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TITLE: ADOBE SOFTWARE IN TEACHING TECHNOLOGY BASED

ARTS 10
PREPARED BY: CHARMAINE JOYCE D. DE MESA
MAED-E
SCHOOL: UNIVERSITY OF CALOOCAN CITY
CAMARIN CAMPUS
S.Y.: 2018-2019

Chapter 2

REVIEW AND RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies, the
effectiveness of teachers which were projected clearly through different studies,
thesis, dissertations, journals who will carried out into Adobe software application in
Teaching Technology Based Arts 10.
In recent years, the focus in education has been on preparing students for “the
global economy by equipping them with 21st century skills, such as information and
communication technology skills and problem-solving skills” (Ottenbriet-Leftwich et al.
1331). Using technology in K-12 public education will make a school more
competitive and help the students learn better.
Today more than ever, education is accountable for the knowledge of its
students. The students in today’s classroom are expected to use technology and
show they are technology-literate. The National Educational Technology Standards
(NETS) for Students outline what a student should be able to accomplish at the end
of the twelfth grade (NETS, 2004).
With the Photoshop instruction seven of the standards outlined by NETS can
be performed by students. They includes:
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1. Identify capabilities and limitations of contemporary and emerging

technology resources and assess the potential of these systems and services to
address personal, lifelong learning, and workplace needs.
2. Make informed choices among technology systems, resources, and
services.
3. Analyze advantages and disadvantages of widespread use and reliance on
technology in the workplace and in society as a whole.
4. Demonstrate and advocate for legal and ethical behaviors among peers,
family, and community regarding the use of technology and information.
5. Select and apply technology tools for research, information analysis,
problem solving, and decision-making in content learning.
6. Investigate and apply expert systems, intelligent agents, and simulations in
realworld situations.
7. Collaborate with peers, experts, and others to contribute to a content-
related knowledge base by using technology to compile, synthesize, produce, and
disseminate information, models, and other creative works.
Ways that students respond to different instruction using multimedia surfaced
with the examination. Clark (2000) reports some strengths and weaknesses of
behavioral, receptive, and exploratory instruction in the realm of multimedia. The
strengths much more out weight the weaknesses. Students are engaged in active
learning with a graphic editing program, which in return creates a much higher level of
learning that is produced by the student. Another great strength of multimedia is the
notion of Howard Gardner’s Multiple Intelligence (MI) theory that states that
instruction draws upon different intelligences of an individual learner. For example, a
learner who learns by having objects spatially ordered can effectively learn and
produce quality products by using graphic editing (Giles, Yekovich, & Yekovich, 1993).
Multimedia instruction contains some important aspects of learning including;
personalized feedback, student motivation, and future directions (Mitchell, 2003).
With graphic editing, a student can self-reflect on his/her own work. He/she can also
separate himself/herself from other learners through self-expression. Multimedia,
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including graphic editing, allows for students to be individual learners that take
initiative for their own learning and acquisition of knowledge (Mitchell, 2003).
Throughout the search for supporting journals, an educational theme
proposed itself. The theme pertaining to the way classroom instruction is being done
currently. In a report by Tapscott in 2001, eight trends in multimedia education
regarding classroom learning was indicated. These trends are also the main points of
the new educational movement as a whole. They include:
1. Hypermedia Learning
2. Constructivism and Discovery
3. Learner-centered Education
4. Navigation of Information Sources
5. Lifelong Learning
6. Customized Learning
7. Learning as Fun
8. Teacher as Facilitator
Adobe application allows for all of these criteria to be present in its instruction.
On a consistent basis, students of graphic editing and art classes are asked to use
the Internet to locate sources on design, color, tone, etc. In the graphic editing class,
students learn skills that can be used as they move into their careers. These skills are
also made individualized for the student for improved learning. In a typical multimedia
classroom, the teacher is a facilitator of information instead of the dominating source
of the classroom instruction. With all of these educational perspectives in one
classroom, it is no wonder why students excel; the class is geared toward them as a
learner (Tapscott, 2001).
When graphics are used in the instruction, the designer needs to make sure
that text and/or audio are present. The design element of parsimony pertains to the
exclusion of extra text, audio, and graphics that are not needed for the instruction.
Learning happens better when narration is used instead of text alone. When students
have very little prior knowledge of the subject matter, and they are spatial learners,
individual differences can be placed into the instruction. When students feel that they
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are involved, they work harder. When students have the opportunity to work at their
own pace, the interactivity portion of the design is met (Mitchell, 2003).
The review also brought to attention the need for an effective layout for the
presentation of material. The layout of the screen needs to remain constant for easy
navigational use by the user. The material presented on the screen at any time needs
to be placed in such a manner that the focal point intended for the user is in the
correct place. For example, if it is the intention of the developer to have the user’s
attention on a graphic, the graphic needs to be placed accordingly in concurrence
with the text and other media elements of the page (Mercedes, 2005).
Online tutorials are not always the best medium for instruction. The
connection to the Internet by the student needs to be a priority of the web site. If the
online pages are to consist of many graphics and/or video elements, the instructional
designer needs to be aware of the download time of that page. So many times in
education, a lesson plan has been built using a web site and on the day of the
instruction, the web site fails to work (Tapscott, 2001).
Integration of ICT and the successful curricula outcomes when ICT is properly
deployed. Hasselbring et al. (2000) in his study ‘Technology to support teacher
development’ had shown that improving the quality of an education system depends
upon teachers’ training and development. He argues that teachers should be trained
to view ICT as a resource and to use technology in classroom activities, whilst earlier
added that education authorities are responsible for teacher training.
Knezek et al. (2000) reported that educators with higher levels of skill,
knowledge, and tools would exhibit higher levels of technology integration in the
classroom. Kong et al. (2000) investigated study on ‘Possibilities of creative and
lifelong learning’. They found that the integration of IT and curriculum is the main
force in promoting the full acceptance of information technology by teachers and
students. Law (2000) in his study ‘Changing classrooms changing schools’ found that
teachers and students have variously gained in their mastery of ICT skills. When the
focus was on 36 technology supported teaching, the teachers were all generally more
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competent, and many of them have mastered the skills of multimedia production and
programming.
Mumtaz (2000) worked on ‘Factors effecting teachers' adoption of technology
in secondary schools’. He pointed out lack of administrative, technical and financial
support as problems that prevent teachers from using computers in their teaching.
Cuban (2001) investigated study on ‘High access and low use of technologies in high
schools’. He found that teachers who used computers in their classrooms largely
continued their customary practice, A very few fundamental changes in the dominant
mode of teacher-centered instruction have occurred occasional to serious use of
computers in their classes had marginal or no impact on routine teaching practices.
Grabe (2001) stated that technology should facilitate meaningful learning in
the classroom. Also, it should engage the thinking, decision making, problem solving
and reasoning behaviors of students. 37 M2 Communications Ltd (2001) conducted
study on ‘ICT investment boost secondary schools’. They found that there was a
consistent trend for pupils in schools with better IT resources to achieve better grades
for English, math and science. It also indicated that schools that used IT to support a
particular subject, tended to achieve better in that subject than schools which did not
use IT. Mooij et al. (2001) in the study ‘Modeling and supporting ICT implementation
in secondary schools’ found that teachers’ competence and confidence in their skills
were one of the main factors to influence teachers’ willingness to integrate technology
in their teaching and learning process. They claimed that educators lack of knowledge
is a serious barrier to integrate ICT into secondary schools.
Educators must attain and maintain an assured degree of technological
competence to make instructional strategies more effective. Pelgrum (2001, cited in
Afshari et al, 2009) conducted study on ‘The educational potential of new information
technologies’. He claimed that the success of educational innovations depends
largely on the skills and knowledge of teachers. The study reported that teachers lack
of knowledge and skills is among the most inhibiting obstacles to the use of
computers in schools. Anderson (2002) conducted case studies on ‘The network and
administrative’.
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The findings of studies are: Changing interactions within the classroom as a

direct or indirect result of using ICT to support teaching and learning; and ii. The
involvement of others (non-teachers) outside the physical classroom in students’
learning activities. He understood that how the innovative practices led to a greater
emphasis upon students who take responsibility for their own progress, including self-
imposed deadlines, and in other ways improving their study and work skills.

Conceptual Framework
The researcher conduct an experiment using teacher made rubrics in pre-test
and post-test in 300 grade 10 students in hands-on activity on applying Adobe
application in class instruction under technology based arts 10.
Figure 1 shows the conceptual
:
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The figure 1 shows how instructions of teaching and learning process become more
easy. ICT helps the student’s access the world wide information through the use of
technology. ‘Davis (1993) believes that there is no single magical formula for
motivating students. Many factors affect a given students' motivation to work and to
learn: Interest in subject matter, perception of its usefulness, general desire to
achieve, self-confidence and self-esteem, as well as patience and persistence. With
colorful and attractive graphics, interesting and illustrative animations, appropriate
sound effects, ICT provides multisensory stimulations and real-world experiences.
Teachers using ICT in teaching process can gain the learners' attention, motivate
students to spend more time on learning activities with greater concentration, and
engage them through production work. ICT can extend the range of alternative
teaching methods beyond the conventional classroom (e.g. self-paced learning,
collaborative team or group activities, and distance learning).
Sandholtz et al. (1997) worked on ‘Teaching with technology, creating student-
centered classrooms’. They reported that there were positive changes in student
attitude. Their interest and motivation typically extended to the last week of school
and as students became involved in working on computers, the time they spent on
assignments and projects often increased. Students' enthusiasm and interest resulted
in greater on-task behavior and they were highly involved in their assignment and
frequently able to work with little assistance. The project increased student initiative
as they worked beyond the requirements of their assignments, and independently
explored new applications and developed new skills. Student experimentation and
risk taking increased.
El-Hindi (1998) conducted study on ‘Constructivist teaching with Internet’. He
assumed that learning through the Internet is very compatible with constructivism.
Constructivism assumes that learners are active and curious and the process of
knowledge construction on the Internet is in keeping with these paradigms. The
Internet is a powerful resource to support learners' natural curiosity. The Internet
rethinks the idea of the teacher as the sole source of knowledge, by providing a vast
world of information. He found that by using the Internet, teachers can focus less on
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being the center of learning and allow for more discoveries on the part of the student.
Instead of being passive recipients listening to their teachers, students can devise
their own ways of gathering information. Effective use of the Internet can help
teachers move toward facilitating constructivist learning environments.

DEFINITION OF TERMS

ADOBE APPLICATION. It is best known for Photoshop, an image editing

software, Acrobat Reader, the Portable Document Format (PDF), and Adobe Creative
Suite, as well as its successor, Adobe Creative Cloud

Assessment. A method used to evaluate and measure the academic

performance of the students.

Collaborative/Cooperative Learning. It is a situation in which two or more

people learn or attempt to learn something together.

CONSTRUCTIVIST THEORY. A major theme in the theoretical framework of Bruner

is that learning is an active process in which learners construct new ideas or concepts
based upon their current/past knowledge. The learner selects and transforms
information, constructs hypotheses, and makes decisions, relying on a cognitive
structure to do so. Cognitive structure (i.e., schema, mental models) provides
meaning and organization to experiences and allows the individual to “go beyond the
information given”.

Discovery. Also known, as an inductive approach is a technique where a teacher

provides and helps the learners.
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Experiential Learning. Comprise sharing, observation, reflections, games, role-

playing and focused imagining it focused on the process of learning rather than
products.

HYPERMEDIA . an extension of the term hypertext, is a nonlinear medium of information

that includes graphics, audio, video, plain text and hyperlinks. This designation contrasts
with the broader term multimedia, which may include non-interactive linear presentations
as well as hypermedia. It is also related to the field of electronic literature.

ICT. ICT, or information and communications technology (or technologies), is

the infrastructure and components that enable modern computing.

Instruction. It refers to those curriculum-related, professionally informed decisions

that teachers purposefully enact to enhance learning opportunities for students.

MULTIPLE INTELLIGENCE. according to Gardner (1991). According to this theory,

"we are all able to know the world through language, logical-mathematical analysis,
spatial representation, musical thinking, the use of the body to solve problems or to
make things, an understanding of other individuals, and an understanding of
ourselves. Where individuals differ is in the strength of these intelligences - the so-
called profile of intelligences -and in the ways in which such intelligences are invoked
and combined to carry out different tasks, solve diverse problems, and progress in
various domains."

Performance. An action or achievement, considered in relation to how successful it is

the ability to operate capable of high effectiveness.

Pre-test. It refers to the given test before implementation of approaches.

Post-test. It refers to a given test after the implementation of approaches.

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Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter discusses the research design used, the respondents of the
study, sampling techniques, the instruments, its validation, data gathering procedures
and data analysis.

Research Design

This study utilized the qualitative approach. (Reeves2014) has identified a range of
methodological deficiencies in experimental studies, and has suggested that
qualitative approaches are more appropriate for the complexity of secondary student
learning supported by ICT. He proposes a pragmatic approach to evaluating the
effectiveness of ICT. Instead of comparing ‘things’ or describing ‘things’, it is more
appropriate to try to discover how things work in a particular learning context, using a
mixture of qualitative and quantitative sources of data
These days, ICT-based tools are insufficiently used for education, so the
analysis on them causes to define suitable ways of using them such as introducing
them to teachers in order to use ICT-base education more effectively. Computer-
based instruction is not as useful as traditional methods despite it being found to be
user friendly and being recommended to educational staff (Stephenson, Brown,
Griffin, 2006).
While it is obvious that the application of various ICTs are the most important
determinants of the effectiveness of such tools’ in education, the choice of tools is
quite varied and each tool has its own advantages and disadvantages. Policymakers
and donor staff are often bombarded by information and studies from vendors on the
suitability of their products or services, and there is a need for further, independent
research on the appropriateness on specific tools with potential to help meet
education-related MDGs (Millennium Development Goals). ( Alexander J.
Romiszowski, 2004) Documents and text content are important parts of education in
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traditional and modern education approaches. Besides the advantages of the

hardcopy format, in comparison with management styles and the review of computer-
based and e-content, their transfer and distribution are slower. In addition, when a
text is written on paper, it cannot easily be saved, edited and reviewed. One of virtual
education’s challenges is to provide E-content. Thus, in this paper E-content creation
tools will be verified.

Although Davis (1989) found that both constructs were significantly correlated
with technology adoption and usage, the most significant relationship occurred
between usefulness and usage. In other words, 33 technologies that offer advantages
in terms of productivity and workflow are evaluated more favorably by users,
regardless of whether they may be somewhat challenging to learn or use.
Furthermore, Davis (1989) suggests that ease-of-use may actually be “an antecedent
to usefulness, rather than a parallel, direct determinant of usage” (p. 334). The
technology acceptance model (TAM), along with survey instruments developed by
Davis, may be used to measure the impact and acceptance of new Web-based,
educational technologies
Within technology and information systems research, user satisfaction is
typically measured using a survey instrument consisting of various characteristics or
attributes, including system quality (e.g., accessibility, timeliness, and flexibility),
information quality (e.g., accuracy, reliability, and completeness), and service quality
(e.g., vendor support, response time, and technical competence) (DeLone & McLean,
2003; Doll & Torkzadeh, 1988; Mahmood, Burn, Gemoets, & Jacquez, 2000; Palvia &
Palvia, 2007). In their metaanalysis of end-user satisfaction studies, Mahmood et al.
(2000) found three main categories impacting satisfaction – perceived benefits, user
background and involvement, and organizational attitude and support. Among the
most significant variables identified, perceived usefulness and user experience were
among those with the highest effects (2000). While user satisfaction studies
consistently show that one’s behavioral beliefs and attitudes influence their
perceptions of a technology’s ease of use and usefulness, user satisfaction itself has
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been found to be a relatively weak predictor for usage behavior 34 (Wixom & Todd,
2005). Furthermore, user satisfaction by itself is not necessarily related to
performance improvement or proficiency (Palvia & Palvia, 2007).

Population and Sample of the Study

The investigation of this study did not look into other aspects of usage of ADOBE
application in Teaching Teachnology Based Arts 10.
The respondents of this study is 300 students consisted of 6 sections of grade 10
students that the researcher uses ADOBE application as an instructional material in Second
Quarter S.Y. 2018-2019
The target respondents were determined through the purposive sampling. Purposive
sampling means that the researcher is looking for participants who possess certain traits or
qualities (Koerber & McMichael, 2008). Palys (2008) contends that purposive sampling is
synonymous with qualitative research. Teachers 6 who are teaching grade 10 were chosen so
that the researcher could gain in depth information about their challenges in using instructional
ADOBE application as an instructional materials. Creswell (2008), states that when a
purposive sampling method is chosen the researcher must consider the purpose of the
research. The participants that were selected based on the purpose of this research. Palys
(2008) mentions that the biggest question that any researcher needs to ask himself or herself
is what exactly he or she wants to accomplish. In this study, the researcher wanted to explain
and describe thoroughly the challenges that teachers have encountered in utilization of
ADOBE Software application.
The purposive sampling technique was ideal since it fitted to the purpose and the 34

research objectives of this study.

Research Instrument

This qualitative research study involved the grade ten teachers of Muzon National

High School of Sarmiento Homes San Jose Del Monte Bulacan, It examined the problems

faced by the teachers and the effectiveness of the instructional approaches used in Teaching

Technology Base Arts using ADOBE application through survey questionnaire created by the

researcher and the gathered result of 2nd quarter pre-test and post- test mean. This employs
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a Likert scale in which the respondents were picked from the following descriptive value: (5-

very often, 4-more often, 3- quite often, 2- often and 1 –never). Part I consists of 20 item

questions/items that were used to determine the challenges encountered by teachers in

using instructional approaches. Choices been selected based on the teacher’s preferences

and experience following the scales of: 5- frequently encountered, 4- encountered, 3- 35

occasionally encountered, 2- rarely encountered and 1- never encountered.

In addition to answer the research questions, the researcher used the following

instruments: questionnaire on ADOBE software Application in Teaching Technology Base Arts

10, 2nd quarter pre-test and post-test and survey questionnaire on the respondents

challenges encountered in using instructional approaches. And these were further discussed

in the following sections.

The questionnaires were chosen as research instruments to identify the ADOBE

software Application in Teaching Technology Base Arts 10,. Additionally the purpose of this

instrument is to acquire the insights and knowledge of teachers in terms usage of ADOBE

software Application in Teaching Technology Base Arts 10,and the challenges they

encountered as they used the instructional approaches in their congested classes.