Views of Pupils and Their Teachers on the Challenges of Using Information and Communication Technologies to Create Animations in Fine Arts Classes
Bibliographic Data
| ID | 6005653 |
|---|---|
| Authors | Ida Bugarić Đuka, Dunja Pivac (0000-0002-1362-3640), Robert Potočnik (0000-0002-6927-7679) |
| Year | 2025 |
| Volume | 14 |
| Issue | 2 |
| Pages | 429-440 |
| Publication date | 2025-02-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 1474-9041 • E-ISSN: 2165-8714 |
| Publisher | Eurasian Society of Educational Research (PUBLISHER • NL) |
| DOI | 10.12973/eu-jer.14.2.429 |
| OpenAlex | W4407793220 |
| Language | EN |
| References cited | 40 |
With the introduction of the new curriculum, primary school Croatian fine arts teachers faced many challenges. The fundamental problem, the lack of school lessons, is highlighted by the challenges of implementing problem and project work and integrating technology into the teaching process. Therefore, it is important to organise activities where pupils use modern tools and media for high-quality educational purposes. The animation was chosen as a fine arts technique that can fulfil these requirements. Qualitative action research was conducted in city Split in the school year 2023/2024. The 5th and 8th grade pupils (125) and their fine arts teachers (3) participated in the research. A total of 75.23% of respondents were positive about the occasional introduction of technology into fine arts classes. After completing the fine arts project, 77.98% of pupils stated that they now have the knowledge and skills to create an animation themselves, while 77% of pupils consider their digital stories to be interesting and original. All three fine arts teachers cite a lack of continuity due to the small number of lessons as a shortcoming. The results point to poor material conditions: overheating of old projectors, low-quality tablets, poor internet connection and lack of power sockets. The research has shown that there are discrepancies between the prescribed theoretical requirements for learning outcomes and the possibilities for their practical realisation. As a result, teachers need to take a keen interest and receive additional training to ensure that the projects designed are in line with the requirements of the curriculum
Art · Information and Communications Technology · Mathematics education · Multimedia · Pedagogy · Sociology · The arts · Visual arts · World Wide Web · Art Education and Development · Augmented Reality Applications · Computer Science · Educational Games and Gamification · Psychology
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| Citation velocity | historical |
|---|---|
| Highly cited | No |