Journal Screenshot

International Journal of Academic Research in Progressive Education and Development

Open Access Journal

ISSN: 2226-6348

The Role of Digital Technology in Fostering Creativity and Critical Thinking in Chinese Art Education

Radhega Ramasamy, Gurdip Kaur Saminder Singh, Ranjit Kaur P. Gernail Singh

http://dx.doi.org/10.6007/IJARPED/v13-i4/22194

Open access

This study aims to investigate the factors that affect parents' choice of preschools in Malaysia, with a focus on kindergartens in Pulau Pinang. To achieve this, a quantitative research design was adopted. A questionnaire was uploaded on the Internet and distributed to the target population, consisting of parents who send their children to preschools. A total of 100 complete questionnaires were collected, processed, and analyzed statistically. The findings revealed that the main factors influencing parents' decisions to choose a preschool were curriculum factors, academic factors, school-parent relationships, and school facilities. Specifically, parents highly value the quality of the curriculum offered by the preschool, the positive academic environment, the strength of the relationship between the school and parents, and the quality of the school's facilities. These factors were consistently cited as critical in making their preschool selection. The analysis indicates that Malaysian parents place significant importance on various aspects of preschool education. High-quality curricula and robust academic programs are seen as essential for the early development of their children. Additionally, strong school-parent relationships are crucial to ensure that parents feel engaged and informed about their child's education and development. Modern and well-maintained facilities also play a vital role in providing a safe and conducive learning environment for young children. Based on these findings, several recommendations can be made for Malaysian preschools. To enhance the attractiveness of their brands, preschools should focus on improving the quality of their curriculum and ensuring high academic standards. Furthermore, fostering stronger and closer relationships with parents can lead to higher levels of parental satisfaction and involvement. Lastly, investing in modern and attractive facilities can significantly enhance the overall appeal of preschools. In conclusion, understanding the factors that influence parental preferences for preschool education is essential for educators and policymakers. By addressing these key areas, preschools in Malaysia, particularly in Pulau Pinang, can better meet the needs and expectations of parents, ultimately contributing to the overall improvement of early childhood education in the region.

Abdullah Shahneaz, M., Akhter, S., & Yasmin, N. (2014). The Impact of Teacher and Technology in Classroom. Journal of Education and Practice, 5(27), 79–82. www.iiste.org
Agarwal, N., Kamra, D. N., Chaudhary, L. C., Sahoo, A., & Pathak, N. N. (2000). Selection of Saccharomyces cerevisiae strains for use as a microbial feed additive. Letters in Applied Microbiology, 31(4), 270–273. https://doi.org/10.1046/J.1472-765X.2000.00826.X
Ahmed, K., & Nasser, O. (2015). Incorporating iPad Technology: Creating More Effective Language Classrooms. TESOL Journal, 6(4), 751–765. https://doi.org/10.1002/TESJ.192
Ahonen, A. K., & Harding, S.-M. (2018). Assessing Online Collaborative Problem Solving Among School Children in Finland: A Case Study Using ATC21S TM in a National Context. International Journal of Learning, Teaching and Educational Research, 17(2), 138–158. https://doi.org/10.26803/ijlter.17.2.9
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T
Ajzen, I., & Madden, T. J. (1986). Prediction of goal-directed behavior: Attitudes, intentions, and perceived behavioral control. Journal of Experimental Social Psychology, 22(5), 453–474. https://doi.org/10.1016/0022-1031(86)90045-4
Albion, P. R., Tondeur, J., Forkosh-Baruch, A., & Peeraer, J. (2015). Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and Information Technologies, 20(4), 655–673. https://doi.org/10.1007/S10639-015-9401-9
Al-Senaidi, S., Lin, L., & Poirot, J. (2009). Barriers to adopting technology for teaching and learning in Oman. Computers and Education, 53(3), 575–590. https://doi.org/10.1016/J.COMPEDU.2009.03.015
Archambault, L., Archambault, L., & Crippen, K. (2009). K-12 Distance Educators at Work: Who’s Teaching Online across the United States. Journal of Research on Technology in Education, 41(4), 363–391.
Aslan, A., & Zhu, C. (2016). Influencing Factors and Integration of ICT into Teaching Practices of Pre-service and Starting Teachers. International Journal of Research in Education and Science (IJRES), 2(2), 359–370. www.ijres.net
Avidov-Ungar, O., & Eshet-Alkalai, Y. (2011). Teachers in a World of Change: Teachers’ Knowledge and Attitudes towards the Implementation of Innovative Technologies in Schools. Interdisciplinary Journal of E-Skills and Lifelong Learning, 7, 291–303. https://doi.org/10.28945/1525
Bancheri. (2006). A LANGUAGE TEACHER’S PERSPECTIVE ON EFFECTIVE COURSEWARE. In R. P. Donaldson & M. A. Haggstrom (Eds.), Changing Language Education Through CALL (1st ed.). Routledge. https://doi.org/10.4324/9780203008423-9/LANGUAGE-TEACHER-PERSPECTIVE-EFFECTIVE-COURSEWARE-RANDALL-DONALDSON-MARGARET-HAGGSTROM
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1998). Health Promotion from the Perspective of Social Cognitive Theory. Psychology and Health, 13, 623–649.
Bandura, A., & Cervone, D. (1986). Differential engagement of self-reactive influences in cognitive motivation. Organizational Behavior and Human Decision Processes, 38(1), 92–113. https://doi.org/10.1016/0749-5978(86)90028-2
Baptista, G., & Oliveira, T. (2015). Understanding mobile banking: The unified theory of acceptance and use of technology combined with cultural moderators. Computers in Human Behavior, 50, 418–430. https://doi.org/10.1016/J.CHB.2015.04.024
Barclay, D. W., Higgins, C., & Thompson, R. (1995). The Partial Least Squares (PLS) Approach to Causal Modelling: Personal Computer Adoption and Use as an Illustration. Technology Studies, Special Issue on Research Methodology, 2(2), 285–309.
Barnes, J., Fakhrhosseini, S. M., Vasey, E., Park, C. H., & Jeon, M. (2020). Child-Robot Theater: Engaging Elementary Students in Informal STEAM Education Using Robots. IEEE Pervasive Computing, 19(1), 22–31. https://doi.org/10.1109/MPRV.2019.2940181.
Barton, G., & Baguley, M. (2017). The Palgrave Handbook of Global Arts Education. Palgrave MacMillan.
Bass, B. M., & Riggio, R. E. (2005). Transformational leadership: Second edition. Transformational Leadership: Second Edition, 1–282.
https://doi.org/10.4324/9781410617095
Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers and Education, 39(4), 395–414. https://doi.org/10.1016/S0360-1315(02)00075-1
Bell, E., Bryman, A., & Harley, B. (2019). Business Research Method (5th ed.). Oxford University Press.
Bendici, Ray. (2019, December 5). How to reach digital equity in education close tech divide. District Administration. https://www.districtadministration.com/how-k-12-leaders-are-losing-the-digital-divide/
Bequette, J. W., & Brennan, C. (2015). Advancing Media Arts Education in Visual Arts Classrooms: Addressing Policy Ambiguities and Gaps in Art Teacher Preparation. Http://Dx.Doi.Org/10.1080/00393541.2008.11518745, 49(4), 328–342.
https://doi.org/10.1080/00393541.2008.11518745
Berrett, B., Murphy, J., & Sullivan, J. (2012). Administrator Insights and Reflections: Technology Integration in Schools. The Qualitative Report, 17(1), 200–221. https://doi.org/10.46743/2160-3715/2012.1815
Berson, I. R., Berson, M. J., & Manfra, M. M. (2012). Touch, Type, and Transform: iPads in the Social Studies Classroom. Social Education, 76(2), 88–91.
Black, D., & Smith, J. (2006). Estimating the returns to college quality with multiple proxies for quality. Journal of Labor Economics, 24(3), 701–728. https://doi.org/10.1086/505067/0
Black, J., & Browning, K. (2011). Creativity in Digital Art Education Teaching Practices. Art Education, 64(5), 19–34. https://doi.org/10.1080/00043125.2011.11519140
Bledsoe, C., & Pilgrim, J. (2015). Challenge-Based Learning Using iPad Technology in the Middle School. Tablets in K-12 Education: Integrated Experiences and Implications, 238–261. https://doi.org/10.4018/978-1-4666-6300-8.CH014
Bolujide, O. G. (2016). Preponderance of ICT in Fine Art (Visual Art) Teaching and Learning in Nigeria. European Journal of Computer Science and Information Technology, 4(3), 1–15. www.eajournals.org
Brasel, S. A., & Gips, J. (2014). Tablets, touchscreens, and touchpads: How varying touch interfaces trigger psychological ownership and endowment. Journal of Consumer Psychology, 24(2), 226–233. https://doi.org/10.1016/J.JCPS.2013.10.003
Bryman, A., & Bell, E. (2015). The process of business research. Business Research Methods 4th Edition, 10. https://read.kortext.com/reader/pdf/92758/3
Bunce, C., Gray, K. L. H., & Cook, R. (2021). The perception of interpersonal distance is distorted by the Müller-Lyer illusion. Scientific Reports 2021 11:1, 11(1), 1–7. https://doi.org/10.1038/s41598-020-80073-y
Burnett, C., & Merchant, G. (2015). The Challenge of 21st-Century Literacies. Journal of Adolescent & Adult Literacy, 59(3), 271–274. https://doi.org/10.1002/JAAL.482
Burns, R. B. (Robert B. (1997). Introduction to research methods. Addison Wesley Longman.
Catteral, L. G. (2017). A Brief Hist A Brief History of STEM and STEAM fr y of STEM and STEAM from an Inadv om an Inadvertent Insider tent Insider. The STEAM Journal, 3(1). https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1162&context=steam
Chai, C. S., Ling Koh, J. H., Tsai, C. C., & Lee Wee Tan, L. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184–1193. https://doi.org/10.1016/J.COMPEDU.2011.01.007
Chang, A. (2012). UTAUT AND UTAUT 2: A REVIEW AND AGENDA FOR FUTURE RESEARCH. Journal The WINNERS, 13(2), 106–114.
Chilton, H., & McCracken, W. (2017). New technology, changing pedagogies? Exploring the concept of remote teaching placement supervision.
Https://Doi.Org/10.1080/23752696.2017.1366276, 2(1), 116–130.
https://doi.org/10.1080/23752696.2017.1366276
Choi, H., & Piro, J. M. (2009). Expanding arts education in a digital age. Arts Education Policy Review, 110(3), 27–34. https://doi.org/10.3200/AEPR.110.3.27-34
Cohen, L., Manion, L., & Morrison, K. (2011). Evaluation and the politics of educational research: Research methods in education. In Research methods in education (7th ed.). Taylor & Francis Group.
Colucci-Gray, L., Burnard, P., Cooke, C., Davies, R., Gray, D., & Trowsdale, J. (2017). Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: how can school curricula be broadened towards a more responsive, dynamic, and inclusive form of education?
https://www.bera.ac.uk/project/bera-research-commissions/reviewing-the-potential-and-challenges-of-developing-steam-education-2
Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly: Management Information Systems, 19(2), 189–210. https://doi.org/10.2307/249688
Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: Using an elaborated model of the tpack framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60–69. https://doi.org/10.1007/S11528-009-0327-1/METRICS
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches /. SAGE Publications.
Daniels, K., Bower, K., Burnett, C., Escott, H., Hatton, A., Ehiyazaryan-White, E., & Monkhouse, J. (2020). Early years teachers and digital literacies: Navigating a kaleidoscope of discourses. Education and Information Technologies, 25(4), 2415–2426. https://doi.org/10.1007/S10639-019-10047-9/METRICS
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly: Management Information Systems, 13(3), 319–339. https://doi.org/10.2307/249008
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and Intrinsic Motivation to Use Computers in the Workplace1. Journal of Applied Social Psychology, 22(14), 1111–1132. https://doi.org/10.1111/J.1559-1816.1992.TB00945.X
Delacruz, E. (2015). Teachers’ Working Conditions and the Unmet Promise of Technology. Http://Dx.Doi.Org/10.1080/00393541.2004.11650065, 46(1), 6–19.
https://doi.org/10.1080/00393541.2004.11650065
Devlin, T. J., Feldhaus, C. R., & Bentrem, K. M. (2013). The Evolving Classroom: A Study of Traditional and Technology-Based Instruction in a STEM Classroom. Journal of Technology Education, 25(1), 34–54.
Dillon, A., Dillon, A., & Morris, M. G. (1996). User Acceptance of Information Technology: Theories and Models. Annual Review of Information Science and Technology (ARIST), 31, 3–32.
Ding, X. (2018). Average Gaokao Score of Art Students; How to Calculate. Art Students.
Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187–199.
https://doi.org/10.1016/J.COMPEDU.2007.05.001
Durff, L., & Carter, M. (2019). Overcoming Second-Order Barriers to Technology Integration in K-5 Schools. Journal of Educational Research and Practice, 9(1), 246–260. https://doi.org/10.5590/JERAP.2019.09.1.18
Duygu Eri?ti, S., A?k?m Kurt, A., & Dindar, M. (2012). Teachers’ Views about Effective Use of Technology in Classrooms. Turkish Online Journal of Qualitative Inquiry, 3(2).
Elyas, T., & Al-Bogami, B. (2019). The Role of the iPad as Instructional Tool in Optimizing Young Learners’ Achievement in EFL Classes in the Saudi Context. Arab World English Journal, 1(1), 144–162. https://doi.org/10.24093/AWEJ/ELT1.11
Ernst, J. v., & Moye, J. J. (2013). Social Adjustment of At-Risk Technology Education Students. Journal of Technology Education, 24(2), 2–13.
Ertmer, P. A., Addison, P., Lane, M., Ross, E., & Woods, D. (2014). Examining Teachers’ Beliefs About the Role of Technology in the Elementary Classroom.
Http://Dx.Doi.Org/10.1080/08886504.1999.10782269, 32(1), 54–72.
https://doi.org/10.1080/08886504.1999.10782269
Ewing, R. (2010). The Arts and Australian Education: Realising potential Australian Education Review. In The arts and Australian education: Realising potential. Australian Educational Review, no. 58. Australian Council for Educational Research Press. www.acer.edu.au/aer
Faber, J. M., Luyten, H., & Visscher, A. J. (2017). The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment. Computers & Education, 106, 83–96.
https://doi.org/10.1016/J.COMPEDU.2016.12.001
Fenty, N. S., & Anderson, E. M. K. (2014). Examining Educators’ Knowledge, Beliefs, and Practices About Using Technology With Young Children.
Http://Dx.Doi.Org/10.1080/10901027.2014.905808, 35(2), 114–134.
https://doi.org/10.1080/10901027.2014.905808
Fishbein, & Ajzen, I. (1975). Fishbein & Ajzen (1975).
https://people.umass.edu/aizen/f&a1975.html
Flewitt, R., Messer, D., & Kucirkova, N. (2014). New directions for early literacy in a digital age: The iPad. Http://Dx.Doi.Org/10.1177/1468798414533560, 15(3), 289–310. https://doi.org/10.1177/1468798414533560
Flood, A., & Bamford, A. (2007). Manipulation, simulation, stimulation: the role of art education in the digital age. International Journal of Education Through Art, 3(2), 91–102. https://doi.org/10.1386/ETA.3.2.91_1
Fulton, K., & Sibley, R. (2003). Toward Digital Equity: Bridging the Divide in Education (G. Solomon, N. Allen, & P. Resta, Eds.). Pearson.
Geer, R., White, B., Zeegers, Y., Au, W., & Barnes, A. (2017). Emerging pedagogies for the use of iPads in schools. British Journal of Educational Technology, 48(2), 490–498. https://doi.org/10.1111/BJET.12381
Georgina, D. A., & Hosford, C. C. (2009). Higher education faculty perceptions on technology integration and training. Teaching and Teacher Education, 25(5), 690–696. https://doi.org/10.1016/J.TATE.2008.11.004
Gilakjani, A. P. (2011). Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching. Journal of Studies in Education, 2(1), 104–113. https://doi.org/10.5296/JSE.V2I1.1007
Gillen, J., Arnott, L., Marsh, J., Bus, A., Castro, T., Dardanou, M., Duncan, P., Enriquez-Gibson, J., Flewitt, R., Gray, C., Holloway, D., Jernes, M., Kontovourki, S., Kucirkova, N., Kumpulainen, K., March-Boehnck, G., Mascheroni, G., Nagy, K., O’Connor, J., … Tafa, E. (2018). Digital Literacy and Young Children: Towards Better Understandings of the Benefits and Challenges of Digital Technologies in Homes and Early Years Settings.
Gocen, A., & Aydemir, F. (2020). Artificial Intelligence in Education and Schools. Research on Education and Media, 12(1), 13–21. https://doi.org/10.2478/REM-2020-0003
Goldberg, M. (2012). Arts integration: Teaching subject matter through the arts in multicultural settings (4th ed.). Pearson/Allyn and Bacon.
Goldstein, E. B., & Cacciamani, L. (2021). Sensation and Perception. Cengage Learning.
Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., Clair St., L., & Harris, R. (2009). TPACK Development in Science Teaching: Measuring the TPACK Confidence of Inservice Science Teachers. TechTrends, 53(5), 70–79. https://doi.org/10.1007/S11528-009-0328-0
Greaves, T., Hayes, J., Wilson, L., Gielniak, M., & Peterson, R. (2010). The technology factor: nine keys to student achievement and cost-effectiveness. www.ProjectRED.org
Gregory, D. C. (2015). Boxes with Fires: Wisely Integrating Learning Technologies into the Art Classroom. Http://Dx.Doi.Org/10.1080/00043125.2009.11519020, 62(3), 47–54. https://doi.org/10.1080/00043125.2009.11519020
Gude, O. (2007). Principles of Possibility: Considerations for a 21st-Century Art & Culture Curriculum. Art Education, 60(1), 6–17.
Hair, Celsi, M., Money, A., Samouel, P., & Page, M. (2016). The Essentials of Business Research Methods, 3rd Edition. In 2016 Faculty Bookshelf.
https://digitalcommons.kennesaw.edu/facbooks2016/2
Hannum, E., An, X., & Cherng, H. Y. S. (2011). Examinations and educational opportunity in China: mobility and bottlenecks for the rural poor.
Https://Doi.Org/10.1080/03054985.2011.559387, 37(2), 267–305.
https://doi.org/10.1080/03054985.2011.559387
Hannum, E., Ishida, H., Park, H., & Tam, T. (2019). Education in East Asian Societies: Postwar Expansion and the Evolution of Inequality. Https://Doi.Org/10.1146/Annurev-Soc-073018-022507, 45, 625–647. https://doi.org/10.1146/ANNUREV-SOC-073018-022507
Harris, J., & Hofer, M. (2009). Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK ... Society for Information Technology & Teacher Education International Conference, 2009(1), 4087–4095. https://www.learntechlib.org/primary/p/31243/
Harris, J., Mishra, P., & Koehler, M. (2014). Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types.
Http://Dx.Doi.Org/10.1080/15391523.2009.10782536, 41(4), 393–416.
https://doi.org/10.1080/15391523.2009.10782536
Hatzigianni, M., & Kalaitzidis, I. (2018). Early childhood educators’ attitudes and beliefs around the use of touchscreen technologies by children under three years of age. British Journal of Educational Technology, 49(5), 883–895.
https://doi.org/10.1111/BJET.12649
Healy, M., & Perry, C. (2000). Comprehensive criteria to judge validity and reliability of qualitative research within the realism paradigm. Qualitative Market Research: An International Journal, 3(3), 118–126. https://doi.org/10.1108/13522750010333861
Hembre, O. J., & Warth, L. L. (2020a). Assembling iPads and Mobility in Two Classroom Settings. Technology, Knowledge and Learning, 25(1), 197–211.
https://doi.org/10.1007/S10758-019-09405-W/METRICS
Hembre, O. J., & Warth, L. L. (2020b). Assembling iPads and Mobility in Two Classroom Settings. Technology, Knowledge and Learning, 25(1), 197–211.
https://doi.org/10.1007/S10758-019-09405-W/METRICS
Henley, D. (2012). CULTURAL EDUCATION IN ENGLAND: An independent review by Darren Henley for the Department for Culture, Media and Sport and the Department for Education.
Herro, D., Quigley, C., & Cian, H. (2018). The Challenges of STEAM Instruction: Lessons from the Field. Https://Doi.Org/10.1080/01626620.2018.1551159, 41(2), 172–190.
https://doi.org/10.1080/01626620.2018.1551159
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252. https://doi.org/10.1007/S11423-006-9022-5
Hopson, M. H., Simms, R. L., & Knezek, G. A. (2014). Using a Technology-Enriched Environment to Improve Higher-Order Thinking Skills.
Http://Dx.Doi.Org/10.1080/15391523.2001.10782338, 34(2), 109–119.
https://doi.org/10.1080/15391523.2001.10782338
Hu, H., Zheng, T., & Wang, Y. (2021). Yikao is Not Easy; How do New Regulations Change the Test. . Xinhua Deep Reads.
Hu, P. J., Chau, P. Y. K., Sheng, O. R. L., & Tam, K. Y. (2015). Examining the Technology Acceptance Model Using Physician Acceptance of Telemedicine Technology. Https://Doi.Org/10.1080/07421222.1999.11518247, 16(2), 91–112.
https://doi.org/10.1080/07421222.1999.11518247
Hughes, J., & Hughes, J. (2005). The Role of Teacher Knowledge and Learning Experiences in Forming Technology-... Journal of Technology and Teacher Education, 13(2), 277–302.
Hutchings, M., & Quinney, A. (2015). The Flipped Classroom, Disruptive Pedagogies, Enabling Technologies and Wicked Problems: Responding to “The Bomb in the Basement”. Electronic Journal of E-Learning, 13(2), 106–119. www.ejel.org
Igbaria, M., Guimaraes, T., & Davis, G. B. (2015). Testing the Determinants of Microcomputer Usage via a Structural Equation Model.
Http://Dx.Doi.Org/10.1080/07421222.1995.11518061, 11(4), 87–114.
https://doi.org/10.1080/07421222.1995.11518061
Im, I., Hong, S., & Kang, M. S. (2011). An international comparison of technology adoption: Testing the UTAUT model. Information and Management, 48(1), 1–8.
https://doi.org/10.1016/J.IM.2010.09.001
Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path model. Educational Technology Research and Development, 58(2), 137–154. https://doi.org/10.1007/S11423-009-9132-Y
Jang, S. J., & Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers and Education, 59(2), 327–338. https://doi.org/10.1016/J.COMPEDU.2012.02.003
Jeon, M., Barnes, J., Fakhrhosseini, M., Vasey, E., Duford, Z., Zheng, Z., & Dare, E. (2017). Robot Opera: A modularized afterschool program for STEAM education at local elementary school. 14th International Conference on Ubiquitous Robots and Ambient Intelligence (URAI), 935–936. https://doi.org/10.1109/URAI.2017.7992869
Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259–1269.
https://doi.org/10.1016/J.COMPEDU.2010.05.022
Kandel, E. (2016). Reductionism in art and brain science” in Reductionism in Art and Brain Science. Columbia University Press.
Karahan, A., & Bayraktar, N. (2004). Determination of the usage of body mechanics in clinical settings and the occurrence of low back pain in nurses. International Journal of Nursing Studies, 41(1), 67–75. https://doi.org/10.1016/S0020-7489(03)00083-X
Kemp, A. T., Preston, J., Page, C. S., Harper, R., Dillard, B., Flynn, J., & Yamaguchi, M. (2014). Technology and Teaching: A Conversation among Faculty Regarding the Pros and Cons of Technology. The Qualitative Report, 19(3), 1–23. https://doi.org/10.46743/2160-3715/2014.1284
Kivunja, C., & Kuyini, A. B. (2017). Understanding and Applying Research Paradigms in Educational Contexts. International Journal of Higher Education, 6(5), 26. https://doi.org/10.5430/IJHE.V6N5P26
Koehler, M. J., Mishra, P., & Cain, Mr. W. (2017). What is Technological Pedagogical Content Knowledge (TPACK)? Https://Doi.Org/10.1177/002205741319300303, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
Koehler, M., Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563–573. https://doi.org/10.1111/J.1365-2729.2010.00372.X
Kontovourki, S., Garoufallou, E., Ivarsson, L., Klein, M., Korkeamaki, R.-L., Koutsomiha, D., Marci-Boehncke, G., Tafa, E., & Virkus, S. (2017). Digital literacy in the early years: practices in formal settings, teacher education, and the role of informal learning spaces: a review of the literature. http://repository.afs.edu.gr/handle/6000/367
Krauss, S. E. (2005). Research Paradigms and Meaning Making: A Primer. Retrieved from The Qualitative Report, 10(4), 758–770.
Kucirkova, N. (2018). Personalised learning with digital technologies at home and school: Where is children’s agency? Mobile Technologies in Children’s Language and Literacy: Innovative Pedagogy in Preschool and Primary Education, 133–153. https://doi.org/10.1108/978-1-78714-879-620181009/FULL/XML
Kurvinen, E., Lindén, R., Rajala, T., Kaila, E., Laakso, M. J., & Salakoski, T. (2014). Automatic assessment and immediate feedback in first grade mathematics. ACM International Conference Proceeding Series, 2014-November (November), 15–23.
https://doi.org/10.1145/2674683.2674685
Laakso, M. J., Kaila, E., & Rajala, T. (2018). ViLLE – collaborative education tool: Designing and utilizing an exercise-based learning environment. Education and Information Technologies, 23(4), 1655–1676. https://doi.org/10.1007/S10639-017-9659-1/METRICS
Lam, Y., & Lawrence, G. (2010). Teacher-Student Role Redefinition During a Computer-Based Second Language Project: Are Computers Catalysts for Empowering Change? Http://Dx.Doi.Org/10.1076/Call.15.3.295.8185, 21(1), 295–315.
https://doi.org/10.1076/CALL.15.3.295.8185
Lehiste, P. (2015). THE IMPACT OF A PROFESSIONAL DEVELOPMENT PROGRAM ON IN-SERVICE TEACHERS’ TPACK: A STUDY FROM ESTONIA. Problems of Education in the 21st Century, 66(1), 18–28. https://doi.org/https://doi.org/10.33225/pec/15.66.18
Lemieux, A., & Rowsell, J. (2019). Taking a wide-angled view of contemporary digital literacy. In The Routledge Handbook of Digital Literacies in Early Childhood (1st ed.). Taylor and Francis. https://doi.org/10.4324/9780203730638-34/TAKING-WIDE-ANGLED-VIEW-CONTEMPORARY-DIGITAL-LITERACY-AM
Ling Koh, J. H., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-Action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers and Education, 78, 20–29.
https://doi.org/10.1016/J.COMPEDU.2014.04.022
Long II, R. L., & Davis, S. S. (2017). Using STEAM to Increase Engagement and Literacy Across Disciplines. The STEAM Journal, 3(1).
https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1148&context=steam
Lu, Y. H., Ottenbreit-Leftwich, A. T., Ding, A. C., & Glazewski, K. (2017). Experienced iPad-Using Early Childhood Teachers: Practices in the One-to-One iPad Classroom. Https://Doi.Org/10.1080/07380569.2017.1287543, 34(1–2), 9–23.
https://doi.org/10.1080/07380569.2017.1287543
Luckin, R. (2015). MAINSTREAMING INNOVATION IN EDUCATIONAL TECHNOLOGY. 3(1).
Lux, N., Bangert, A., & Whittier, D. (2012). The Development of an Instrument to Assess Preservice Teacher’s Technological Pedagogical Content Knowledge. Http://Dx.Doi.Org/10.2190/EC.45.4.c, 45(4), 415–431.
https://doi.org/10.2190/EC.45.4.C
Ma, Y. (2022). Exploring High School Art Education in China. Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021), 637, 534–538. https://doi.org/10.2991/ASSEHR.K.220131.096
Mackenzie, N., & Knipe, S. (2006). Research dilemmas: Paradigms, methods and methodology. Issues in Educational Research.
Maeda, J. (2013). STEM + Art = STEAM. The STEAM Journal, 1(1), 1–3. https://doi.org/10.5642/STEAM.201301.34
Malchiodi, C. A. (2000). Art therapy. Encyclopedia of Psychology, Vol. 1., 255–257. https://doi.org/10.1037/10516-091
Manovich, L. (2013). Software Takes Command. A&C Black.
Marginson, S., Tytler, R., Freeman, B., & Roberts, K. (2013). STEM: country comparisons: final report (Issue June). Australian Council of Learned Academies. https://doi.org/ISBN 978 0 9875798 0 5
Marner, A., & Örtegren, H. (2013). Four approaches to implementing digital media in art education. Http://Dx.Doi.Org/10.3402/Edui.V4i4.23217, 4(4).
https://doi.org/10.3402/EDUI.V4I4.23217
Marsh, D., Pérez, W. D., & Morales, M. E. (2019). Enhancing Language Awareness and Competence-building through a Fusion of Phenomenon-based Learning and Content and Language Integration. Journal of E-Learning and Knowledge Society, 15(1). https://doi.org/10.20368/1971-8829/1617
Mathieson, K. (1991). Predicting user intentions: Comparing the technology acceptance model with the theory of planned behavior. Information Systems Research, 2(3), 173–191. https://doi.org/10.1287/ISRE.2.3.173
Means, B. (2010). Technology and Education Change: Focus on Student Learning. Journal of Research on Technology in Education, 42(3), 285–307. www.iste.org.
Merrill, M. D. (2007). A Task-Centered Instructional Strategy. Journal of Research on Technology in Education, 33.
Ministry of Education of the People’s Republic of China. (2012). National Curriculum Standards for Fine Arts Education. Beijing Normal University Press.
Ministry of Education of the People’s Republic of China. (2020, May 12). Ministry of Education of the People’s Republic of China Press Conference Report.
Ministry of Education of the People’s Republic of China. (2022). National Curriculum Standards for Mathematics Education. Beijing Normal University Press.
Mishra, P., & Koehler, M. J. (2022). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Https://Doi.Org/10.1111/j.1467-9620.2006.00684.x, 108(6), 1017–1054. https://doi.org/10.1111/J.1467-9620.2006.00684.X
Mishra, P., Koehler, M. J., & Henriksen, D. (2011a). The Seven Trans-Disciplinary Habits of Mind: Extending the TPACK Framework towards 21st Century Learning. Educational Technology, 51(2), 22–28.
Mishra, P., Koehler, M. J., & Henriksen, D. (2011b). The Seven Trans-Disciplinary Habits of Mind: Extending the TPACK Framework towards 21st Century Learning. Educational Technology Archive.
Mishra, P., & Mehta, R. (2017). What We Educators Get Wrong About 21st-Century Learning: Results of a Survey. Journal of Digital Learning in Teacher Education, 33(1), 6–19. https://doi.org/10.1080/21532974.2016.1242392
MOE PRC. (2020). 2020 National Conference: Voice from the Arts.
Moon, J. W., & Kim, Y. G. (2001). Extending the TAM for a World-Wide-Web context. Information & Management, 38(4), 217–230. https://doi.org/10.1016/S0378-7206(00)00061-6
Moore, G. C., & Benbasat, I. (1991). Development of an instrument to measure the perceptions of adopting an information technology innovation. Information Systems Research, 2(3), 192–222. https://doi.org/10.1287/ISRE.2.3.192
Neuman, W. L. (2014). Social Research Methods: Qualitative and Quantitative Approaches W. Lawrence Neuman Seventh Edition (7th ed.). Pearson.
NSEAC. (2021). 2021-2022 Annual Ranking: Art Classification Institutes.
OECD. (2015). Students, Computers and Learning. https://doi.org/10.1787/9789264239555-EN
Oyanagi, W., & Satake, Y. (2016). Capacity Building in Technoloy


Ramasamy, R., Singh, G. K. S., & Singh, R. K. P. G. (2024). The Role of Digital Technology in Fostering Creativity and Critical Thinking in Chinese Art Education. International Journal of Academic Research in Progressive Education and Development, 13(4), 1196–1224.