The 5-year strategy entitled Information Technology for Learning in a New Era (1998-2003) provided the vision of turning schools into dynamic and innovative learning institutions where students could become more motivated, inquisitive and creative learners (EMB, 1998, p. 1). How far has this been successfully implemented? This paper examines whether the implementation of Information Technology Policy in education has brought changes in art teaching and learning in schools. Art teachers from 1225 schools were surveyed to ascertain current levels of technology adoption; and how technology was used for learning in computer-assisted art classrooms; and to identify barriers to technology adoption in art teaching. The data from the survey provided useful information on the perceived professional development needs of art teachers and the problems they encountered during implementing the information technology policy in Hong Kong. The findings reflect a positive attitude from the respondents on adopting technology in art teaching but they also suggest that professional development of pre-service and in-service should focus more on using technology to motivate students, to enhance creativity and to encourage students to take a more active role in learning. Copyright © 2004 Department of Creative Arts, the Hong Kong Institute of Education.
|Title of host publication||Proceedings of 2nd Asia-Pacific Art Education Conference 2004: Art, Education, Community|
|Place of Publication||Hong Kong|
|Publisher||Department of Creative Arts, the Hong Kong Institute of Education|
|Publication status||Published - 2004|