Abstract
The present study investigates the current status of aesthetic education as implemented in information technology by preschool teachers in New Taipei City. To that end, stratified random sampling of preschool teachers in New Taipei City was conducted, and the selected teachers, 235 in total, then answered a questionnaire developed specifically for the study. The survey results indicated that “teacher” was the job title/position of most of the respondents, the largest percentage of whom were more than 41 years of age and had an education level consisting of a qualification received from a teacher’s college or university of education. Moreover, the results indicated that the teaching models employed by the majority of respondents focused on “thematic teaching.” In regards to their integration of information technology in their teaching of aesthetic education, the survey results indicated that the teachers obtained the highest average score for the “knowledge of information technology” dimension. Meanwhile, the dimension for which the respondents obtained the highest average score in terms of aesthetic teaching itself was the dimension pertaining to aesthetic cognition. Generally speaking, survey respondents from different backgrounds did not differ significantly in terms of their overall intentions regarding the use of aesthetic teaching, but there was a significant and positive relationship between those overall intentions and the current status of information technology integration into aesthetic education.
Highlights
At the Sustainable Development Summit in 2002, the former Secretary-General of the United Nations, Kofi Annan, argued that “Education is the key to achieving sustainable development” [1].In Taiwan, a formal education system is responsible for educating citizens
The results indicated that teachers in public preschools in New Taipei City paid high attention to aesthetic education’s ability to help children use five senses, creativity, and imagination to experience life beauty
Characteristics of Teachers in Public Preschools in New Taipei City, Current State of Information Technology Integration into Aesthetic Education, and Aesthetic Education Content (a) Background characteristics of teachers in public preschools in New Taipei City Most participants belonged to the age group of 41 years and older, had graduated from a teacher’s college or university of education, had five years of teaching experience or less, held the position of a teacher and applied the thematic teaching model
Summary
At the Sustainable Development Summit in 2002, the former Secretary-General of the United Nations, Kofi Annan, argued that “Education is the key to achieving sustainable development” [1]. The implementation of education for sustainable development in formal educational systems is imperative, as education is the most powerful and critical tool for achieving positive societal change, with aesthetic education being the most important aspect of education in general. John Dewey [4] has advocated for the centrality of “life and education, education and life” because education is critical to ensuring lives of truth, goodness, and beauty. In this view, art is embodied by the earth, the window to beauty is the soul, and beauty itself springs forth through our experiences of kindness and truth, with schools being a primary location for the experience of said kindness, truth, and, beauty. Policy makers could give less attention to aesthetic education and planning if they would endeavor to ensure that schools as physical spaces are appropriately combined with e-learning curricula
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