Datorn i bildundervisning : En studie på tre elevgrupper med fokus på samarbetet

Sammanfattning: The purpose of this paper was to carry out and evaluate a pedagogic ICT-project, where the computer was implemented in art class. Focus was on the consequences of collaboration and also on the students’ understanding of their own performance, compared to techniques in traditional art class. The study was qualitative and began with studies in literature. The contents of the literature are the foundation of the discussion, especially theories concerning the learning process, IT and computer-based learning. In the project, three different groups of students from upper secondary school attended and they where given tasks to solve in the image editing program Paint Shop Pro. The students were observed as well as interviewed and they also answered a questionnaire both before and after the project was carried out. IT and computer-based learning is a complex topic. This study shows that it is not easy to draw conclusions on how computers should be used in learning situations, as many researchers have discovered before. This study also shows that computerized art-teaching often will get a positive reaction from the students. Before and during the study, there were problems with the booking of computer classrooms and the access to relevant computer programs. This probably derives from economical aspects which according to previous research is a common problem. Some researchers imply that teachers without the “right” knowledge should not be afraid to use the technique in their teaching. This is contradicted by this study, based on some students’ lack of basic computer knowledge; which makes these students in need of a competent teacher. Through this study I have found that it can be hard to accomplish a propitious collaboration when the computer is implemented in art class. The concept of collaboration is complex; it seems not to have a universal meaning for the students. This and the fact that the tasks might not have been encouraging collaboration might be reasons why propitious collaborations were not accomplished. This in itself has affected the study in a way that has made it impossible to draw any conclusions on whether collaboration is propitious for the implementing of computers in the art class or not. The questionnaires, interviews as well as the observations has shown that the students who solved the tasks by themselves were more positive to computerized art-teaching than the students who had been working in pairs. Even though it is unclear if the reason is the actual individual solving of the tasks, because these students were according to the opening questionnaire more positive from the beginning. The implementing of computers can further be seen as positive for students’ understanding of their own performance in the art class. This conclusion cannot be seen as general because some students imply the opposite. Through this study I consider myself to have contributed to the public debate regarding ICT and education, and specifically in two areas; “What does the collaboration look like during computerized teaching; when and why does the propitious collaboration take place?” and “The importance of teachers’ knowledge and interest when using computerized teaching” Research should in the future be done on how to accomplish collaboration and how to use the implementing of computers in art class to strengthen the students who believe they are low performers.