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Factors related to the level of inst...

Hemmerla, Paul Scott.

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Factors related to the level of instructional use of computer-based technology by Missouri secondary art teachers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Factors related to the level of instructional use of computer-based technology by Missouri secondary art teachers./
作者:	Hemmerla, Paul Scott.
面頁冊數:	153 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4648.
Contained By:	Dissertation Abstracts International61-12A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9999297
ISBN:	0493073841

Factors related to the level of instructional use of computer-based technology by Missouri secondary art teachers.
Hemmerla, Paul Scott.

Factors related to the level of instructional use of computer-based technology by Missouri secondary art teachers. - 153 p.

Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4648.

Thesis (Ph.D.)--University of Missouri - Columbia, 2000.

Recent research has highlighted the clear advantages of including computer based art technologies in curriculum alongside traditional media (Freedman, 1997; Hubbard, 1995). Individual secondary art teachers however are adopting computer technology in widely varied numbers (Chang, 1994). It was postulated that the degree of use of computer technologies in the art classroom was dependent on several factors: (a) the art educators level of training or mastery of the technology (Kiefer-Boyd, 1996), (b) the educators access to that technology (Dana, 1993), and (c) the art educators personal biases and attitudes toward that technology (Heise, 1996).

ISBN: 0493073841Subjects--Topical Terms:

1018432
Education, Art.

Factors related to the level of instructional use of computer-based technology by Missouri secondary art teachers.
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520 $a Recent research has highlighted the clear advantages of including computer based art technologies in curriculum alongside traditional media (Freedman, 1997; Hubbard, 1995). Individual secondary art teachers however are adopting computer technology in widely varied numbers (Chang, 1994). It was postulated that the degree of use of computer technologies in the art classroom was dependent on several factors: (a) the art educators level of training or mastery of the technology (Kiefer-Boyd, 1996), (b) the educators access to that technology (Dana, 1993), and (c) the art educators personal biases and attitudes toward that technology (Heise, 1996).
520 $a A survey/questionnaire was developed for this study which addressed the following factors: level of computer and internet use, access to computer technology, teacher attitudes toward computer technology, teachers level of training, and curriculum models was sent to a randomly selected sample of 300 secondary art teachers from a list of 807 instructors compiled by Missouri's Department of Education. There were 182 surveys returned or 60.66%, which represented a sample of 22.55% of the total target population.
520 $a The conclusions of this study were the following. (a) There was a wide variety in the mode and levels of instructional uses Missouri art teachers have found for computer technology. (b) The number of computers available to respondents for art instruction was much greater than the number of computers in their art classrooms. (c) A majority of Missouri teachers had some sort of access to computer resources, but as many as thirty percent (30%) had inadequate access to technology and in addition as many as ten percent (10%) did not have any access to computer technology for instructional use. (d) A majority of secondary art teachers in Missouri wanted more computer based resources for their art programs, and better training for those resources. They also wanted increased in-service training. (e) The attitudes of the Missouri secondary art teachers in this study toward using computer technology for art instruction was overwhelmingly positive. The majority of secondary art teachers would support action by professional art education organizations and institutions to push for increased access and training in computer technologies.
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