Using ICT in the teaching of Visual Arts. A situational analysis at secondary level in Mauritius.

Abstract

This paper seeks to report on the use of ICT in secondary Visual Arts classrooms in Mauritius. Using data from questionnaire, focused group discussion and classroom observations, the paper discusses three key issues: ICT tools used in teaching Visual Arts, how ICT tools are used in the teaching of Visual Arts and scope and barriers in using ICT in the teaching of Visual Arts. The participants were 70 secondary Visual Arts teachers. Chief among the findings is that there exists a huge disparity among schools in terms of availability and use of ICT resources in Visual Arts classes. Other barriers in the use of ICT also exist. Findings indicate that the most commonly used tools are the computer and projectors and the most frequently utilized applications are Microsoft Word and PowerPoint. These are used mainly for preparation of lessons and instruction in class. The findings suggest that the creative possibilities of ICT are not fully tapped, often due to teachers’ lack of manipulative skills in handling tools and softwares. The study also shows that the use of ICT depends on teachers’ attitudes towards its use. While some teachers acknowledge the contribution of ICT in teaching and embrace new technologies, many find dissonance between art and ICT and continue to use ICT in a limited manner. The paper argues strongly for considerations by policy makers for further provision of ICT tools in schools as a possible remedy to the present situation. Moreover, the paper discusses the need for support to teachers in the form of professional development, dialogue among Visual Arts teachers and creation of networks which can also be a potent vehicle for encouraging integration of ICT in Visual Arts classrooms. Finally, the author suggests that a genuine effort to support Visual Arts teachers would also necessitate an acknowledgement and understanding of their beliefs, values and concerns.