A proposal of smart pedagogy for the school

Garcia, Marilene Santana dos Santos; Medeiros, Luciano Frontino de

doi:10.4324/9780429319501-8

Cited by 1 publication

(4 citation statements)

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“…Throughout the study, the teachers created 12 thematic virtual exhibitions with my support during individual consultation sessions and group review meetings. The teachers assumed the role of teacher‐curator as ‘organizer[s] of content focused on research’ (Garcia & de Medeiros 2020, 135) with the use of online technologies. The thematic approach provided teachers with ample opportunities ‘to connect and transcend academic content areas to broader issues’ (Deschaine & Sharma 2015, 20) and ‘to expand visions about content’ (Garcia & de Medeiros 2020, 134).…”

Section: Resultsmentioning

confidence: 99%

“…The teachers assumed the role of teacher‐curator as ‘organizer[s] of content focused on research’ (Garcia & de Medeiros 2020, 135) with the use of online technologies. The thematic approach provided teachers with ample opportunities ‘to connect and transcend academic content areas to broader issues’ (Deschaine & Sharma 2015, 20) and ‘to expand visions about content’ (Garcia & de Medeiros 2020, 134). Formulating a comprehensive virtual exhibition design for teaching requires research and a careful selection of theme‐related artworks with relevant artmaking, classroom teaching and self‐directed learning activities.…”

Section: Resultsmentioning

confidence: 99%

“…The key pedagogical challenge comes not only from how to use the large number of images available, but also from how teachers can leverage digital museum resources to enhance the curriculum (Hendy‐Ekers 2015). In this regard, content curation becomes increasingly relevant to the blending of face‐to‐face and online learning (Garcia & de Medeiros 2020). Teachers thus play an important curatorial role in disseminating digital learning content ‘for knowledge to be expanded, co‐produced, reworked, and reflected upon critically’ (Garcia & de Medeiros 2020, 128), instead of being teachers who didactically teach as a strategy.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…In this regard, content curation becomes increasingly relevant to the blending of face‐to‐face and online learning (Garcia & de Medeiros 2020). Teachers thus play an important curatorial role in disseminating digital learning content ‘for knowledge to be expanded, co‐produced, reworked, and reflected upon critically’ (Garcia & de Medeiros 2020, 128), instead of being teachers who didactically teach as a strategy. Following this notion, Skidmore (2021) observed that ‘curation is just another word for education’ (p. 294).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

See 3 more Smart Citations

Teachers Curating Virtual Exhibitions for Learning Visual Arts: A Study of Impact and Effectiveness

Tam¹,

Hui²

2023

Int J Art Design Ed

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Although visual arts teachers have free access to high quality online artwork images offering them immense teaching resources, making meaningful use of them remains a pedagogical challenge. During the COVID-19 pandemic, the transition from face-to-face to online teaching caused an immediate need for teachers to enhance their digital competencies and technological capability for planning and delivering a blended art curriculum. Herein, I propose a 'teacher-curator pedagogy' via a study in six primary and secondary schools in Hong Kong to assess its effectiveness. The study took place in the academic year of 2021-22 with 331 student participants. The proposed pedagogy puts visual arts teachers in the role of 'digital curators' who create virtual exhibitions for teaching art appreciation and artmaking. This paper addresses the theoretical framework, implementation strategies, and the results of the study highlighting its effectiveness, impact and limitations on teaching when using teacher-curated virtual exhibitions in both physical and virtual learning contexts.It was found that the technological capacity and confidence of the teacher participants was enhanced through the use of online resources and virtual exhibition tools. Making use of the 3D presentation of exhibits in themes and context through digital content curation, the teachers engaged students with deep interaction through the blending of online and face-toface teaching. However, the proposed pedagogy was limited by the high demand of training and preparation work, hardware and software support, and difficulties in assessing and monitoring learning beyond class.

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Section: Resultsmentioning

confidence: 99%