Framework Development for Integrating Information and Communication Technologies Into The Ghanaian Senior High School Visual Art Curriculum
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Date
2010-07-15
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Abstract
Within the past decade, efforts at integrating ICT into the school curriculum have
become popular in the country's educational institutions. Even before the government of
Ghana, on the basis of the Anamuah-Mensah committee on education, recommended ICT
infusion into the educational system, there were far-flung ICT integration attempts initiated
by Parent/Teacher Associations, Old Students Associations, non-governmental organizations
and some ICT related establishments. This indeed is a clear manifestation of how conscious
Ghanaians have become about the importance of ICT in institutions of learning.
Unfortunately, however, a close observation of the emergence of ICTs in Ghanaian Senior
High Schools seems to lack definite goals for teaching and learning. Besides, attempts at ICT
integration are happening so independently that the extent to which its infusion or
introduction (to phrase itrealistically) is benefiting education of the students is uncertain. It is
for this reason that a Curriculum Framework aimed at developing the use of ICTs in the
teaching and learning of Visual Arts in Ghanaian senior high schools is considered essential.
This study begins with an examination of the opinions and knowledge base of Art teachers
and students about ICT and Art Education. It also explores the educational goals of existing
ICT progarmmes in Ghanaian Senior High Schools which focus on conventional computing
that only enables students to use a narrow range of software that have very little benefit for
the Visual Art student in particular. The study further seeks the views of ICT experts,
curriculum planners/reviewers, teachers and other stake holders concerning effective
integration of ICT into the teaching and learning of visual arts in the senior high schools.
Two key dimensions emerged from the views sampled from Visual Art teachers, students,
curriculum reviewers and ICT experts: (1) Motivation for ICT integration and usage, based
on (2) Curricular and pedagogical innovations. Despite the divergence in opinions, beliefs
and attitudes, Visual Art teachers and students seem ready and highly motivated by the
promises of new technologies to use ICTs. However, this can be possible only when efforts
are formally put in place to ensure innovations in pedagogy through a qualitative change in
the existing Visual Art curriculum. The outcome of the investigations formed the rationale for
developing a Framework for Integrating ICTs into the Ghanaian Senior High Schools Visual
Art Curriculum. The framework aims at exposing students in the Visual Arts to relevant basic
skills that are required to develop their computer literacy skills beyond word processing,
ultimately developing their creative thinking skills through information and communication
technology.
Description
A Dissertation Presented to the School of Graduate Studies, Kwame Nkrumah University of
Science and Technology, Kumasi in Partial Fulfillment of the Requirements for the Degree of
DOCTOR OF PHILOSOPHY IN ART EDUCATION, 2010