Exploring Kindergarten In-Service Teachers' Perceptions on the Affordances of Digital Video in Visual Arts Education

• In Event: Music and Arts Teacher Learning Through Classroom Video: Outlining Future Research Agendas

Abstract

In this paper, the investigation of the perceptions of kindergarten teachers of digital videos in visual arts education will be addressed. Research has studied teachers’ perceptions, competencies, and opportunities in relation to integrating digital devices into a play-based curriculum, finding that teachers in primary and secondary education performed better at integrating digital devices in teaching than those in early childhood education (Kerckaert, Ruben Vanderlinde, & van Braak, 2015; Nikolopoulou & Gialamas, 2015). In early childhood education, previous literature has questioned whether digital devices have a place in kindergartens (Yelland, 2011) as well as the competencies of kindergarten teachers in integrating digital media in their practice (Parette & Blum, 2013). It is apparent that the role of digital devices in educational contexts has not yet been fully investigated (Fleer, 2016; Marsh, Plowman, Yamada-Rice, Bishop, & Scott, 2016). This study aims at exploring kindergarten teachers’ perception and usage of digital video in their classrooms. The following research questions guided this study:

1. What are the teachers’ perceptions, usage patterns and intentions for digital videos in visual arts teaching in kindergarten classrooms?
2. How do kindergarten teachers perceive the functional significance of digital videos in early visual arts education?
3. What will be the needs and challenges in using digital videos with visual arts activities in their classrooms?

A multiple case study (n=4) was conducted to investigate how in-service kindergarten teachers (n=32) interpret the functional significance of the digital videos and the needs and challenges in applying the digital videos in visual arts activities in their classrooms. We used a non-randomised convenience sampling strategy (Johnson & Christensen, 2010) to recruit 4 local kindergartens in Hong Kong and invited to participate in a focus group interview. Each focus group recruited 8 in-service teachers (Patton, 2002).

We examined in-service teachers’ perception on the affordances of digital videos through Carr’s dimensions of affordances. Carr (2000) identified three technological affordance factors of tools and materials in relation to learning: (1) transparency, (2) challenge, and (3) accessibility. We transcribed, coded and analyzed the interview data through several steps to generate thematic networks (Attride-Stirling, 2001). Findings indicate the transparency, challenge and accessibility of a digital video according to teachers’ responses in the interviews. Teachers shared that their understanding of film language limited the intentions, usage patterns and frequencies of digital videos. Nevertheless, teachers admitted that the digital videos are important tools to access children learning and communication with parents. This study reflects the current situation of technology education in Hong Kong and reflects how teacher educators perceive the usage and roles of digital videos in early arts education.

Author

• Suzannie Kit-Ying Leung, The Chinese University of Hong Kong