UNDERSTANDING VISUAL ART EDUCATION (VAE) TEACHERS’ CONTINUANCE INTENTION TO INTEGRATE INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) Division of Education,

UNDERSTANDING VISUAL ART EDUCATION (VAE) TEACHERS’ CONTINUANCE

INTENTIONTO INTEGRATE INFORMATION AND

COMMUNICATION TECHNOLOGY (ICT)

Division of Education, Arts and Social SciencesResearch Forum

by

Mohd Khairezan Rahmatsupervised by

Dr. Wing K. AuDr. Jenny Aland

Dr. Gregory Yates

Contents

ICT in VAE Classroom

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Division of Education, Arts and Social Sciences, Research Forum

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VAE Teachers’ Uptake of ICTTheoretical FrameworkResearch MethodologyMain Research FindingsMeasurement

PropertiesThe Structural ModelDiscuss

ionConclusion

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ICT in VAE Classroom

The appearance of ICT has offered significant opportunities for the VAE teachers to promote global, interactive and dynamic learning tools for students.

The advantage of integrating ICT in VAE classrooms can be seen through its potential to promote a new way of perceiving and practising art (Taylor, 2007).

ICT allow students to be responsible for their own learning as they can pursue their understanding by looking for information from sources other than their teachers (Gregory, 2009).

Students who might not possess skills with traditional media can now focus more on the message and less on execution of art works (Phelps & Maddison, 2008).

By encouraging students to exhibit their artworks on the Internet, they will be visually literate and critical member of society (Stokrocki et al., 2010; Fitzsimmons, 2008).

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VAE Teachers’ Uptake of ICT

Many researchers have indicated that ICT integration into art classroom is far from reaching its target (viz. Roland, 2010; Black, 2009; Courrege, 2007; Browing, 2006).

Roland (2006) research on art teachers’ priority level of ICT integration in art classrooms indicate that majority (44%) of them consider ICT integration as moderate priority, while 33% stated ICT as a low priority in their instruction.

Many art teachers are reluctant to embraced ICT into art classroom owing to the concern that it will decrease student creativity, artistic expression and understanding of art form (Wood, 2004).

The present study aimed to investigate factors that might influence ICT integration among VAE teachers.


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Theoretical Framework

The successful adoption of this technology depends largely on long-term viability and users’ intention to continue using it (Tervis & Economides, 2011; Burton & Gallivan, 2007).

The construct of continuance intention (CI) from ECM was used to identify the changes in VAE teachers’ perception toward ICT integration after using it.

Five constructs (PU, PEoU, FC, SI & ATT) were identified as factors that might influence VAE teachers’ intention to continue integrating ICT.

A model of ICT integration for VAE teachers was formulated and tested based on findings of the study.


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Research Methodology

A total of 887 VAE teachers in Selangor, a state in Malaysia, were targeted as participants of this study.

Data were collected through an online questionnaire survey.

The response rate of the study was 33.4 percent (296 respondents), considered acceptable for an online survey (Sekaran, 2010; Shih & Fan, 2008).

All the item questions (6 items per constructs) were adopted from the TAM (Davis, 1989), UTAUT (Venkatesh et al., 2003) and ECM (Bhattacherjee, 2001).

The Partial Least Squares (PLS) of variance-based Structural Equation Modelling (SEM) was used to analyse data of the study.


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Research Findings

Three types of validity tests, namely; construct validity, convergent validity and discriminant validity, were conducted in analysing the reliability and validity of the measurement model.

Results from construct validity test inform that all survey items were tapping into the same construct with the loading value greater than recommended cut-off values (Table 1).

Table 2 indicate that all the constructs have met the recommendation of the convergent validity test.

Referring to Table 3, all constructs have met the recommendation of discriminant validity test.

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Measurement PropertiesDivision of Education, Arts and Social Sciences, Research Forum

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Research Findings

As shown in Figure 2, the strongest direct impact was found in the relationship between PEoU toward CI (B = 0.218, p<0.01).

A significant direct impact was also found on the relationship between SI toward CI (B = 0.166, p<0.01) and PU toward CI (B = 0.165, p<0.05).

The overall R2 value of the model was 0.213, thus indicates that the model explains 21.3% of the variance of the VAE teachers’ intention to continue integrate ICT.

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The Structural ModelDivision of Education, Arts and Social Sciences, Research Forum

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Discussion

Individuals’ perception of ease or difficulty toward integrating a proposed technology will mainly affect their future or continued usage.

The effect of PEoU toward users’ CI has been confirmed when the explanatory power of ECM original framework was increased by 17% after inclusion of PEoU (Hong et al., 2006).

Evidence from previous research also posited that PEoU as a direct determinant of individuals’ CI (viz. Sumak et al., 2011; Teo, 2011; Liu et al., 2010; Maarop et al., 2010; Wong & Teo, 2009; Teo et al., 2009).

The MoE and courseware developer need to consider teachers’ expectations when designing teachers’ educational materials.


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Discussion

Opinions and expectations from peers and superiors are the environmental factors that influence teachers’ continued intention to integrate ICT.

The significant relationship between SI and users’ intention to integrate technology has been proven by findings from a meta-analysis study (Dwivedi et al., 2011). The average correlation value was reported at 0.231.

This finding is in accord with those from previous research related to the implementation of technology in education (viz. Dulle & Majanja, 2011; Teo & Lee, 2010; Zhou et al., 2010; Wang et al., 2009).

Senior teachers need promote use of ICT among their colleagues, while policymakers and school administrators need to put forward guidelines concerning effective and beneficial use of ICT.


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Discussion

Individuals may continue to use a proposed technology if they believe that by using it will help them to gain more desired benefits.

PU has consistently shown up to be the most robust predictor of individuals’ technology acceptance (Lai et al., 2012; Bhattacherjee, 2001).

The effect of PU as predictor toward individuals’ intention to adopt technology has consistently shown up in previous researches (viz. Lee, 2010; Ho, 2010; Kim et al., 2009; Wang et al., 2008; Gibson et al., 2008).

School administrators could provide and accommodate teachers’ need for professional development and ménage existing resources to support teachers’ development.


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Conclusion

Teachers’ perception on the usefulness and ease of ICT use are dynamic, do not remain static are subject to situation influences.

Teachers may soon experience limitations if they not keep abreast with advances in the relevant technologies.

The MoE and school administrators could perhaps organize continuing professional development to keep abreast with more advanced skills and knowledge on the use of ICT.

The present study implied that an understanding of teachers’ perceptions and positive influences are likely to established longer-term integration of ICT.


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THANK YOU

Constructs

Perceived Usefulness (PU)The extent to which the VAE teachers’ believes that using ICT will influence their decision to integrate ICT into the VAE classroom.

Perceived Ease of Use (PEoU)The extent to which the VAE teachers’ believes that using ICT in the VAE classroom will be free of physical and mental effort.

Social Influences (SI)The extent to which the VAE teachers’ perceives that other important persons believe he or she should use ICT in the VAE classroom.

Facilitating Conditions (FC)The extent to which the VAE teachers’ believes that organizations, technical infrastructure and ICT policies exists to support their decision to integrate ICT into the VAE classroom.


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Constructs

Attitude (ATT)The extent to which the VAE teachers’ positive or negative feelings to integrate ICT into the VAE classroom.

Continuance Intention (CI)The extent to which the VAE teachers’ intention to continue integrate ICT into the VAE classroom.


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Research Model


Perceived Ease of Use (PEoU)

Attitude(ATT)

Perceived Usefulness (PU)

Adopted from TAM

Facilitating Conditions (FC)

Social Influences (SI)

Adopted from UTAUT

Continued Intention (CI)

Adopted from ECM

Figure 1: The research model

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Questionnaire Items

Perceived Usefulness (PU)Using ICT in my job would enable me to accomplish task more quicklyUsing ICT would improve my job performance as art teacherUsing ICT would develop my students’ creative expressionUsing ICT would increase my students’ art production skillsUsing ICT would increase my students’ motivation in learning VAEUsing ICT would increase my students’ access to research across the world

Perceived Ease of Use (PEoU)Learning to operate ICT would be easy for meI would find it easy to get ICT to do what I want to doMy interaction with ICT would be clear and understandableI would find ICT flexible to interact withI would be easy for me to become skill full at using ICTI would find ICT easy to use


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Questionnaire Items

Social Influences (SI)I need to integrate ICT to be seen as a good VAE teacherMy students’ encourage me to use ICT in arts classroomsMy colleagues have encouraged me to integrate ICT in arts classroomsMy students’ parents encourage me to integrate ICT in arts classroomsMy school administrator has encourage me to integrate ICT in arts classroomsState and government education department policies have encouraged me to integrate ICT in arts classrooms

Facilitating Conditions (FC)I have sufficient resources to integrate ICT in arts classroomsTechnical support is available for me to use ICT effectivelyThe school administration of my school have been very supportiveThe state and government education department have provided a strong supportTo date, I feel I have been given many opportunities to develop ICT skillsIn general, teachers have been well provided with ICT support


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Questionnaire Items

Attitude (ATT)I have a lot of self-confidence when it comes to working with ICTI am confident tat I can help my students to use ICT successfully in classroomWorking with ICT is so enjoyable and stimulatingOnce I start working with ICT, I find it hard to stopI feel excited about having to learn new ICT skillsI able to cope if things go wrong with ICT

ICT Integration (ICTInt)I frequently use computer in planning my instructionsI use computer for administrating students record (e.g. databases)I often use internet for browsing information and generating ideasI use content-specific software during my instructionI use graphic and multimedia applications software in arts classroomI often use Web 2.0 tools for haring comments


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Questionnaire Items

Continuance Intention (CI)I will continue to use ICT for preparing effective teaching materialsI will continue to use ICT when teaching in arts classroomsI intend to use ICT in the future for increasing my students’ ability to produce digital artworksI will consider using ICT for promoting virtual learning in arts classroomsI will consider using ICT for participating in on-line art exhibitionsI will continue using ICT for promoting quality teaching and learning in arts classroom


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Construct Validity Test

Table 1: Weight and factor loading of constructs


Items Weight Loading Items Weight Loading Items Weight Loading




PU1 0.21 0.79 PEoU1 0.28 0.86 SI1 0.20 0.77

PU2 0.20 0.81 PEoU2 0.26 0.86 SI2 0.24 0.82

PU3 0.18 0.75 PEoU3 0.23 0.77 SI3 0.23 0.85

PU4 0.20 0.76 PEoU4 0.23 0.72 SI4 0.16 0.75

PU5 0.21 0.79 PEoU5 0.23 0.75 SI5 0.23 0.83

PU6 0.22 0.82 PEoU6 0.23 0.72 SI6 0.16 0.68


Attitude (ATT) Continuance Intention (CI)

FC1 0.17 0.69 ATT1 0.11 0.81 CI1 0.18 0.79

FC2 0.19 0.85 ATT2 0.09 0.82 CI2 0.17 0.68

FC3 0.20 0.88 ATT3 0.11 0.82 CI3 0.12 0.68

FC4 0.18 0.74 ATT4 0.10 0.68 CI4 0.08 0.54

FC5 0.25 0.85 ATT5 0.07 0.69 CI5 0.16 0.72

FC6 0.22 0.83 ATT6 0.11 0.77 CI6 0.07 0.61

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Convergent Validity Test

Table 2: Crobach’s alpha coefficient, composite reliability and the AVE of constructs


Construct Cronbach’s Alpha (>0.7)

Composite Reliability(>0.7)

AVE(>0.5)

Perceived Usefulness (PU) 0.88 0.91 0.63

Perceived Ease of Use (PEoU) 0.88 0.90 0.62

Social Influences (SI) 0.88 0.90 0.63

Facilitating Conditions (FC) 0.89 0.92 0.66

Attitude (ATT) 0.92 0.94 0.72

Continued Intention (CI) 0.88 0.90 0.50

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Discriminat Validity Test

Table 3: Correlation of latent and square roots of AVE of constructs


Construct ATT CI FC PEoU PU SI

Attitude (ATT) 0.55

Continued Intention (CI) 0.30 0.47

Facilitating Conditions (FC) 0.16 0.11 0.65

Perceived Ease of Use (PEoU) 0.41 0.38 0.09 0.64

Perceived Usefulness (PU) 0.52 0.35 0.13 0.48 0.63

Social Influences (SI) 0.27 0.30 0.29 0.36 0.28 0.62

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The Structural Model

Figure 2: The structural model





Attitude(ATT)


Continued Intention (CI)

R2 = 0.213

0.165*

0.218***

0.041

0.166**

0.085

*p<0.05, **p<0.01, ***p<0.001

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UNDERSTANDING VISUAL ART EDUCATION (VAE) TEACHERS’ CONTINUANCE INTENTION TO INTEGRATE INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) Division of Education,