Effects of Information and Communication Technology on Engagement and Art Production for Eighth-Grade Students

Elizabeth Lovin*, Dawn T. Lambeth**
* Art Instructor, Aaron Cohn Middle School, Double Churches Middle School, Columbus, Georgia.
** Associate Professor, Department of Middle, Secondary, Reading, and Deaf Education, Dewar College of Education and Human Services, Valdosta State University, Valdosta, Georgia.
Periodicity:December - February'2015
DOI : https://doi.org/10.26634/jsch.10.3.3127


The purpose of this research was to explore the impact of an online-learning component incorporating peer discussion groups on art achievement, digital literacy practice, student engagement, and student attitude of an eighth-grade visual arts classroom. Participants included 30 students in two 8th-grade art classes. Students in one class received faceto- face art instruction, while the other class completed additional assignments using online-learning components and peer discussion groups. Art achievement was measured with project scores from printmaking, ceramics, and cut paper units. Digital literacy practice and engagement were recorded with a teacher checklist and field notes. Student attitude was measured by a survey administered at the end of the study. The online-learning component group scored slightly higher on art projects than the face-to-face group. Results indicated that, using online-learning components did not have a significant impact on art achievement, but notably improved digital literacy practice, student engagement, and student attitude towards art.


Eighth-grade, Online-learning, Art Instruction, Digital Literacy, Achievement, Engagement, Attitude.

How to Cite this Article?

Lovin,E., & Lambeth,D.T (2015). Effects of Information and Communication Technology on Engagement and Art Production for Eighth-Grade Students. i-manager’s Journal on School Educational Technology, 10(3), 13-25. https://doi.org/10.26634/jsch.10.3.3127


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