllabus of visual arts and aware the importance of technology usage in

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the digital age.

5.3

Limitations

The limitation on the application of technology in Visual Arts and the action research are to be discussed as below.

5.3.1

Application of Technology in Visual Arts

With limited resources given to school in investing computers in visual arts, it is difficult for the development of learning visual arts through ICT. Besides, with limited interactive programs organized by the government, it is hard to create culture in learning with ICT among students and teachers. One point it should be highlighted is that the knowledge and management skill in implementing ICT in arts education in teacher initial training is limited, the training before is mainly focusing on traditional manual skills. Therefore, it is hard for experienced teacher to believe and take initiation in teaching visual arts through ICT.

5.3.2

Action Research

Length of the research is limited with time. There is still room for improvement.

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The research is only an individual case and with small sampling size of eight. It will be more beneficial to involve more people and to share the outcomes of ICT in learning.

Using ICT in visual arts is still in the preliminary stage of the participated school; both students and teachers need time in making adaptation and modification within limited experience and resource provided. Anyway, this research is just a start and a great leap for the researcher and the students in the application of technology in the visual arts projects and it paves the way for the potential related research.

5.4

Final Concluding Remarks for Future Research

Lack of vision in using ICT integration in curriculum is a difficulty. If the traditional method of teaching is more comfortable, it is understandable that most teachers will hide themselves from changes. In order to breakthrough the barrier in integrating ICT in learning and further development of ICT in Hong Kong, it is recommended to have a joint research program among subjects and schools to prove that ICT can be a powerful educational tool in learning and teaching. To success cannot rely only on a person or a single research, but on

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the power of the organization internally, which need each other to get the job done (Fullan, 2001, p.267). The piecemeal implementation shows nothing to establish the IT culture. The hopes rest on all teachers.

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Appendix I Personal journal

The choice of the curriculum design Before the first meeting, I have design two sets of curriculum that is about different tasks for the students in the coming few weeks. The initial curriculum design is attached. The main different between the two curriculums is about the
outcome whether technology is used as productivity tools or not. As advised by my supervisor, Dr. Sue, I choose the second one that student would use specific software for producing their artworks. As there is only one computer in the art room, it is hard to solve all the problems, such as the tight schedule in the use of multimedia laboratory computer room, shortage of software license, the insufficient equipment and the ability of the students. Although I have some experience in the teaching of graphic software usage in design, it is the first time I apply it to the senior form. Luckily, with the encouragement of my supervisor, I decide to try and trust on my belief.

My preparation for the curriculum Firstly, I need to do the preparation work. I have invited an IT technician to give me some technical advice before carrying out the curriculum plan. He told me about the requirement of hard disk and software; and he was worried that the hard disk of the computer in the art room and those in the computer room
might not be able to support the function of editing and movie-making. After obtaining the advice from him, I decided to keep the movie in not longer than 5 minutes and with limited effects only. Special thank is given to his kindness in helping me to find a user-friendly software in editing. In the early beginning, I have decided to use the professional editing software named Premiere. I borrowed the notes from other teacher and started to think of buying the book in order to have the trial versions software or download from the web. However, if I really wanted to do so, I should gain the support from my IT coordinator and the help of the technicians. Therefore, after the advice from the technician, I approached the IT coordinator for the help of the hardware; however, he could not support my plan with reason of lacking resource for specific subject needs. He had just advised me about the need of hardware in supporting the editing of movies with effects. Anyway, I thank for his advice, too. After the advice on the support of hardware and software, the other important
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thing is about the equipment. I have done a simple survey in asking students if they have digital camera or digital video camera at home. The result is quite good. Nearly half of the students have the equipment, which included the mobile phone (2), digital camera (2) and digital video camera (1). Therefore, I can carry out my plan for task one by dividing them into groups and ensure every group will have at least one camera. When everything seems running well except no additional computer is granted to the art room, I have been noticed by the technician that the new CAL room will only be available in the second term of school year.

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The implementation of the curriculum Task One: Myself (1) Students are asked to capture a short movie with sound and images to introduce and represent themselves. 16Dec2003 (double lessons) Art room* Expected learning outcomes: At the end of the lesson, the students should be able to: 1. Understand the project that they are going to do within this cycle. 2. Illustrate the idea through discussion 3. Understand the basic operation of video camera

Rationale on the use of IT in teaching the topic

IT acts as a capturing tool in recording what is happening in the class. IT acts as a stimulating tool that assist students in observing and capturing interesting things that related to the topic Myself.

Teaching procedures:
Duration (mins.) 20 Motivation Steps Object ives 1 Introduction of the projects Listen, clarify and raise Teachers activities Students activities IT teaching elements Capturing the to the students. Ask for the questions about the task. lesson commitment of the work. Distribute the Complete the questionnaire questionnaire and state the objectives of it 55 Development 2 Suggest grouping among students in helping each other in capturing the scene and developing ideas. Give suggestion and Exploration 3 Group into a small group of three and discuss on the possibility of their ideas.

support. Show and demonstrate the Take turn and operate the operation of the video video camera.
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As a stimulate tool

camera to each group. 5 Consolidation and conclusion Remind students to prepare their idea for the next lesson and look at the films in the advertisements.

The setting of the art room: (Teacher explanation)

The sitting/ grouping of the students: (small group discussion) Keys:

Student Video camera Teacher Working Table

Teachers computer

Descriptive summary: In conducting this lesson, I have prepared the video camera in recording the lesson flow. However, I give up at last and have only taken the introductory
section about the task and the requirements. It is not surprising me that all my students kept silence and wanted to keep away from the video camera. I am the only person who talks in front of the video camera.
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After I turn off the video camera, they all alive and start to raise questions about the task again. Their concern is not related to the contents of the task, but the technical problem of how to submit the file. The file size is usually large with sound and images included. Most of them do not equip with CD writer at home. Therefore, the main problem is the way of submission. Suddenly, a boy suggests that they can submit file through ICQ. He asks me to give them my ICQ account number. Then our dialogues begin with this question: T: I do not have any ICQ account. S1: How come? No ICQ account! S2: I believe that Miss does not have the account. S3: It (ICQ) is very common! S4: It is because Miss is a teacher. T: No, it is because I usually use email instead of ICQ. Would all of you give me your email account? So I can contact you in the long holiday. (Most of the students nod their head) S3: Email? I seldom check my email account! S1: Do anyone here does not have an ICQ account? (All students keep silence, which imply that they all have.) Thats right! The only problem is Miss Lam. Miss, you need to register an ICQ and it will benefit all. T: OK! I will! S1: Do you know how to register? T: I think I know, you just give the link. S3: That mean you dont know! I am afraid that Miss cannot do it. Maybe we can help you! S1: Thats right! S3: Use the computer at art room. (Both S1-boy and S3-girl are willing to help me) I settle the students by grouping them into different groups and try to think about the tasks Myself. However, the computer in the school can not connect to the ICQ. They feel disappointed. T: I can do it by myself. After I register, I will tell all of you my account number, OK! S1: Can you manage?
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T: Yes, it is not a problem! S1: But, remember not to type in English! During this double lesson, they all laugh and feel happy in exploring the video camera that I prepared. A girl even captures my interaction with other students. It attracts other students to view and trail on the use of video camera. I have prepared a questionnaire (1) to collect information about how they learn with computer in their learning. In answering question 9, students seem to be fear of revealing their time allocation in different activities. At last, they complete and return it.

Reflection / action consideration: Students enjoy teaching me about using of ICQ. It shows that they have keen interest in ICQ. ICQ affects students daily life a lot. They all love and interested in using
ICQ. Maybe I can make use of ICQ to communicate with them. It may create a communication network between teacher and students. Student is an expertise in some area, like ICQ. I can learn from them. Maybe they can manage the first task well. They are the expertise in computer. My first task Myself may be a good start for them to try on using video camera or digital camera because they show keen interest in capturing things and exploring the use of video camera.

18 Dec 2003 (double lessons)

Art room*

Expected learning outcomes: At the end of the lesson, the students should be able to:
1. 2. Brainstorm their ideas of the task 1. Outline their idea and prepare their work.

Rationale on the use of IT in teaching the topic

IT acts as productive tools in finishing the task.

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Teaching procedures:
Duration (mins.) 25 Steps Motivation and Development Object ives 1 Teachers activities Recall their memory on the task. Ask their progress of the task. Students activities Response to teachers question. Report the progress of their work. IT teaching elements

Encourage their thinking Try to present their ideas in by asking them to present front of the class. their idea. Ask their problems Raise their problem (if encountered and try to help necessary) them in solving the problems. 50 Exploration Give suggestion and support. 2 Suggest students to write the idea or script down. 5 Consolidation and conclusion Highly encourage students to drop down their ideas in form of words or sketches. Continue their work and Video is discuss among the groups. prepared for Write down their idea and student use. development process.

The setting of the art room: (students presentation) Keys:

Student Video camera Teacher Working Table

Teachers computer
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(small group discussion)

Descriptive summary: It is surprising that only 1 student requests for support (video camera), others seem to be alright. Some students ask if he/ she can use the Power Point in the task.
Student asks if they can work together and submit a group work instead of individual work. Whether they need to put their own image in the work is also an important concern of the students. They also ask question like: Can I separate the images with the sounds? A girl and two boys always voice their ideas and laugh at others.

Reflection / action consideration: Students put great concern on their images of the artwork maybe owing to the problem that they are afraid of being laughed by other students. I have to claim them down and ask them to think in a positive way. I have a dilemma on whether to stop their activities at once. On one hand, their
ideas are really creative and have created identification from others. On the other hand, they do not consider others feeling when voicing out their ideas. Therefore, I should encourage them to prepare and discuss their work in groups in order to have a mutual support among themselves.

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22 Dec 2003 (single lesson) Art room* Expected learning outcomes: At the end of the lesson, the students should be able to:
1. 2. 3. Present their artwork with description. Exchange idea with each others according to weakness and points of merits. Learn from appreciation.

Rationale of the lesson: Students can exchange their idea through the presentation of idea that creates the culture of appreciation among students.
Motivate learning through students appreciation. Students can learn from each others Develop a student-centered environment in the class. IT acts as a presentation tool.

Teaching procedures:
Duration (mins.) 5 Steps Motivation Object ives Teachers activities Listen and observe. Students activities Save their artwork to the computer. Present their idea and artwork in front of the class. (about 3mins each student) Students exchange idea IT as a presentation tool which assist the running of the presentation. IT teaching elements

20

Development

2 3

Add points and make

clarification whenever after ones presentation. necessary. Students criticize on Give encouragement to the others artwork. students. Based on the idea given by Listen other students, teacher makes the conclusion. Overall comment on the artwork and presentation skills.
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Consolidation and conclusion

Descriptive summary: Seven students out of twelve submit their works. Two files cannot be opened. They are in Power Point format. Besides, there are different format found in
the submitted works, it includes Power Point, Flash and video. 1 student claims that the file size is too large that she cannot bring it back. 4 students cannot submit their work. During the presentation from students about their works, all students seem to appreciate and enlighten by an artwork made by flash. Students are interested in others presentation. They are interested in knowing others information. The content of the submitted work mainly introduce the students background information, like name, age, class and habits. Most of the information is shown in texts. The source of sound includes imported sound files and direct captured sound from the speakers or actors in video taking.

Reflection / action consideration: There are many technical problems found during the task. Students show more emphasis and concern on the skills in doing the task than developing and expressing their idea. I should let them know what their weaknesses are and
provide technical support to them. So I decide to seek help from the technician. And I will provide them more time and space to do their work during the Lunar New Year holiday. During the time in preparing the following tasks, I have to decide whether to continue my initial plan or not. From task 1, I find that students works are lack of idea. They only finish the job. And there are technical problem caused by large file size from captured movie. Besides, they are not interested in editing their movie. A student responds that it is very complicated to do the editing and it takes a lot of time. They dont like to use it and to stay after school to finish the task. They also discuss with me that they find that the task is very difficult after I introduce the second task (in the initial plan) to them. Besides, the drop out rate of students in the second term has frustrated me a lot. I start to question if they can manage the tasks. The reasons for the dropouts are the heavy workload and difficulty in the task and homework. Therefore, I should reconsider the way to continue the tasks. I should plan it again so as to suit the ability of my students. On the other side, I set up a web site to provide a storage area for them. I plan to use the web site to announce the information and let students know what is planned to do in the coming lessons. I hope it can give them more information.
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I decide to plan another tasks for them. In order to restructure the plan, I will stop the tasks for a while and restart it again after I make the plan. It will be more beneficial than to continue the existing tasks now as both students and I need more time and space to re-assesses the tasks. After two months, I decide to carry out of the new plan. The tasks of the new plan are easier than the pervious tasks. This time I focus on the interest of the students and their real life experience. I will give them chance to decide part of the task and do something different from normal and usual pattern with the help of technology. I plan to upload their finished work into the public discussion forum for voting. I hope it can stimulate and motivate their learning. Besides, peer and self evaluation, and assessment will be conducted. Through which, I hope they can learn from others work and assess the work under the criteria suggested to be used for the HKCE 2005 visual arts. I hope they can understand more about their own work and the requirement of the examination. Apart from the new tasks, I also plan to modify task1 and use different way to redo the task. I hope student can express well in the modified task. The sequence will be task 2 the field trip and design, task 3 myself (2) and task 4 T-shirt design.

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Task 2: Leaflet design or short movie production Students are asked to design a promotion leaflet or short motive on behalf of the Hong Kong Tourism Development Council to promote the image and characteristics of an area in Hong Kong. 01 March 2004 (single period) Expected learning outcomes: At the end of the lesson, the students should be able to: 1. Discuss the destination of field trip together. 2. Raise opinion according to rational argument.

Rationale on the use of IT in teaching the topic

Enhance student-centered environment by giving a full democratic way to decide the place for learning and investigation. Concern the interest of students.

Teaching procedures:
Duration (mins.) 25 Steps Motivation and Development Object ives 1 Teachers activities Students activities IT teaching elements

Raise the issue: if you are Respond and give opinion Computer is going to have a field trip and provide evidence on ready for within Hong Kong, where their suggestion. is your destination? searching information on Hong Kong area.

Observe and guide them to Try to convince others to find a better area to study. support the suggestion.

5 5

Hold the voting.

Make voting

After voting, divide the Form groups class into 4 small groups (a voluntary based grouping) Conclusion Remind students to collect Listen and raise question relevant information about when necessary. the area they are going to
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investigate for the preparation of the next lesson.

Descriptive summary: Students enjoy the process of making decision on the destination by themselves. At the beginning, they dont believe that they can make their own choice. After
I explain to them, they know the reason and willing to voice their opinions. Nearly all students voice out their opinions, except a girl and a boy, they show less interest in the process of discussion. We have to vote because there is more than one suggestion. Before the voting, some students try to convince others by pointing that they can find more information of that area from Internet, so the preparation for the work is much easier. They suggest going every place they raise out within this year because it (outing) is better than staying at school.

Reflection / action consideration: My decision on letting them to choose for the area of study is correct, because
they enjoy this discussion. However, their reason for the final choice is only because it is near and convenience for them. Anyway, I hope they can enjoy the trip and can do the work better. Besides, I am surprised by their words that they can find the information from the Internet for the work. They may be quite familiar with searching information from the Internet.

04 March 2004 (double period) Expected learning outcomes: At the end of the lesson, the students should be able to: 1. Understand the requirement of the task (including the field trip and the product) 2. Design on the culture they are going to investigate in that particular
3. 4. area. Plan the route of study Make the duty allocation among group members

Rationale of conducting the lesson:

Enrich a co-operation environment, students are encouraged to
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learn from each other. Develop a sense of belongings as they plan the area for their study and also design the route for their own field trip. Provide an active learning environment for students IT (web site) acts as a presentation tool for teacher. IT acts as a searching tool.

Teaching procedures:
Duration (mins.) 15 Motivation Steps Object ives 1 Introduce the details and the requirements of the task they are going to tackle. if necessary. Teachers activities Students activities IT teaching elements Listen and raise questions Guidelines of the task and about the field trip are posted into the web. Students are asked to refer for details.

Distribute the notification Collect the form and bring back home for parents outing form to students signature. parent and ask for the permission of bringing their children outing outside the school hours. 60 Exploration and Development 2 3 4 Suggest questions that students should think about: 1. Design which area/ areas they are Group discussion according to questions and prepare the things for outing. Raise questions whenever

Use Internet to search information they need. Use email to exchange information. Print out the map from printer in art room.

interested in their need. study and study the information related to the area of interest. 2. 3. Find a map for the study. Design the duty of each member and decide the necessary things should bring during the trip.
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Observe and give support and advice according to students situation. Remind the submission of 5 Conclusion parents notification from for outings. Remind the time for outing and prepare for it.

Descriptive summary: One of a girl is surprised by the task. They are noticed that they need to prepare and design a promotion items or short movie on behalf of the Hong Kong
Tourism Development Council in promoting the area they are selected to people live outside Hong Kong. I tell them the guideline is prepared and they can be downloaded by themselves; however, a girl wants me to do her a favorite and print out the guideline and distribute to her. When I ask them to prepare a map for the trip, some of them wonder where they can find it. At this moment, some students suggest that they can find the map from the Internet. They are in groups but some groups seem have no ideas on what to do, but one group is very smart that they directly go to the teachers computer and make searching. While I am talking with other groups, I find that that group has already found the information they need. They are sending the information back home by email. I then praise for them. Other groups also gather around the computer. They ask that group emails the information to them, too. Before the end of the lesson, one group can submit its proposed plan to me. Other groups are still discussing without any result. They are asked to submit the plan before four oclock that day. However, there is still one group cannot submit the plan on the same day.

Reflection / action consideration: Students do not know and always lose their way when given time for their decision. Only small number of students can manage their work satisfactorily. I find there is a computer expert in the class. I hope she can influence other
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students as well. Students performance does not show they are well-prepared for the field trip. They think that outing is very simple and others will do the rest.

05 March 2004 (after school) Field trip outside school Expected learning outcomes: At the end of the outing, the students should be able to: 1. Capture the images and/ or sound segments for developing the product of the task
2. Gain experience on the way of collecting first hand information.

Rationale of conducting the outings:

Give a real life experience in collecting information based on the requirement of the task during field trip. Find first hand information in developing idea in the design. Arouse the interest of students and motivate their learning by conducting trips outside school hours

Outing procedures: 1. After the lessons (around 4:00pm), students and teacher gather in front of
2. 3. 4. 5. 6. 7. the school gate. Take transportation mean to the destination. Teacher clearly states the time and area for release. Students are going in groups to find the area of interest. Students follow the route they planned before, and capture images along the trips. Teacher goes with them and gives suggestion when they take photos. Release students at around 6:30pm.

Descriptive summary: A group suggests that they take a light railway train to Yuen Long instead of the West Railway train. They have planned the route. They find that they can
get off the light railway near to the place they plan to study. Therefore, I accept their suggestion. All of us go by light railway train. Other groups also agree. During the way to Yuen Long, I discuss with the groups and I find that some of
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them have downloaded the map and find much information about eating. They seem to have done the preparation work. After we get off the train, we start to walk along the street. All girls prefer to walk together. Therefore, boys also walk together. After walking for an hour, they find a famous food stall and eat. They take the picture for the food before they eat. They taste many foods along the street. Before dismissing them, some groups show me their photos taken during the trip. I remind them that they can take better photos in daytime.

Reflection / action consideration: I find that they all enjoy the trip; especially they can taste the food. I am
pleased in this outing experience with them because they are all interested in it. Although they do not take a very good picture, they still try hard to do so. I believe that I have made a right discussion to let them to have a field trip and get first hand information and experience instead of just ask them to find information and do the design.

08 March 2004 (double period) *computer room Expected learning outcomes: At the end of the lesson, the students should be able to: 1. Investigate the ready-made leaflets design and short movie from the web sites provided. 2. Explore the use of graphic software in designing the task.
3. Compose the images into a design.

Rationale of conducting the lesson:

IT acts as a stimulation tool for them to explore different alternatives in the design IT acts as a searching tool in finding resources.

Teaching procedures:
Duration (mins.) 15 Motivation and Development Steps Object ives 1 Show the links to students Watch and answer the and ask them to explore the design according to their color and
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Teachers activities

Students activities

IT teaching elements IT as a

questions from teacher in presentation the color and composition tools and of the design find in the stimulates

composition used. 10

Internet.

students thinking. IT as a production tool in the making of design.

Demonstrate the simple Watch teachers function of Photo Impact, demonstration like drawing tools, distortion and light effects

45

Exploration

2 3

Give help and support during students working. Observe and ready to answer questions from students

Hands on experience in using graphic software in designing the leaflet or develop short movie. (Students can search from the Internet to find suitable resource for their design.

10

Consolidation and conclusion

Conclude the important Listen design elements in design leaflet Remind the submission date of the task.

Descriptive summary: They are given the hand on experience in searching and producing their work.
However, two boys always surfing on the Internet and do not process well to the job assigned. When teacher walk near to them, they just go back to the Photo Impact window and do the work slowly. Some of students are very attentive in watching the demonstration from teacher. During the work, teacher walks around to help them in the using of software. They show little confidence and unfamiliar in using the software. Two girls have finished their works at home. They show them to each other and also show them to me. I give some comment on it. They start to modify their work and explore other alternatives from the software. I ask one of the girls try to use flash to produce a short movie. She replies that she tries this last Sunday at home and it causes eight extra hours, but nothing can be done. She forgets the way to make flash movie although she have learnt in junior form and from the book. Therefore, I invite her to stay after lesson and I will explore together with her. However, she refuses with the reason that she is busy today because
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she has extra tuition after school. Besides, she also needs to prepare the test for tomorrow. Therefore, I do not force her, but make a remark that I will stay at school before five oclock everyday. If she has time this Friday, we can discuss how to use the Flash program together. On Friday after lessons, when I talk with my form one class, she has already waited for me outside art room. After I settle my work, I go to art room and she is still waiting for me. I am pleased to see her. We work together with the Flash program. In the beginning, she shows impatience as nothing has been done. She is so discouraging to say that: I have tried for so many times and nothing can be done. Even with your help, it is not working. Let the work be that, I can submit the poster, I need to go back home and make the revision of other subject. Nothing I can do! I will not do it any more. It is enough! I just encourage her to try and stay longer time. I believe that we can do it. After something is done, I feel that she wants to stay. Although she have repeatedly said she need to go back home, but her hand still hold the mouse and do not satisfy with her work. She has made amendment for many times. It is already 7:30pm, I ask her to go back home and try again later. Her response is that she will not modify it any more because she has a lot of homework to do. She has more than 2 tests and a dictation next week. However, I just say that if you have time, try to modify it later. I am looking forward to see your work. Then we leave school together.

Reflection / action consideration: I understand that the role of teacher is a facilitator to give support and nourish students self-actualization in learning as mentioned by Cheng (2001). I observe the change of the girl (S4) in learning. She is a hard working person, but does not know the direction to go. Therefore, she is easily given up and
only makes the thing done at time she decides to give up. I know her well because I am her art teacher for 4 years. I have talked with her when she wants to drop the subject of visual arts. I know she is lack of method to express and learn. The important thing for her is to encourage and share with her. This time, I do it. She is willing to learn and put affords again. I believe that she can have great improvement after this experience because it is proved that satisfactory achievement is built on exploration by her.

19 March 2004 (single period) Art room* Expected learning outcomes:

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At the end of the lesson, the students should be able to: 1. Present their artwork with description. 2. Exchange idea with each other according to weakness and points of
3. merits. Learn from appreciation.

Rationale of the lesson:

Students can exchange their idea through the presentation and hence creating the culture of appreciation among students. Motivate learning through students appreciation. Students can learn from each others Develop a student-centered environment in the class. IT acts as a presentation tool.

Teaching procedures:
Duration (mins.) 5 Motivation Steps Object ives Briefly explain the procedure of the lesson. 20 Development 1 Listen and observe. Save their representation files to the computer. Present their findings and IT as a idea of artwork in front of presentation the class. (about 3mins each student) Students exchange idea after ones presentation. tool which assist the running of the presentation. Teachers activities Students activities IT teaching elements

2 3

Add points and make clarification whenever

necessary. Students criticize on Give encouragement to the others artwork. students. 5 Consolidation and conclusion Base on the idea given by Listen and complete the other students, teacher evaluation forms. makes the conclusion. Overall comment on the artwork and presentation skills.

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Descriptive summary: All students have produced their PowerPoint for presentation. They present their ideas through different ways. It is found that a girl uses a cartoon to
introduce the experience from the trip. Other students are very interested in her presentation. They say that it is very interested to use cartoon instead of using words only. One of the boys presents his trip with clear and systematic Power Point. His performance has surprised me and other classmates. The presentation of other boy also surprises us because he presents in English. The content is simple, but he put efforts to finish the work and can submit it on time. It is a great improvement for them (2 boys).

Reflection / action consideration: The most significant change is found from the boys. They really do the work and submit the work on time. It may be resulted from the self-determination of destination in this trip by them. As view from the emerging pedagogy from
Voogt in press, the aspect of active is an important pedagogy in the information society. It is proved that students are motivated by the active learning. I observe that students are interested in real life experience task and enjoying the self management during the task. I can make use of this point and design another task that can motivate their learning. It is hoped that with higher motivation, creativity and critical thinking among them on the task can be derived.

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Task Three: Myself (2) 10 March 2004 (single period) Art room* Expected learning outcomes: At the end of the lesson, the students should be able to: 1. Present the things that ones selected to have identification meanings of oneself.
2. 3. Get idea from peer appreciation and feedbacks Develop their own idea in presenting the theme

Rationale of the lesson:

Students learn from stimulation and opinions from each other. Interaction among students is better than the sole idea development within student himself/ herself.

Teaching procedures:
Duration (mins.) 5 Steps Motivation and Development 1 3 Object ives Teachers activities Gather the students to prepare the presentation. Students activities Prepare and present the things that they select to represent them. IT teaching elements

30

Ask questions and stress Every student is given the importance of the opportunities to present the meaning of the things that things. they selected. Other students give comment on the representational or identification meaning that students present.

Consolidation and conclusion

Conclude the idea and ask Listen and aware of the them to take the pictures points. and/ or scan into images. Remind the importance of
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IT acts as a production tool.

combining meaningful images in the task.

Descriptive summary: Only four girls and a boy have prepared the things which best presenting themselves for this lesson. The other girl and two boys only listen to others presentation. Therefore, I ask them to find the things from their surroundings that best representing them. Some of them just choose their school bag, student
card and pencil box to present them. The reason they give is that they like the thing or it includes his name or he likes the color of black and white.

Reflection / action consideration: Some students do not perform well when they are asked to do the preparation before the lesson. They only do the thing superficially. I cannot find their presentation with deep understanding and meaning on it. In order to make them concern and aware of the visual elements in composing
the images they selected, I will give some interactive CD for them to study in the next lesson. I hope it can help them to develop the sense of using visual elements in their work.

24 March 2004 (double period) Art room* Expected learning outcomes: At the end of the lesson, the students should be able to: 1. Understand visual elements like lines, color and unity, etc.
2. Compose the images in the artwork.

Rationale of the lesson:

Interactive software can help to stimulate learner to learn better instead of learning from the words of teacher. They can explore and control the pace by themselves. IT acts as a stimulation tool to stimulate the thoughts of students. IT acts as a presentation tool for presenting the others artworks for the students. Learner can construct their learning through experience gained and others artworks.

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Teaching procedures:
Duration (mins.) 10 Steps Motivation and Development Object ives Teachers activities Present images and pictures to students in order to stimulate their thinking about their artworks. 20 Exploration 1 2 Students activities Watch and listen IT teaching elements IT acts as presentation tool in the beginning of the lesson.

Prepare the CD-Rom for Watch the CD Rom (about IT acts as a students investigation and 20 minutes per group) and source of study. do their artworks information. according the allocation of Arrange the computer and resources. IT acts as a the resource according to production the environment. tool in doing the task Learn and practice.

45

Consolidation

Teach the use of the software individually. Observe and give help and support to the students.

Conclusion

Distribution of the evaluation forms and making of remainder for the upload of files to the web for peer evaluation.

IT acts as a place for appreciation among students.

Descriptive summary: The CD is an interactive software for student to explore the visual elements and design principles. It is found that one group of student (mainly boys) concentrating on playing the game provided from the CD, instead of reading and listening to the contents. They play the puzzles again and again.
Since it is a group viewing of the CD, the other students make use of the opportunities to talk with each other and discuss on the color used and how lines are used in the artists work. I encourage them to find the way to present and express their idea by learning the styles and the ways those artists present their work.
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Students are interested in the CD than doing their artwork. A student says that she likes to compose the puzzle. Others complain on the difficulties in using notebook computer in doing their work.

Reflection / action consideration: Educational CD can enhance students learning and discuss on the topic in a group. However, it provides opportunities for students to choose what they
want; it is found that some of the students are only concentrated on playing. Once again, it depends on the willingness and self-control of the students. Whether they can learn or not, it depends much on them. The role of teacher is to provide and select a suitable CD for them and encourage them to explore. How many they can get seems to be a question that teacher cannot answer. Maybe the answer will be reflected from their artwork. I believe that learning is a continuous and ongoing process. The students have tried to explore the CD in many way, one playing the puzzle; and one use it to learn the visual elements. At least, in this lesson all of them are doing the work.

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Task 4: T-shirt design 15 March 2004 (double period) Art room* Expected learning outcomes: At the end of the lesson, the students should be able to: 1. Appreciate the artwork of Dali. 2. Develop a mind map for the development of idea.
3. Develop an idea from Dalis artwork to a T-shirt design.

Rationale on the use of IT in teaching the topic

Students can be a self-learner in study the artwork of an artist from book or Internet Students can learn from each other through the development of mind map IT acts as a searching tool in the task

Teaching procedures:
Duration (mins.) 5 Steps Motivation Object ives Teachers activities Students activities IT teaching elements

Introduce the task and Listen and raise questions clearly state the procedures for clarification of the task and requirements of the task.

Development

Present useful websites for Watch and listen the information of Dali Arrange the resource and distribute the paper. Observe and give help Follow the instruction and read the materials from books or Internet. (Every group can use the Internet for about 15 minutes, and read the book for another 15minutes.)

Presentation tool and searching tool

30

Exploration

35

Consolidation

Discuss with groups about After reading and their choice and idea watching, they develop the
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development.

idea of T-shirts in the group through the drawing of mind map. Every student makes sketches for the T-shirt design.

Conclusion

Remind the presentation of artworks from Dali in the Listen following lesson.

Descriptive summary: The resource allocation is quiet satisfactory. Students have followed the rules to search information from books and the Internet in groups. The arrangement is good under limited resources of the computer in art room. They are surprised by the images and styles from Dalis artwork. They watch
the images and talk with each other. They are finding their idea in the design. I am surprised that they are not focusing on the characteristic of Dalis work, but the images that interested them. Although I talk with them the characteristic of Dali, they still insist on their choice of idea. The mind map a group focusing on is the practical aspect, like the price and size. After the discussion with them, they start to think about the colour and images used. However, they will use the image of the back of female. They only reason given by them is that they are attracted by it. Being a teacher, I do not want them to use this image; however, if the self-interested and self-directed are the goals of the task, then why not the images of a female back in their design. Therefore, I only remind them that the design should reflective the characteristic of Dali and the decision is left on them. The other group (all girls) is very concentrated on their work. I can hear that they have designed the T-shirt for different family members. The images are chosen from Dalis artwork but I cannot find the relationship with the characteristic of Dali. Anyway, I think they have already viewed the task on different perspectives. The work of Dali is only the starting point to think a step forward. Overall, they are on the right track.

Reflection / action consideration: The choice of images from the students seems out of the requirement from the
task. It cannot really reflect the styles of Dali, however, they are trying to think in another way to design the T-shirt. They put the emphasis on who is going to wear the T-shirt and which things will be most attractive from their point of
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view. Maybe others will criticize that they are out of the theme, but I find that they are creative to certain extent. The goal of the task is to help them to think thoroughfully and be creative; therefore, the aim of arousing students creativity through this task is being achieved. On the other hand, they have to be aware of the importance elements and requirement of the task, otherwise their marks will be deducted in the public examination. As a result, I plan to let them explore more on Dalis work and do the presentation of Dali in the following lessons.

17 March 2004 (double period) *computer room Expected learning outcomes: At the end of the lesson, the students should be able to: 1. Explore the artist Dali 2. Create a Power Point for group presentation

Rationale on the use of IT in teaching the topic

IT acts as searching tool and production tools

Teaching procedures:
Duration (mins) 5 65 Steps Motivation Development and Exploration 2 Discuss with students 1 Observe and ready for answering questions Discuss which parts will be included in the presentation. Hand on experience in producing Power Point 10 Conclusion Conclude the points from observation. Listen and /or modify their work and idea. Object ives Teachers activities Divide students into groups Students activities Grouping Search for information of Dali. IT teaching elements IT acts as searching and production tools.

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Descriptive summary: They are very busy in capturing the images from Dalis work. They make use the saving area in the Internet to store the work and share among themselves.
Girls are more concentrated on their work than boys. Within the lesson, the group with all girls has prepared all the information and tried to compose them into PowerPoint. However, the group for boys is still surfing and seems dont know what to do. Boys are off-task as they are talking things out of the task. Thats why there is nothing done in this lesson. Remarks: the girl in the boys group is absent this lesson.

Reflection / action consideration: It is good to see that a group with all girls can make use of the technology (saving area in the Internet) to communicate and divide job successfully. They can make use of the convenience of technology to collect information and share among them. As a result, work is done.
I think there is problem in assuring the quality of students surfing in the Internet. Although the guideline is given, some of the students still surf around and do not concentrate on the task. What should teacher do in this situation? It is a good question to investigate. My work is to let the student know that there is requirement to be followed and teacher will know what they are doing. I talk with them sincerely and want them to be on task again. Though I have reminded them, the quality of the work and the time usage are still their own responsibility. What I, teacher, can do is to find an interesting website for them and set an interesting topic for them. However, as everyone is unique, the level of acceptance will be varied from students to students. Teacher should be aware of the individual difference and learning styles of students as mentioned by Haymore, Ringstafff & Dwyer, 1994 and Peeno, 1988.

26 March 2004 (double period) *computer room Expected learning outcomes: At the end of the lesson, the students should be able to: 1. Explore the different effects from the software. 2. Design and create the T-shirt with the graphic software.

Rationale on the use of IT in teaching the topic

IT acts as a production tool
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IT acts as a stimulation tool when students are doing their design, students can observe the result of different effects immediately. It provides alternatives for making the design. Besides, students need to give critical response on it and decide what the best design is. IT acts as a communication tool for sharing the T-shirt sample through web.

Teaching procedures:
Duration (mins.) 5 Motivation Steps Object ives Give hint for their design of the T-shirt. 20 Development Suggest students to draw a Draw the shape of T-shirt sample (the shape of the by Photo Impact. T-shirt) first and share among their group members. 45 Exploration 1 IT acts as a production Group into small group Teachers activities Students activities IT teaching elements

tool. Share their sample within IT acts as the website saving area. communicatio n tool for sharing their T-shirt sample and design.

Observe and give help. Explore the different Give comments and effects provided by the suggestion on their design. software. Motivate them to think deeper. Draw and design the T-shirt individually.

10

Conclusion

Give comment on their use Listen and modify the of the software and their design design if necessary. Upload their design for appreciation among the class.

Descriptive summary: Students work with the graphic software in drawing the shape of the T-shirt. In the beginning, they draw it individually. Therefore, the shape of T-shirt in the same group is different. Lastly, they accept my suggestion and choose a sample
among their group. Base on the sample of the shape of T-shirt, they design
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individually. Some of the students ask their member the way they draw. Initially, they use the free line to draw, the result is not satisfactory. After they watch one of the students draw the shape with other tool, they learn and draw. The way to transfer the images into the T-shirt requires the help of the software. I demonstrate to some students during their work. They find interesting and willing to try. However, I can observe that a girl does not willing to erase part of the work. The reason given by her is it is very difficult. If redo again, she is afraid that she cannot produce it again. It is because she is quiet satisfied with her present design. I do not force her to erase it, but rather encourage her to make another design. I suggest that the second attempt of the design may be better than the first attempt. She may design a better one. Therefore, she has done a second design. She is satisfied with her designs. I also delight with her effort taken. On the other side, the boys are really on task and do their work this time. The way they do is to copy and paste the images. I encourage them to think more on the composition, like the contrast of size and color. Their reply is changing the color of the image is very difficult, they are not willing to do it, but they have tried to resize the images on the T-shirt. A boy tells me that he doesnt know the way in transfer the image into the T-shirt. After my demonstration and the work from his group, he is willing to try and finish the work in the lesson.

Reflection / action consideration: I observe that student prefers the easy job and make the things done than investigates more on the task. Luckily that the software provides a convenience in making the things done for all students with all level. It also provides stimulation for students who are willing to explore more and do more. The
software is just a tool, the most importance point is the way we use it. We can use it as a simple tool to just copy and paste; we can also explore its possibilities in enriching the design. It is all depend on the belief of us. The tool is ready, but some of my students are not ready yet.

30 March 2004 (single period) Art room* Expected learning outcomes: At the end of the lesson, the students should be able to: 1. Present the artist Dali and present their group work and their idea of development with description.
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2. 3.

Exchange idea with each others according to weakness and points of merits. Learn from appreciation.

Rationale of the lesson: Students can exchange their idea through the presentation of idea that creates the culture of appreciation among students. Motivate learning through students appreciation. Students can learn from each others Develop a student centered environment in the class. IT acts as a presentation tool.

Teaching procedures:
Duration (mins.) 5 Steps Motivation Object ives Teachers activities Briefly explain the procedure of the lesson. 1 Listen and observe. Students activities Save their representation files to the computer. Present the artist Dali, and their T-shirt design and idea development in front of the class. Students exchange idea after one groups presentation. Students make comment on others artwork. IT as a presentation tool which assist the running of the presentation. IT teaching elements

20

Development

2 3

Add points and make clarification whenever necessary. Give encouragement to the students.

Consolidation and conclusion

Base on the idea given by Listen and complete the other students, teacher evaluation forms. makes the conclusion. Overall comment on the artwork and presentation skills.

Descriptive summary: The group with all girls can present their work more systematically. They
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include not only the things about Dali, but their idea development. The mind map and idea development of each member are also included. Their presentation is quiet good with clear and systematic sequence in presenting their information collected and showing their idea clearly. However, they still need to understand more about the way Dali creates his work. The information of other group in the PowerPoint is just copying from the Internet without selection. They just copy the content in English and directly put them into the PowerPoint. When they talk about their idea, they use Chinese again. From this, it reflects that they are just making the things done and dont put efforts on it. The girl in that group replies that the other members (3 boys) have done nothing. The whole PowerPoint is done by her. This is what she can do within the limited time and limited help. And she also needs to spare time in making her T-shirt design.

Reflection / action consideration: The cooperation among students is an important factor contributed to the success of the task. Teacher can organize the activity, but the effort of participation from students is needed. I observe that the group with simple presentation is attracted by the work from other group. It is hoped that they can
really learn from others. At last, they should have the ability to distinguish what is better and how to work for it. One of the objectives of this lesson is to learn from appreciation through the exchange of idea among the group and students. I think it has been achieved but their quality of work is varied. I think that it is only the starting point for them to learn. The further action I can take is to upload their design to the Internet and let other (not only the students of the class) comment on their work. It is hoped that it can motivate them more and put more effort on their work.

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Appendix II Interview Transcripts

The interview is conducted in Cantonese; I choose social workers room for this interview. The room is decorated with soft toys and books. It is neat and tidy. The room gives people a sense of warmth and unity. I am sure that students would like this environment and are more willing to give their opinions. The dialogue between teacher (T) and students (L, S, La, H, W) are recorded as the followings: 1. T: After the completion of 4 tasks, I would like know more about the process of your work. I will ask you some questions; you can rise up your opinions freely or may be I will ask one of you to answer it. Trace back to your secondary one to three, how do you think about the teaching and learning of art and design? Very happy! Why? Because of the teacher. Anything else? Its very hard, especially as the leader of the class. Yes, it is very hard! Ok, lets focus on the content and the method used in the teaching and learning. What are your opinions? (Students keep silence for a while) That time (secondary one to three) is better than now (secondary four)! Why? Because it is not drawing anymore. It is not? Now it is not related to the subject of art. It is also not when we were in secondary one to three! It is better than the present time. At that time, we learnt print making.

2. 3. 4. 5. 6. 7. 8.

L: T: L: T: S: La: T:

9.

L:

10. T: 11. L: 12. T: 13. 14. 15. 16. L: S: L: S:

17. L: At least it is a kind of art, but now I dont know what it is! 18. W: It is called visual art. 19. L: Now it is computer!
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20. S: 21. T:

It is a computer lesson! You think that it is a computer lesson now. (Teacher turns to other student and asks her view)

22. T: How about your view? 23. H: We use computer now! 24. T: You said we use the computer now, then, do you think it is good or bad? 25. H: That is good! If one know how to manipulate it, then it is good! 26. T: If one knows, then it is good. How about your view? (Teacher turns to other student) 27. L: If you dont know, then it is not good. (We all laugh) 28. T: 29. L: Really? Any thing you want to add? Thats why we should put more efforts in training and practicing the examination papers in the following weeks! It is not necessary to do that kind of work (task 1 to 4 that is related to the using of computer in completing the job). You (teacher) can just give us the topic and let us finish it at home. It does not need to use the time in the lessons. Do you think that is good? We just practice the examination paper in the lessons. Thats it! How about you? I think that the use of computer is good! What is the reason? Because she knows computer well! (All laugh) She is an expert! Why? Because I know how to use it.

30. T: 31. 32. 33. 34. 35. 36. 37. 38. L: T: W: T: La: S: T: W:

39. T:

Ok! As mentioned by L, we can do the computer work at home and Focus on the examination paper in the class. What are your views? 40. La: Thats good! We do the computer work at home is better than in school since it is lack of resources in school. 41. T: What do you mean by resources? 42. L: It is more convenience. 43. La: It is easier to find the resource (search) at home. We have sufficient time at home! The time schedule is tight in school. 44. W: The equipment in school is not powerful. 45. H: It (the speed of the computer) is very slow!
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46. La: Compare with my computer at home, it is faster! 47. L: It is very slow that it takes nearly 5minutes for loading! 48. T: Thats why you think that it would be better to do the job related to computer at home and practice the examination paper in the lessons. 49. H: Yes! 50. S: Drill and drill, practice and practice all the time! 51. T: 52. L: 53. T: Do you mean that all of you want to focus on the examination paper in our teaching schedule? Yes! Yes! Then, how about the third part of the examination? That is the student portfolio that needs to be completed in secondary four and five. It is not a problem. You can give us some topics and let us do it at home.

54. L: 55. 56. 57. 58.

T: How about you? H: Nm! T: It is not a problem. Do you agree with him? H: Yes! We will complete different tasks at different stage according to the schedule. We will report to you and let you see what we are working. Then, we can complete it on time. Nothing has been finished at this moment! (We all laugh)

59. L:

60. S:

61. T: It is terrible! 62. H: I am not really understood about the third part of the examination. 63. T: The third part of the examination is to do the four pieces of art work and assess by your teacher internally, then we will submit your work and the grade to the HKEA for finally assessment and judgment. 64. H: Oh! 65. L: 66. T: 67. T: It (the assessment) is subjective! That is why you think that drill and practicing of the paper is better. OK, we talk too much about the content, lets discuss the method. As mentioned by L, he said that draw is better than the use of computer. However, W said that use of computer is better. Then, what do you think about the difference between
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68. L: 69. T: 70. S: 71. L:

this two? Computer is so troublesome! Why is it troublesome? If we dont know how to use it, then it causes trouble! That is why when I open the Photo Impact, I just keep on watching without any idea came to my mind and do nothing finally! We can draw something very beautiful. Computer can create a lot of special and nice effects, but I dont know and can just sit in font of it! How about you? You said that when comparing with the

72. S: 73. L: 74. T:

traditional method, use of computer is better. What is the advantage of using computer to draw? 75. W: It (computer) is faster. We can complete the mixing of color by one click. 76. T: 77. T: 78. L: 79. S: 80. T: 81. S: 82. T: 83. L: 84. T: You think that computer is faster. How about your view? The traditional way is more touching() and we have the feeling about it. There is less variety () Which one has less variety? Computer! Computer has less variety? It is a big difference to draw a piece of artwork by brush than to use the computer. You said there is a big difference. Which one you think is better?

85. L: You can use a paint brush with colors and you can have the feeling on it. However, if we use computer to draw, you need to hold and press the mouse and look at the screen. That feeling is totally difference from drawing with a print brush! The color in computer is not the one you like. 86. La: By using the paint brush, you can directly draw what you think and what you like! 87. L: It is the difference between artistic artwork ( ) and practical artwork (). 88. T: (Look at La) how do you classify the kind of artwork you said?
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89. La: It is a non practical (artistic) artwork. We draw directly what we think and feel, and do not need to use the computer to present our idea. It is an indirect method to use computer to draw. 90. L: That is while you are walking and see an old man, you can draw him immediately. If you see trees, you can draw them directly. (We all laugh) How would you classify the 4 tasks you have done?

91. T:

92. La: The task for Yuen Long is a practical artwork. 93. L: All the tasks are practical artwork. 94. La: We use the digital camera to take the picture of Yuen Long, which is practical. 95. 96. 97. 98. L: La: L: T: For me, the artistic artwork should be drawn by paint brush! Thats right! It is absolutely not drawn by computer! You view is that artistic work must not work through computer. It is only drawn or done by our hand, like crafting and painting, etc. We cannot create artistic artwork through computer. How about you? (Face to W)

99. L: 100. S: 101. T:

102. W: Can be! 103. T: You think that we can create artistic artwork through computer. 104. W: Yes, for example, an artistic artwork can be a beautiful package design that made with the assistance of computer. 105. T: How about your opinion? (Face to La) 106. La: It (artistic artwork) is a kind of reflection of ones thinking and feeling. Practical artwork usually has its practical meaning. For example, you draw a picture of a garden; you are only telling people what features in the garden only. However, if you are making a artistic artwork of a garden, the artist would like to tell something to the audience. And let the audience know what the artist want to express. 107. T: What do you think? All the tasks we done are artistic or practical artworks or anything else? 108. H: Yes! They are all artistic artwork. 109. T: Why? 110. H: Because I create them with my heart and reflected my thinking on my works. 111. La: No! The promotional leaflet that we did should be classified as
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112. L:

practical artwork. Because the aim is to let other know where we can find special and delicious food in Yuen Long. It is a computer product.

113. T: That is why you think that it is not touching. 114. L: Yes! 115. La: If you use computer, you can del the work you done. However, if you draw with brush, it takes a long time to finish. Thats why you are not willing to throw away the artwork you drew. 116. L: I am willing to throw the work that is not good! 117. La: I will not! 118. T: That means if you draw with paint brush you are not willing to 119. L: 120. T: 121. H: 122. W: 123. La: 124. H: 125. W: 126. L: throw it, but if it is made by computer, you will simply delete it. I do not pay much attention or efforts in doing the work with computer. I will only go to the web site I like. What kinds of software you have used in these tasks? Photo Impact. Photoshop. Words. Power Point (Look at L and laugh) No! I havent used it! is less capable. (All said L had used )

127. W: You used it in the task of Yuen Long. 128. L: Yes, it seems I have forgotten it. I have deleted it. 129. W: What kind of software you use at last? 130. L: It is not yet finished! (We all laugh) 131. T: 132. W: 133. L: 134. W: Ok! You use Photoshop at home. Yes! Photo Impact. Flash.

135. H: Power Point. 136. La: I use three kinds of software. That is Photo Impact, Power Point and Words. 137. T: How do you feel when you use the tools provided by the software? What is your comment on the way you use of the tools? (No response)
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138. T:

If you are given a choice, what kind of method will you choose to complete your tasks? 139. La: Use brush! 140. L: Use paper! 141. S: Use color and brush! 142. T: These are not computer. How about you? 143. H: Use brush! 144. W: 145. L: 146. H: 147. T: 148. L: Use computer! I will use the brush. There is a drawing tool brush in the software! Thats right; the software also provides a drawing brush.

The one provided by the software is only an imitation to the traditional paint brush, it is not a real brush! 149. W: You can hold the mouse just like you hold the paint brush. 150. T: That means you like to use the traditional method and hold the ordinary paint brush to draw. How about you? 151. H: Use our hand to hold the brush to draw. 152. T: Now, if all of you are given a choice to either use the traditional methods or computer software to complete the task of Myself II 153. S: 154. T: 155. S: 156. T: 157. T: 158. S: 159. L: 160. T: and promotion items in the task of Yuen Long. We dont have enough time to draw! Do you remember I said you can have your choice? Yes! If I have sufficient time I will. Yes, you have limited time to submit your assignment. (Silence for a moment) It is surprising to me that none of you choose to use the traditional paint brush?

Faster! Because it (use of computer) is faster. Using computer in doing the tasks is faster than the use of traditional paint brush. 161. La: It is not the truth () 162. S: 163. T: That is truth! It is not enough time! (Face to La). You have asked me if you can draw in an ordinary way.

164. La: Yes! It is because I want to try another method in doing the work. 165. T: Then, what is the outcome?
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166. La: The result is just on average. 167. T: Can you do it better by using paint brush? 168. La: It is because I am not familiar with the computer tools at that time! 169. T: That means you can do it better by using brush. 170. La: Yes, I think it is. 171. H: Computer software provides special effect! It can create an exaggerate effect. 172. T: Thats why you choose to use computer to finish your tasks. 173. H: Thats right! 174. T: Any experience you gained from the tasks? 175. L: (Silence for a moment) It is painful () to use computer in the tasks during the process. (We all laugh) 176. L: 177. T: I only know surfing on the web! The use of computer is a difficult job. How about your view? (Silence) 178. H: It is difficult sometimes only()! 179. T: What do you mean? 180. H: Sometimes you can complete it very fast and it is not painful! 181. T: If you can complete it within a short period of time, then it is not a hard job. However, is it a nice work? 182. H: Sometimes, I delete the good things by mistake. 183. T: You will explore other special functions with the software program provided when you do your tasks. 184. H: Yes! 185. T: How about you? 186. La: I think sometimes it is good in using computer, but sometimes it is not. 187. T: Why? 188. W: When the computer is hanged, it is not good! 189. T: During the process of doing the tasks, most of you focus on using computer as a productive tool. However, computer is not the only thing you utilize during the learning process. 190. La: We use our brain! (We all laugh) 191. T: We all use our brain to think.
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192. La: Of course, I have! 193. T: When comparing the 4 tasks with the other project before, what is the difference in the aspect of brain usage? Do you need to think more before you do the task? 194. La: Of course, we need to explore the way how the computer work and create the work. Before, we only need to have the idea then we can draw it out, but now we need to explore the tools that can create the functions or the effect we desired. 195. T: Thats why it is an unforgettable experience? 196. La: No, it is only a painful experience! 197. T: What is the most memorable thing you gain in the tasks? 198. La: 199. L: 200. T: 201. L: 202. T: The trip to Yuen Long. I have an idea to break the computer! Why? I cannot finish my task with it and have to do the task for a long period of time! I want to say something about the four tasks. The first task you just captured the sound and images. The second task you had gone to Yuen Long for field trip, and took the photos for the work. The third task you were asked to rearrange the things that can represent yourself and you have been provided a chance in working with an interactive CD Rom in exploring the visual elements, design principles and other artists work. Lastly, your work (T-shirt) has been uploaded to the public discussion forum to get others comments. And then we will print out the design by printer and iron onto the T-shirt. Hence, we use more than the computer. What do you think about these 203. L: 204. T: 205. L: 206. T: experiences? You mean the 4 tasks? Yes! They are very difficult! Do you think there is any difference between the traditional learning in the classroom and a field trip that you can upload your artwork to a public discussion forum for public access and comment. Thats good for the field trip because we can do something special that cannot do it in the lessons, for example, we can taste the food in Yuen Long.
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207. L:

208. La: We can investigate the feature of eating in Yuen Long. 209. T: That means it is a good experience to have a field trip? 210. La: Yes! It is better than only searching the information from the Internet. 211. L: It is better than surfing in the Internet. 212. H: It is more real! 213. W: We can explore and experience more things. 214. S: 215. T: We can get something special that cannot be found in the Internet. That mean you can get first hand information in the field trip. It can also provide you a more active experience than only stay in the classroom for doing the task. Right! Good! What do you think if we organize some outings in the related topics in our curriculum? Good! Absolutely good! Why? It all depend on how your requirement on the task. You are asked to search the information from the Internet before you have the field trip to Yuen Long. Or you will use the computer in your presentation. Is there any convenience that brought by the use of computer other than only use it for producing the artworks? 222. T: (They all keep silence) The software you mentioned before, like Photo Impact, Photoshop and Flash. They are only productive drawing tools. Other than that, did you use other tools during the process? Yes, I use the Internet. What is your aim? Find the maps, find the pictures and surfing in the Internet. That is why it reminds me that you can upload your artworks to the discussion forum! What is the difficulty in working with computer? It is the use of software program! Did you learn all the software programs during your secondary

216. L: 217. T: 218. L: 219. T: 220. L: 221. T:

223. L: 224. T: 225. L: 226. T:

227. L: 228. T:

one to three? 229. W: The things taught were very basic. 230. La: It is not practical!
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231. L: 232. T:

Very basic and simple! For example, it taught PowerPoint in secondary three. We can learn it by ourselves! You think it is not practical.

233. La: It is because we just learn it to complete the homework. It (the lesson) will not ask us to collect information under a specific topic. We just follow the steps it taught in using the software to complete the assignments. 234. T: 235. L: 236. La: 237. L: 238. T: 239. T: 240. L: 241. T: 242. L: 243. T: 244. L: 245. T: Ok! What is your role in all the tasks? Student! That is the students who do the assignments! Students that teach by you! We have taught you in return! Can you give me an example? (All said that they teach me about the communication with ICQ) Do you think it is a happy job? Of course! You teach us for many times, we have the chance to teach you! I would like to ask about your view in uploading your artworks onto our web page. Of course good! Why? Our work can be reached by other people. Sorry, I dont mean the public forum, but the simple web page that I made to share the artworks among ourselves.

246. H: Thats good! 247. La: However, some people do not upload their works and we cannot share. 248. T: Do you know more when doing the peer evaluation? 249. La: Yes! 250. L: Only if we really do it. 251. T: Is it good to upload the lesson schedule and arrangement in the web page before lessons? 252. L: Of course! It gives us more details. 253. La: It is better to print out the guidelines for us before every task. 254. L: No, it is wastage of paper! It is better to upload them onto the web page. 255. La: Thats right! 256. T: Do you go to the web page frequently? 257. L: Sure! It is because we need to do the assignment.
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258. La: I will print it out. 259. T: Among the 4 tasks, which one you like most? 260. La: T-shirt! 261. W: 262. S: 263. H: 264. L: 265. T: 266. L: 267. T: 268. W: Myself II. Myself II. Myself II. Yuen Long. Why did you like it most? Because I grow up in Yuen Long! That is why you are very familiar with the place. It (Myself II) is a topic related to myself. It is easier than other

topic and I am interested in it. 269. La: It (T-shirt) is practical and applicable to our real life. I need to think and design it more thoroughfully than others tasks. 270. H: It (Myself II) is easier to develop the idea since the topic is 271. S: 272. T: 273. L: Myself. That is the second time I did it (Myself II). I am more familiar working with the computer software. Can computer enhance your learning?

Of course not! We cannot make a painting by a computer. It depends on the topic. It is only good at informative searching; however, we cannot bring it to the examination hall. 274. W: It can help us to search information. 275. T: 276. W: 277. T: 278. La: How about learning to draw? It is quite easy to learn how to draw. Can it (software) help you to think in depth? There is a bit difficult! Maybe outings can arouse our thinking

than the software . We just face to the computer monitor, press the key and make it. 279. H: I find the special effect function keys and see the effects accidentally that made me think more alternatives and try more possible ways in the tasks. 280. T: Can computer/ technology enhance your learning? 281. La: It depends on what you learn. 282. T: Please give an example. 283. La: Not related to the Art. 284. L: It cannot replace painting, it is only a computer. 285. W: Visual art is related to the visual images! Through computer we
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can see a lot! 286. La: The idea from oneself cannot be replaced or done by the computer! It depends on us. 287. L: If you can manage the computer well, maybe your idea can be expressed by the computer. 288. La: However, I would like to use my own brain instead of the computer machine. My brain seems like a blank sheet when I am using the computer. I think if you are doing a report, such as introducing Hong Kong, it (computer) maybe OK. 289. L: It is absolutely Ok! 290. La: Compare the task like Myself; it is very difficult to find ourselves from the computer! We need to find it out from our real life. 291. T: What is your view? 292. H: Special effects! 293. T: Can computer help you? 294. H: It helps me to create special effects and stimulate my thought! 295. T: OK! Thank you very much all for the interview!

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Appendix III Data from Self evaluation Forms

:___ :___________ 1. ? digital camera digital camera Flash Power Point ,(), ,, 2. ?? , , ,, ()() 3. ?? , , ,
- 183 -

 , 4. ?? , , , , , cut cut 5. ? , 6. ?? ,, , yes,

- 184 -

,, ,,, send 7. ?? , powerpoint ,,;, , Flash , Father. 8. /?? , View camera Power Point, , Flash , Flash , ... ,,

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9.
a. b. c. d. e. f..

1 1 2 2 1 1

2 5 3 3 4 1 1 2 3

4 2 2 1

1 0 1

0 2 3

4 2

g. 2

10.

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:_______

:___________

1. ? ,,, Photoshop , ,, , Flash Flash Flash , 2. ?? , (,) , , ,, HP .. welcome (),, 3. ?? D , ,, ,,, , ,

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 , ; () 4. ?? , Yes, ,,,,!!! , ... Flash , ; !!! 5. ? , & Flash . 6. ?? ,photoimpact ,, ,photo Impact Yes, easy ,,/,

- 188 -

 ... PowerPoint is so Powerful and Useful. 7. ?? Yes, . Flash Flash Flash Flash No. 8. /?? , photo Impact. power point, GD , Flash. . Flash Flash PowerPoint.

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9.

a. b. c. d. e. f..

2 1 1 1 1 1

2 3 2 5 2 3 3

2 4 4 1 3 2 1

2 0 1 1 2 2 3

g.1

10.

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:_____

:___________

1. ? photoimpact. ,, , PowerPoint photoimpact shop flash Photoimpact & Photo shop.

& photo

photo impact 2. ?? ,, Rainbow.,. Egg, Rainbow.. photo impact 3. ?? . , , MP3 photo impact 4. ??
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 ,, , Myself 5. ? ,. d MP3 MP3 H.bio MP3 MP3 6. ?? . , , Yeseasy

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7. ?? . , Flash.,,, photoimpact 8. /?? .. ,,, , photo shop photo shop I thinkit will be powerpoint Because it is so simple to use. Powerpoint Myself photo shop photo shop 9.
a. b. c. d. e. f.. 1 1 1 1 0 1 2 3 3 3 1 1 2 1 2

1 1 2

1 2 2

1 1 2

3 2 0

g.1

10.
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:______

:___________

1. ? dali T-shirt , photoimpact , , Dali , Photo-impact experience photoimpoaot dali T-shirt , T-Shirt , T-Shirt ,
T-Shirt,

2. ?? .. , T T-SHIRT , T-shirt ,, , T-Shirt Photo

impact ,,, ,

3. ?? T-shirt,, D T-SHIRT , T-Shirt ,

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, 4. ?? ,, ( I FEEL) YES , T-shirt , OK La, , ,, 5. ? T-SHIT , T-shirt , T-shirt Dail T-shirt 6. ?? , YESEASY DALI T-SHIRT ,,, I like, because that were useful.

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7. ?? ,, No. photoimpact T-shirt 8. /?? t-shirt Dali jpg ,,, Photoimpact effect photo shop photo shop 9.
a. b. c. d. e. f.. 0 0 0 5 4 4 2 1 3 1 3 0 1 1 2

0 1 1

3 4 2

2 3 2

2 0 0

g.0

10.

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Appendix IV Data from Peer evaluation Forms

:____ :___________ 1.?? Law KaYan ,,& ,, Egg , Flash , ,,, , 2. Myself , , 3./? ,.,,,
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 powerpoint, It can another software to

do it.

,,

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:_____

:___________

1. ?? photoimpact , ,,,, Law Ka Yan, ... powerpoint .. Egg , 2. ,, .. () D . 3. /? , photo impact Power point . PowerPoint
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. Myself(2)()

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:_______

:___________

1. ?? photoimpact , ,,,,, Hung Chan Na, Mrself2,,, ,,, ,, , , Ho 2. , , ,, ,! PowerPoint 3. /? ,, Photoimpact , Myself .

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:______

:___________

1. ?? photoimpact , , Wong Yee Man T-shirt T-shirt T-shirt 2. ,, , Dali Dali T-shirt Dali T-shirt Dali 3. /? , photoimpact , ; Photoimpact T-shirt
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Appendix V Data from Questionnaires

<>

1. a. b. c. 2. a. b. 3. a. 15 b. 15-16 c. 16 4. a. b. ( 9 ) 5. a. b. 6. a. b. ( 8 ) 7. a. 1 b. 2 c. 3

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8. a. Photo Impact b. Power Point c. Flash d. e. f. g. Dreamweaver CD Writer

h. i. () Photoshop,word,

9. () a. b. () c. d. e. f.

() / () Icq ,HKMAD

10. a. b. c. d. 11... a. b. c. d.

2 2-3 4-5 5

12. a. 2 b. 2-3 c. 4-5 d. 5

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13. LIBRARYYAHOOGOOGLE 14. a. b. c. d.

~ ~

15. a. b. c. d. e.

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<>
1. a. b. c. d. 2. a. b. c. d. 3. a. b. c. d. 4. a.Myself(1) b. c.Myself(2) d.DaliT-shirt 5.: 1 4 2 1

1 5 1 1

0 2 4 2

0 1 4 3

a,b,c ,, ,T-shirt ( Myself [1] ) ,, ,

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6.: 1 6 a. b. 3 3 c. 3 3 d.
4 4

1 2 2 0

0 0 0 0

e. 1 6 1 0 f. 2 4 1 1 7. D 1 2 , , ,, T-shirt

Software ,, Software installed,, , ,,,,,,,,, , , !! , ,,

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Appendix VI Self-designed web site for this project in exploring the teaching and learning with technology in visual arts projects. http://home.tmcss.edu.hk/~art/html2/index.htm

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