Browsing by Subject "Art teachers -- Taiwan -- Attitudes"
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Item Art educators' perceptions of students of computer-aided design in the U.S. and in Taiwan: perspectives necessary for the design of programs to increase female university student willingness to use computer-aided design technology for the arts(Texas Tech University, 2004-12) Lan, Lin HanThis study explores art educators' perceptions of female students who use computer-aided design (CAD) in the U.S. and Taiwan. Its qualitative research was conducted through in-depth interviews in which open-ended questions were discussed with instructors of CAD courses in the U.S. and Taiwan. Information gleaned from the teachers' observations and comments led to recommendations for program design that should increase U.S. and Taiwanese female university students' willingness to use CAD technology for the arts. The interviewees comprised twenty volunteers: six men and three women who teach in the U.S. and seven men and three women who teach in Taiwan. The research questions are (1) how do art educators develop instructional activities in CAD courses? (2) what are art educators' perceptions of the relationship between the gender socialization and CAD learning? and (3) how do art educators perceive female students studying CAD? In order to address the three research questions, the interview questions were based on a literature review framework that include three topics: the involvement of women in instructional activities in higher education, the socialization of women, and the nature of university courses in CAD for the arts. The three categories of interview questions comprised instructional activities, the socialization of women, and the learning of CAD software. The interview statements were designed to elicit similarities and differences between American and Taiwanese female students' participation in CAD instructional activities, understanding of the problems female students may face in CAD courses, and finally, identification of the problems they may have in using software such as 3DS MAX™, Autodesk VIZ™, and AutoCAD™. There are certain differences in educational background and cultural tradition for women in the U.S. and Taiwan that shape their different values. According to the U.S. interviewees, their female students were self-confident about their professional knowledge. Their ability to learn computer skills was not much different from the male students' abilities. The U.S. interviewees found that many of their female students performed well in class. The Taiwanese interviewees held the same view as the U.S. interviewees that there are no differences in the two genders' ability to learn. However, Taiwanese women displayed somewhat weaker motivation for learning than their U.S. counterparts due to Taiwan's system of higher education and traditional family values. Taiwanese women students tend not to regard CAD-related employment as a likely lifelong career. The interviewees suggested that having a basic prior knowledge of designing, drawing, and computer knowledge can help female students avoid frustration in learning advanced CAD software. Several interviewees brought up the relationship between computer graphics and artistic creativity. They suggested that CAD course design should not only focus on the study and development of skills, but also on the development of students’ creativity. Hence, this study claims that in order to elevate the quality of creative computer projects, it is required that the students develop a sense of visual art while taking courses in CAD. This study indicates art educators' perceptions of the CAD learning of female students in the U.S. and Taiwan. The observations are useful for the development of pedagogy that can encourage female students to use CAD comfortably and efficiently.Item Art teachers' attitudes toward and experiences in the use of computer technology to conform with the teaching strategies stipulated in the 2002 Taiwanese first to ninth grade curriculum alignment(Texas Tech University, 2004-08) Lin, Po-HsienThis survey study investigated art teachers' experiences with and attitudes toward the use of computer technology to design appropriate in-service and pre-service art education programs to prepare art teachers to comply with the 2002 Taiwanese 1st – 9th grade curriculum alignment. Two subscales, experience and attitude, were designed to construct the questionnaire. The experience scale included six factors of (a) competence in integrating computer technology with art making; (b) general concepts of computer technology; (c) basic knowledge of computer operation; (d) competence in data processing; (e) competence in using the Internet; and (f) competence in using computer technology for art teaching. The attitude scale included two factors of (a) concept of integrating computer technology into art education and (b) concept of digital art. The survey was aimed at Taiwanese in-service art teachers. A total of 293 representative sample of data were collected creating a response rate of 58.6%. The analyses of multiple regression supported the hypotheses that art teachers' experiences in the use of computer technology significantly influenced their attitudes toward integrating computer technology into art instruction and toward digital art. Six experience-factors developed shows statistical significance in predicting art teachers' two attitude-factors. The general tendency was that the more art teachers had positive experiences in using computer technology, the more they supported the integration of computer technology into i^'-9"^ grade curriculum alignment. To enhance art teachers' advanced competence in the use of computer technology, especially the improvement of the competence in integrating computer technology with art making, was found to augment their positive attitudes toward the artistic value of digital art. Six descriptors were used to examine whether art teachers' socio-demographic backgrounds influenced their experiences in the use of computer technology. Age, the number of years taught, and size of the teaching school were the significant factors which resulted in art teachers' different responses to their experiences in using computer technology. Among these three variables, the number of years taught demonstrated the most influential effect. Gender, educational background (teacher college/university and non-teacher college/university), and location of the school were not found to have significant effects. When combining six socio-demographic descriptors with six experience factors to predict art teachers' attitudes, demographic backgrounds did not demonstrate important influence, except educational background. Thus specific educational backgrounds increased positive attitudes toward integrating digital technology in art making, but did not increase art teachers' experiences with computer use in art education. Statistical data also showed that recent efforts made by Taiwanese teacher education programs reflected successful achievements in promoting art teachers' computer competences. Nevertheless, the impact of art teachers' number of years taught indicate that the more experienced art teachers are, the less competent they are in using computers. This suggests the need for in-service education in how to integrate computers in teaching and making art, and to increase art teachers' familiarity with digital art.