Pedagogical approaches in the use of technology for Visual Arts in Ghanaian high schools

Abstract

study has investigated pedagogical approaches to the use of technology in Visual Arts (VA) at Ghanaian High Schools. The research has focussed on how technology interacts with established pedagogical practices and the degree of influence it exercises on training learners as future creative thinkers and productive citizens. To this end, I suggested ways to bridge possible gaps between the established traditional teaching and learning methodologies and the innovative technology-based approaches in VA instruction. Through my research, I have realised the following objectives: a) I identified the technological tools currently used in teaching and learning in VA; b) I critically discussed the way and extent to which modern technology and traditional tools are being used in Ghana; c) I comparatively assessed the impact of technology versus traditional tools and established the educational role of using technology in VA class; d) I critically analysed the related challenges and problems; e) I proposed adopting modern technological tools to facilitate practical training for improving VA teaching and learning in the concerned schools. My research was guided by the following main question: How can integrating technology and traditional tools improve visual arts teaching and learning at the Ghanaian SHS? I have adopted the qualitative methodology, based on interpretivism and the epistemological stance of constructionism, which has proved the most suitable theoretical paradigm for my investigation. This approach, linked with the study's theoretical framework and ‘symbolic interactionism’, has assisted me as a guideline to move from theory to data and vice-versa. Through accurate information and awareness, the study aimed to incorporate technology as an additional medium in teaching VA constructively and productively. In this context, for the understanding and correct application by the involved teachers, I have identified and developed the TPACK model as a strategy for the effective VA instruction process. The choice of TPACK has helped me to understand how individuals interact with their environment and consequently interpret and give meaning to the surrounding objects and concepts. The study sample included four South districts, high schools, twenty-four VA participants, eight teachers, and sixteen learners' artworks in Eastern Ghana. The data collection comprised interviews, observation field notes, and photos of artworks. The study finds that the integration of ICT in VA education by teachers' inadequate understanding and proficiency. The study recommends creating awareness about the importance of ICT in teaching and learning, training VA teachers on integrating ICT into their subject, and providing them full access to ICT tools.