TECHNOLOGY OF E-LEARNING IN THE VISUAL ART EDUCATION PROGRAM: THE STUDENTS READINESS TO ADOPT THE NEW STYLE OF TEACHING

Roslaili Haji Anuar1 Wan Zamani Haji W Zakaria2

Introduction

Paradigm shift in the community has changed the educational system in our country - Rozinah Jamaludin (2005) .

Technology is able to create a new scenario in the learning process prior to the factors that the technology is easy access, cost effective, updated content, information shared widely and interactive - Ismail Zain (2002).

Jamalludin Harun and Dr. Zaidatun Tasir (2003) - the multimedia can become an effective and positive communication medium due to the function of the multimedia that combines various color and style of text, audio, video and animation featured on the screen simultaneously.

Posiah, Kamaruzaman and Siti Akhmar (2008) - UiTM has initiated the e-learning since 2004 with the establishment of i-Learn Centre

Posiah, Siti Akmar and Kamaruzaman (2008) - that adopting e-learning in the University is a further step towards manifesting the vision of technology serving lifelong learning and a knowledge based society through enculturation of new and effective pedagogies.

This study aims to look at specific areas regarding the implementation of the e-learning among the VAE students:

1) Does the students have the necessary knowledge and skills to adopt the new way of accessing the information and the new style of learning?

2) To what extent have students of the VAE program used computers and related technology?

3) Do students enjoy using the technology?

E-learning advantages Improves Learning Interactive Flexible Consistent Cost-effective

E-Learning Effects Will acquire the technology skills that support

their learning. Will encourage the students to decide on their

own style of learning as it will involve the students individually in their learning process.

The e-learning implementation involved the modern learning style to support the learning process.

Cecilia A. Mercado (2008), regardless of the degree of adoption, a successful e-learning endeavor must always involve a systematic process of planning, designing, developing, evaluating and implementing an e-learning environment where learning and teaching is actively fostered and supported.

Literature Review

Ismail Zain (2000) - defined e-learning as Web –Based Instruction method in teaching and it is a new development in the educational area as a result from the rapid growth of the information technology and communication

Ambigapathy (2004) - the ICT has the potential to become the ultimate tool do encourage the interests on an individual towards the IT.

Koohang (2004) - supported that e-learning is a new paradigm in education and it is reshaping the teaching and learning process

Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah (2002) - the implementation of the technology has been clearly justified in the third objective of the VAE subject in the form four and form five module as part of the teaching technique to ensure the effectiveness of the teaching of the subject.

Ismail Zain (2002) - the e-learning is able to create a new scenario in the learning process prior to the factors that the e-learning is easy access, cost effective, updated content, information shared widely and interactive.

Cheri Logan (2007) - e-learning has the potential to change key processes, understandings and activities associated with art, design and media disciplines.

As stated by Kaur and Abas (2004) - e-learning readiness helps an organization to design e-learning strategies comprehensively and to implement its ICT goals effectively.

Sarantos Psycharis, 2005 - The successful implementation of e-learning by an educational system should fulfil certain criteria, such as the acquisition of adequate technological infrastructure and adequate educational content of persons with the necessary skills and a developed culture  which encourages learning and sharing of knowledge

E-Learning Readiness

Kaur and Abas (2005) - significant to learners’ involvement in e-learning is the notion of e-readiness, that is, their ability to make use of e-learning resources and multimedia technologies to improve the quality of learning.

Mishra and Koehler (2008) - new technologies changing how subject matter is conceptualized and taught, and redefining teachers’ roles in the classroom.

Technology Readiness good facilities to perform the learning and

teaching e-learning style is fully depending on the

computer and the internet Cheri Logan (2007) supported, that

adoption of e-learning will be delayed where available technologies fail to match a subject’s core aims, media and outputs.

Technological Skills students are required to gain the skills of handling the technology e-learning adoption effectiveness depends on the students’ skills

and readiness in using the technology as this to avoid the facilities being treated as an accessory in the computer laboratory.

Baharudin Shidki and Nik Rahimi Nik Yussof (2008), an individual has to gain the basic knowledge regarding the ICT before integrating the technology in the teaching and learning process.

According to the web NHS (2009), the skills required to deliver e-learning cannot be gained overnight.

Content readiness  The e-learning adoption depends on the

content readiness which relates to the factor considers as the students ability in interpreting the subject matter whether it is to be learnt or taught and goals of the instruction implemented.

Students Attitude students’ attitude in adopting the technology According to a study conducted at Bloomsburg University

of Pennsylvania, qualities such as self-motivation, patience, self-discipline, easiness in using software, good technical skills abilities regarding time management, communication and organizing, Patricia Bertea (2009)

Rong Yuan (2004) - students’ attitude toward the computer was an important influencing factor in the application of technology in various instructional settings.

TPACK

Framework and its knowledge components (Mishra & Koehler 2006)

TPACK

TPACK - content which refers to the VAE subject

P - pedagogy as relates to the teaching and

learning of the students

T – e-learning

Build on Shulman’s construct of pedagogical content knowledge (PCK) to include technology knowledge.

Technological pedagogical content knowledge (TPACK) is a model to understand and describe the kind of knowledge needed by a teacher for effective technology integration (Mishra & Koehler, 2006).

(CK) – knowledge about the actual subject matter to be learnt and taught.

(PK)- deep knowledge about the processes and practices or methods of teaching and learning encompasses.

(PCK) – teaching, learning, curriculum, assessment, and reporting such as the conditions that promote learning.

(TK) – always in a state of flux – more so than the other two ‘core’ knowledge domains in the TPACK framework.

(TCK) – development of new technologies that afford the representation and manipulation of data in new fruitful ways.

(TPK) – understandig of how teaching and learning changes when particular technologies are used.

(TPACK) – an understanding that emerges from an interaction of content, pedagogy and technology knowledge.

E-learning in Visual Art Education (VAE)

Students

Unprepared

Lack of e-learning

Methodology

Research DesignTo gather the data for this study, a questionnaire was employed based on the TPACK model to measure the technological knowledge, pedagogical knowledge and content knowledge. The participants were selected based on their background of studies and their knowledge in the VAE subject.

Visual Art Education Program in the Faculty of Education, UiTM, Shah Alam. The students population is a group of studens who will be teaching the VAE subject when they graduated. The students aged 23 and above and at this level they are able to answer the questions with their own judgement as well as throwing out their opinions freely.

Population and Sample

A questionnaire of four sections of A, B, C and D and using the five-point Likert scale.

• Section A - participants general interests• Section B - the TPACK questions • Section C - attitude of the participants • Section D - demographic information

Instrument

Results and Discussion

TK (Technology Knowledge)

TK (Technology Knowledge)

Strongly Disagree

Disagree Neither Agree or Disagree

Agree Strongly Agree

I know how to solve my own technical problems _ 7.40% 22.20% 70.40% _

I can learn technology easily _ 3.70% 18.50% 63.00% 14.80%

I keep up with important new technologies _ _ 19.20% 73.10% 7.70%

I frequently play around the technology _ 7.70% 26.90% 57.70% 7.70%

I know about a lot of different technologies _ 11.10% 40.70% 48.10% _

I have the technical skills I need to use technology _ 7.70% 19.20% 69.20% 3.80%

I have had sufficient opportunities to work with different technologies _ 4.20% 25.00% 66.70% 4.20%

CK (Content Knowledge)

CK (Content Knowledge)Strongly Disagree

Disagree Neither Agree or Disagree

Agree Strongly Agree

I have sufficient knowledge about VAE _ 3.70% 7.40% 7.10% 14.80%I can use a visual way of thinking _ 3.70% 14.80% 74.10% 7.40%I have various ways and strategies of developing my understanding of VAE

_3.70% 14.80% 51.90% 29.60%

TPK (Technological Pedagogical Knowledge)

TPK (Technological Pedagogical Knowledge)

Strongly Disagree

Disagree Neither Agree or Disagree

Agree Strongly Agree

I can choose technologies that enhance the teaching approaches for a lesson _ _ _ 77.80% 22.20%

My lecturers in the VAE program has caused me to think deeply about how technology could influence the teaching approaches I use in my classrom

_ 3.70% 7.40% 59.30% 29.60%

I am thinking critically about how to use technology in my classroom _ 7.40% 14.80% 44.40% 33.30%

I can adapt the use of technologies that I am learning about to different teaching activities. _ _ _ 77.80% 22.20%

Attitude

Attitude

Strongly Disagree

Disagree Neither Agree or Disagree

Agree Strongly Agree

I enjoy learning with e-learning 3.70% 22.20% 33.30% 33.30% 7.40%

I know what is e-learning 7.40% 25.90% 37.00% 18.50% 11.10%

I can concentrate on my lesson when I use e-learning 3.70% 22.20% 29.60% 40.70% 3.70%

I can learn many things when I use e-learning 7.40% 25.90% 25.90% 29.60% 11.10%

I believe the more often teachers use e-learning, the more I will enjoy school _ 37.00% 37.00% 22.20% 3.70%

I feel comfortable working with e-learning _ 40.70% 29.60% 18.50% 11.10%

Working with e-learning makes me nervous 7.40% 29.60% 37.00% 18.50% 7.40%

E-learning is difficult to use 3.70% 33.30% 37.00% 22.20% 3.70%

E-learning does not scares me at all 3.70% 33.30% 25.90% 37.00% _

I can learn more from books than from e-learning 3.70% 18.50% 37.00% 29.00% 11.10%

They students were challenged to be critical in their thinking regarding of how and when they can implement the e-learning.

Although the e-learning itself is an interesting and effective teaching medium but the implementation is useless unless is it implemented with a proper guide such as the TPACK.

CONCLUSION The students readiness to adopt of e-learning is still average Current situation - they are in the process of adapting the learning and

teaching via technology Higher institution and further supervision and observation from the

management is needed to ensure the successful implementation of the e-learning

It is hoped that the TPACK framework will be the platform for the students to develop and to enhance their technology literate as well as to measure their readiness in adopting and understanding the e-learning meticulously.

With the understanding of the technology, the e-learning will be adopted without hesitation

THANK YOU