Framework of integrating ill-structured problem solving into the arts classroom with the use of ICT
Shih-Ping Kuo, Educational Technology, Purdue University, United States ; Johannes Strobel, Engineering Education & Educational Technology, Purdue University, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The purpose of this paper is to provide arts teachers a framework for the integration of ICT within their existing mind-sets and instructional strategies in the context of teaching visual arts production. The framework integrates a model of ill-structured problem solving with an existing operational model of a design process. The framework contains a staged process, including (1) task clarification, (2) concept generation, (3) elaboration/refinement, (4) detailed design/creation, and (5) communication. Production resources and interaction between teachers and students such as coaching, modeling, and articulation support these processes. Assessment of students’ progress is embedded in the teaching with details on methods to observe students’ behavior and to assess their cognitive processes. The new framework is suited for the context of a whole-class, embedded in group-based processes, requires a technology-rich art classroom, and presumes a basic level of computer literacy at both, the students and teacher level.
Kuo, S.P. & Strobel, J. (2009). Framework of integrating ill-structured problem solving into the arts classroom with the use of ICT. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 1936-1940). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).