Integration of electronic gadgets in the teaching of visual art in selected secondary schools in Bamunanika Sub-County, Luweero District – Uganda

Abstract

Integration of E-gadget as instructional tools in Art classroom enhances teaching of Visual Art and it is vital in providing a strong foundation for 21stCentury Visual Art learning outcome. Therefore, the purpose of this study was to examine the integration of E-gadget tools in the teaching of Visual Art in selected lower secondary schools. The focus was on Visual Art teachers’ perceptions towards the integration of E- gadgets as instructional tools in teaching of Visual Art in classrooms, the Visual Art teachers’ access and use of such gadgets (desktop computers, laptops, smart phones and projectors) as instructional tools during teaching process in Art classrooms and the factors that influence Visual Art teachers’ utilization of E- gadgets into Art classrooms for 21st century teaching and learning. The study adopted a qualitative case study design, conducted in three purposively selected secondary schools. The study involved 6Visual Art teachers and 18 learners offering Visual Art as an elective subject. Data collection methods included observations of Visual Art classroom lessons, semi-structured interviews and focus group discussions with the Visual Art teachers and learners. Thematic analysis was used to analyze the data. The findings revealed that electronic gadgets are pivotal in teaching Visual Art in the classrooms; E-gadgets supported teaching significantly enhanced Visual Art classroom interaction by capturing learners' attention and transforming the classroom environment into an emotionally supportive, collaborative, and inclusive learning space. This resultant Visual Art environment inclusively caters for the learners' visualization needs artistically and increases learners’ engagement in classroom activities. In conclusion, it is very possible for every Visual Art teacher to integrate E-gadgets in the teaching of Visual Art in lower secondary schools since most of them own atleast a gadget and they have potentially engaged in assisting with E-gadgets. E-gadget supported teaching and learning not only enhanced Visual Art teaching but also emphasized the importance of teacher instructional approaches alongside the use of E-gadget tools in fostering effective Visual Art classroom interaction. Integration of E-gadget instructional tools in Visual Art increased learners’ participation in Visual Art lessons, group discussions, and presentations. However, it was noted that individual gadgets more so smart phones are more effective for Visual Art assignments and research hence the request was made for allowing such gadget tools into Visual Art classrooms but under strict orders. E-gadgets also played a crucial role in individual knowledge conceptualization and skill development through enhanced visualization elements and research facilitated by particular gadget tools. The study recommends the full utilization of e- gadget tools such as projectors, laptops, desktops, and personal smart phones by the Visual Art teachers and learners of Visual Art to enhance Visual Art teaching as well as learning experiences.