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USING “CANVA FOR EDUCATION” APPLICATION WITH COLLABORATIVE LEARNING IN VISUAL ARTS LESSON: SAMPLE ACTIVITIES FOR TEACHERS

Year 2024, Volume: 23 Issue: 90, 849 - 866, 16.04.2024
https://doi.org/10.17755/esosder.1371676

Abstract

The proliferation of Web 2.0 tools in visual arts education has ushered in multifaceted learning environments that cater to diverse sensory experiences. Among these tools, Canva for Education stands out, offering an array of visual assets, content, and templates for diverse design endeavors. This tool not only augments learning experiences but also enhances creativity by piquing students' engagement through its myriad features. Nonetheless, the efficacy of such a tool is augmented when intertwined with active learning methodologies in pedagogical settings. Specifically, when Canva for Education is embedded within a collaborative learning framework, it fosters a distinct learning milieu, promoting peer-to-peer interactions. In this paper, activities that can be implemented in collaborative groups with Canva for Education application in middle school visual arts class were introduced. These activities were prepared within the framework of the objectives related to the use of technology in visual arts curriculum in Turkey. Within the scope of this study, products developed with different design types are presented to guide teachers. It is thought that these activities will provide insights for practitioners and students on the use of Canva for Education.

References

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  • Artut, K. (2004). Okul öncesi resim eğitiminde çocukların çizgisel gelişim düzeylerine ilişkin bir inceleme. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(1), 223- 234. https://dergipark.org.tr/tr/download/article-file/50164
  • Aydın, S., & Alakuş, A. O. (2009). The effect of cooperative learning on students' achievement and retention of visual arts lesson. Journal of Dicle University Ziya Gökalp Faculty of Education, (13), 63-77. https://dergipark.org.tr/en/download/article-file/787113
  • Başbuğ, Zuhal. (2020). Usage of cooperative teaching method in visual arts education. Journal of Arts & Humanities, 9 (2), 2167-9053. http://dx.doi.org/10.18533/journal.v9i2.1853
  • 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
  • Bobick , B. (2008). A study of cooperative art education in elementary art classrooms. (Doctoral Dissertation, University of West Georgia). Athens, Georgia. https://getd.libs.uga.edu/pdfs/bobick_bryna_200805_edd.pdf
  • Buyurgan, S. and Buyurgan, U. (2012). Art education and teaching: Methods and techniques for every level of education. (3rd edition). Ankara: PegemA Publishing.
  • Canva (2022). Retrieved from https://www.canva.com/tr_tr/
  • Cartwright, S. (1993) Cooperative learning can occur in any kind of program. Young Children,48(2), 12-14. https://www.jstor.org/stable/42726421
  • Çelik, T. (2021). Web 2.0 araçları kullanımı yetkinliği ölçeği geliştirme çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 51, 449-478. https://doi.org/10.9779.pauefd.700181.
  • Conole, G. & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in higher education. HEA Academy, York, UK. http://www.heacademy.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf
  • Dewey J. (2007). Deneyim ve eğitim (Çev. Akıllı, S.), Ankara: ODTÜ Yayıncılık.
  • Dilmaç, S. (2019). The effect of web-based asynchronous learning environment on middle school students' academic achievement and attitudes in visual arts course. Journal of Ağrı İbrahim Çeçen University Institute of Social Sciences, 5 (2), 159-184. https://doi.org/10.31463/aicusbed.596217
  • Doğan, Z. (2011). E-öğretim program tasarımı ve ders yapılarında öğrenci merkezli öğretim yaklaşımı üzerine bir model önerisi (Doküman No: 290566) [Yüksek lisans tezi]. Gazi Üniversitesi, Ankara.
  • Doymuş, K. & Koç, Y. (2012). Science and technology teachers' implementation of cooperative learning model in the classroom. Journal of Dicle University Ziya Gökalp Faculty of Education, (19), 174-183. https://dergipark.org.tr/tr/pub/zgefd/issue/47945/606604
  • Du, J., Wang, C., Zhou, M., Xu, J., Fan, X., & Lei, S. (2018). Group trust, communication media, and interactivity: toward an integrated model of online collaborative learning. Interactive Learning Environments, 26(2), 273–286. https://doi.org/10.1080/10494820.2017.1320565
  • Duyku, E. (2021). Investigation of secondary school teachers' use of Web 2.0 technologies with technology acceptance model (Master's Thesis). Bursa Uludağ University.
  • Elmas, R., & Geban, Ö. (2012). Web 2.0 tools for 21st century teachers. International Online Journal of Educational Sciences, 4(1), 243- 254. https://www.ajindex.com/dosyalar/makale/acarindex-1423904346.pdf
  • Eisner, E. W. (2002). What can education learn from the arts about the practice of education? The encyclopedia of informal education. www.infed.org/biblio/eisner_arts_and_the_practice_of_education.htm.
  • Fauziyah, N. L., Widodo, J. P., & Yappi, S. N. (2023). The use of ‘Canva for Education’and the students’ perceptions of its effectiveness in the writing procedure text. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 5(1). 6368- 6377.
  • Gül, R. (2022). Güneş, Dünya ve Ay ünitesinde Web 2.0 araçlarıyla desteklenen çevrimiçi eğitimin ortaokul 5.sınıf öğrencilerinin kavramsal başarılarına, fen bilimleri dersine ilişkin tutum ve öz düzenleme algılarına etkisi (Doküman No: 722173) [Yüksek lisans tezi]. Yıldız Teknik Üniversitesi, İstanbul.
  • Hauser, N.O. (1991) A collaborative process in model for art education. Art Education, 44(2), 33-37. http://dx.doi.org/ 10.1080/00043125.1991
  • Horzum, M.B. (2010). Öğretmenlerin Web 2.0 araçlarından haberdarlığı, kullanım sıklıkları ve amaçlarının çeşitli değişkenler açısından incelenmesi. Uluslararası İnsan Bilimleri Dergisi, 7(1), 603- 634. https://www.acarindex.com/dosyalar/makale/acarindex-1423936655.pdf
  • Jagodzinski, J. (2009). Beyond aesthetics: Returning force and truth to art and its education. Studies in Art Education, 50(4), 338-351. http://dx.doi.org/ 10.1080/00393541.2009.11518780
  • Johnson, D. W., & Johnson, R. T. (2002). Learning together and alone: Overview and meta-analysis. Asia Pacific Journal of Education, 22(1), 95-10.http://dx.doi.org/ 10.1080/0218879020220110
  • Karaca, F. & Aktaş, N. (2019). Investigation of secondary school teachers' awareness, proficiency levels, frequency of use and educational use of Web 2.0 applications. Erzincan University Journal of Faculty of Education 21(2) http://dx.doi.org/10.17556/erziefd.473412. Kırışoğlu, O. T. (2009). Seeing, learning, creating education in art. PegemA Publishing: Ankara.
  • Kurtuluş, Y. (2001). Cooperative learning in art education. Hacettepe University Journal of Faculty of Education, 20, 201-205. https://docplayer.biz.tr/14556880-Sanat-egitiminde-isbirlikli-ogrenme-cooperative-learning-in-art education.html
  • Latorre, M. (2021). Web 1.0, 2.0, 3.0 ve 4.0’ın tarihi (Ö. Yılmaz, Çev.). Maltepe Üniversitesi İletişim Fakültesi Dergisi, 8(2), s. 351-359 .
  • Li, M. (2020). Multimodal pedagogy in TESOL teacher education: Students’ perspectives. System, 94, http://dx.doi.org/10.1016/j.system.2020.102337.
  • MONE (2018). Ministry of National Education, Board of Education, Visual Arts Course Curriculum. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=358.
  • Mcleod, S. (2023, July 06). Vygotsky's Sociocultural Theory of Cognitive Development. Simply Psychology. www.simplypsychology.org/vygotsky.html.
  • Murray, R., & Brightman, J. R. (1996). Interactive teaching. European Journal of Engineering Education, 21(3), 295-308. https://doi.org/10.1080/03043799608923415.
  • Nurhayati, N., Vianty, M., Nisphi, M. L., & Sari, D. E. (2022). Pelatihan dan pendampingan desain dan produksi media pembelajaran berbasis aplikasi canva for education bagi guru bahasa di Kota Palembang. Dinamisia: Jurnal Pengabdian Kepada Masyarakat, 6(1), 171-180. https://doi.org/10.31849/dinamisia.v6i1.8340
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  • Özsoy, V. & Alakuş, A.O. (2017). Special teaching methods in visual arts education. Ankara: Pegem Akademi.
  • Patton, R. M., & Buffington, M. L. (2016). Keeping up with our students: The evolution of technology and standards in art education. Arts Education Policy Review, 117(3), 1-9. http://dx.doi.org/10.1080/10632913.2014.944961.
  • Pedroso, J. E., Sulleza, R. S., Francisco, K. H. M. C., Noman, A. J. O., & Martinez, C. A. V. (2023). Students’ views on using Canva as an all-in-one tool for creativity and collaboration. Journal of Digital Learning and Distance Education, 2(2), 443-461. https://doi.org/10.56778/jdlde.v2i1.117.
  • Piaget, J. (1957). The origins of intelligence in children. New York, NY: International University Press.
  • Putra, L. D. (2022). Pemanfaatan Canva for Education sebagai media pembelajaran kreatif dan kolaboratif untuk pembelajaran jarak jauh. Educate: Jurnal Teknologi Pendidikan, 7(1), 125-138. https://doi.org/10.32832/educate.v7i1.6315
  • Robyler, M. D., & Doering, A. H. (2010.) Integrating educational technology into teaching (5th ed.). Boston, MA: Allyn and Bacon.
  • Slavin, E. R. (1983). When does cooperative learning increase student achievement? Psychological Bulletin, 94 (3),429-445. http://dx.doi.org/10.1037/0033-2909.94.3.429
  • Smilan, C., & Miraglia, K. M. (2009). Authentic art integration. Art Education, 62(6), 39-45. https://doi.org/10.1080/00043125.2009.11519044.
  • Sutedi, A., Kamil, Z. I., Maulana, F., Zahran, F. F., Rosarina, R., fikri Hermansyah, M., ... & Iswandi, W. A. (2023). Mengembangkan keterampilan desain grafis peserta didik desa hegarmanah menggunakan Canva. Jurnal PkM MIFTEK, 4(2), 107-112.
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“CANVA FOR EDUCATION” UYGULAMASININ GÖRSEL SANATLAR DERSİNDE İŞBİRLİKLİ ÖĞRENME İLE KULLANIMI: ÖĞRETMENLER İÇİN ÖRNEK ETKİNLİKLER

Year 2024, Volume: 23 Issue: 90, 849 - 866, 16.04.2024
https://doi.org/10.17755/esosder.1371676

Abstract

Web 2.00 araçlarının görsel sanatlar derslerinde kullanılması, öğrencilere birden fazla duyuya hitap eden zengin öğrenme ortamları sunmaktadır. Bu Web 2.00 tabanlı uygulamalardan biri olan Canva for Education, çeşitli tasarımlar yapmak için birçok farklı görsel, içerik ve şablon sağlamaktadır. Ayrıca bu Web 2.00 aracı, sahip olduğu özelliklerle öğrencilerin derse olan ilgisini artırarak öğrenmeyi kolaylaştırmakta ve yaratıcılığı geliştirmektedir. Ancak bu uygulamanın sınıf içinde aktif öğrenme yaklaşımları ile desteklenmesi büyük önem taşımaktadır. Bu aktif öğrenme yaklaşımlarından biri olan işbirlikli öğrenme ile tasarlanan Canva for Education uygulamaları, öğrencilerin birbirleriyle etkileşime geçmelerini sağlayarak benzersiz bir öğrenme deneyimi yaşatmaktadır. Bu çalışmada ortaokul görsel sanatlar derslerinde Canva for Education uygulaması ile işbirlikli gruplar halinde uygulanabilecek etkinlikler tanıtılmıştır. Bu etkinlikler MEB görsel sanatlar müfredatında teknoloji kullanımına ilişkin amaçlar çerçevesinde hazırlanmıştır. Bu çalışma kapsamında öğretmenlere rehberlik etmek üzere farklı tasarım türleri ile geliştirilen ürünler sunulmuştur. Bu etkinliklerin uygulayıcılara ve öğrencilere Canva for Education uygulamasının kullanımına ilişkin yol göstereceği düşünülmektedir.

Ethical Statement

Etik Kurul onayı gerektirmemektedir.

References

  • Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11(2), 71-80. https://doi.org/10.1016/j.iheduc.2008.05.002
  • Artut, K. (2004). Okul öncesi resim eğitiminde çocukların çizgisel gelişim düzeylerine ilişkin bir inceleme. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(1), 223- 234. https://dergipark.org.tr/tr/download/article-file/50164
  • Aydın, S., & Alakuş, A. O. (2009). The effect of cooperative learning on students' achievement and retention of visual arts lesson. Journal of Dicle University Ziya Gökalp Faculty of Education, (13), 63-77. https://dergipark.org.tr/en/download/article-file/787113
  • Başbuğ, Zuhal. (2020). Usage of cooperative teaching method in visual arts education. Journal of Arts & Humanities, 9 (2), 2167-9053. http://dx.doi.org/10.18533/journal.v9i2.1853
  • 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
  • Bobick , B. (2008). A study of cooperative art education in elementary art classrooms. (Doctoral Dissertation, University of West Georgia). Athens, Georgia. https://getd.libs.uga.edu/pdfs/bobick_bryna_200805_edd.pdf
  • Buyurgan, S. and Buyurgan, U. (2012). Art education and teaching: Methods and techniques for every level of education. (3rd edition). Ankara: PegemA Publishing.
  • Canva (2022). Retrieved from https://www.canva.com/tr_tr/
  • Cartwright, S. (1993) Cooperative learning can occur in any kind of program. Young Children,48(2), 12-14. https://www.jstor.org/stable/42726421
  • Çelik, T. (2021). Web 2.0 araçları kullanımı yetkinliği ölçeği geliştirme çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 51, 449-478. https://doi.org/10.9779.pauefd.700181.
  • Conole, G. & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in higher education. HEA Academy, York, UK. http://www.heacademy.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf
  • Dewey J. (2007). Deneyim ve eğitim (Çev. Akıllı, S.), Ankara: ODTÜ Yayıncılık.
  • Dilmaç, S. (2019). The effect of web-based asynchronous learning environment on middle school students' academic achievement and attitudes in visual arts course. Journal of Ağrı İbrahim Çeçen University Institute of Social Sciences, 5 (2), 159-184. https://doi.org/10.31463/aicusbed.596217
  • Doğan, Z. (2011). E-öğretim program tasarımı ve ders yapılarında öğrenci merkezli öğretim yaklaşımı üzerine bir model önerisi (Doküman No: 290566) [Yüksek lisans tezi]. Gazi Üniversitesi, Ankara.
  • Doymuş, K. & Koç, Y. (2012). Science and technology teachers' implementation of cooperative learning model in the classroom. Journal of Dicle University Ziya Gökalp Faculty of Education, (19), 174-183. https://dergipark.org.tr/tr/pub/zgefd/issue/47945/606604
  • Du, J., Wang, C., Zhou, M., Xu, J., Fan, X., & Lei, S. (2018). Group trust, communication media, and interactivity: toward an integrated model of online collaborative learning. Interactive Learning Environments, 26(2), 273–286. https://doi.org/10.1080/10494820.2017.1320565
  • Duyku, E. (2021). Investigation of secondary school teachers' use of Web 2.0 technologies with technology acceptance model (Master's Thesis). Bursa Uludağ University.
  • Elmas, R., & Geban, Ö. (2012). Web 2.0 tools for 21st century teachers. International Online Journal of Educational Sciences, 4(1), 243- 254. https://www.ajindex.com/dosyalar/makale/acarindex-1423904346.pdf
  • Eisner, E. W. (2002). What can education learn from the arts about the practice of education? The encyclopedia of informal education. www.infed.org/biblio/eisner_arts_and_the_practice_of_education.htm.
  • Fauziyah, N. L., Widodo, J. P., & Yappi, S. N. (2023). The use of ‘Canva for Education’and the students’ perceptions of its effectiveness in the writing procedure text. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 5(1). 6368- 6377.
  • Gül, R. (2022). Güneş, Dünya ve Ay ünitesinde Web 2.0 araçlarıyla desteklenen çevrimiçi eğitimin ortaokul 5.sınıf öğrencilerinin kavramsal başarılarına, fen bilimleri dersine ilişkin tutum ve öz düzenleme algılarına etkisi (Doküman No: 722173) [Yüksek lisans tezi]. Yıldız Teknik Üniversitesi, İstanbul.
  • Hauser, N.O. (1991) A collaborative process in model for art education. Art Education, 44(2), 33-37. http://dx.doi.org/ 10.1080/00043125.1991
  • Horzum, M.B. (2010). Öğretmenlerin Web 2.0 araçlarından haberdarlığı, kullanım sıklıkları ve amaçlarının çeşitli değişkenler açısından incelenmesi. Uluslararası İnsan Bilimleri Dergisi, 7(1), 603- 634. https://www.acarindex.com/dosyalar/makale/acarindex-1423936655.pdf
  • Jagodzinski, J. (2009). Beyond aesthetics: Returning force and truth to art and its education. Studies in Art Education, 50(4), 338-351. http://dx.doi.org/ 10.1080/00393541.2009.11518780
  • Johnson, D. W., & Johnson, R. T. (2002). Learning together and alone: Overview and meta-analysis. Asia Pacific Journal of Education, 22(1), 95-10.http://dx.doi.org/ 10.1080/0218879020220110
  • Karaca, F. & Aktaş, N. (2019). Investigation of secondary school teachers' awareness, proficiency levels, frequency of use and educational use of Web 2.0 applications. Erzincan University Journal of Faculty of Education 21(2) http://dx.doi.org/10.17556/erziefd.473412. Kırışoğlu, O. T. (2009). Seeing, learning, creating education in art. PegemA Publishing: Ankara.
  • Kurtuluş, Y. (2001). Cooperative learning in art education. Hacettepe University Journal of Faculty of Education, 20, 201-205. https://docplayer.biz.tr/14556880-Sanat-egitiminde-isbirlikli-ogrenme-cooperative-learning-in-art education.html
  • Latorre, M. (2021). Web 1.0, 2.0, 3.0 ve 4.0’ın tarihi (Ö. Yılmaz, Çev.). Maltepe Üniversitesi İletişim Fakültesi Dergisi, 8(2), s. 351-359 .
  • Li, M. (2020). Multimodal pedagogy in TESOL teacher education: Students’ perspectives. System, 94, http://dx.doi.org/10.1016/j.system.2020.102337.
  • MONE (2018). Ministry of National Education, Board of Education, Visual Arts Course Curriculum. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=358.
  • Mcleod, S. (2023, July 06). Vygotsky's Sociocultural Theory of Cognitive Development. Simply Psychology. www.simplypsychology.org/vygotsky.html.
  • Murray, R., & Brightman, J. R. (1996). Interactive teaching. European Journal of Engineering Education, 21(3), 295-308. https://doi.org/10.1080/03043799608923415.
  • Nurhayati, N., Vianty, M., Nisphi, M. L., & Sari, D. E. (2022). Pelatihan dan pendampingan desain dan produksi media pembelajaran berbasis aplikasi canva for education bagi guru bahasa di Kota Palembang. Dinamisia: Jurnal Pengabdian Kepada Masyarakat, 6(1), 171-180. https://doi.org/10.31849/dinamisia.v6i1.8340
  • OECD (Organization of Economic Cooperation and Development) (2009). The new millennium learners: Main findings. Paris: OECD.
  • Özsoy, V. & Alakuş, A.O. (2017). Special teaching methods in visual arts education. Ankara: Pegem Akademi.
  • Patton, R. M., & Buffington, M. L. (2016). Keeping up with our students: The evolution of technology and standards in art education. Arts Education Policy Review, 117(3), 1-9. http://dx.doi.org/10.1080/10632913.2014.944961.
  • Pedroso, J. E., Sulleza, R. S., Francisco, K. H. M. C., Noman, A. J. O., & Martinez, C. A. V. (2023). Students’ views on using Canva as an all-in-one tool for creativity and collaboration. Journal of Digital Learning and Distance Education, 2(2), 443-461. https://doi.org/10.56778/jdlde.v2i1.117.
  • Piaget, J. (1957). The origins of intelligence in children. New York, NY: International University Press.
  • Putra, L. D. (2022). Pemanfaatan Canva for Education sebagai media pembelajaran kreatif dan kolaboratif untuk pembelajaran jarak jauh. Educate: Jurnal Teknologi Pendidikan, 7(1), 125-138. https://doi.org/10.32832/educate.v7i1.6315
  • Robyler, M. D., & Doering, A. H. (2010.) Integrating educational technology into teaching (5th ed.). Boston, MA: Allyn and Bacon.
  • Slavin, E. R. (1983). When does cooperative learning increase student achievement? Psychological Bulletin, 94 (3),429-445. http://dx.doi.org/10.1037/0033-2909.94.3.429
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There are 55 citations in total.

Details

Primary Language English
Subjects Digital and Electronic Media Art
Journal Section Derleme
Authors

Gülcan Erden Kocaarslan 0000-0001-8697-6386

Martina Rıedler Eryaman 0000-0001-5207-9644

Early Pub Date March 26, 2024
Publication Date April 16, 2024
Submission Date October 5, 2023
Published in Issue Year 2024 Volume: 23 Issue: 90

Cite

APA Erden Kocaarslan, G., & Rıedler Eryaman, M. (2024). USING “CANVA FOR EDUCATION” APPLICATION WITH COLLABORATIVE LEARNING IN VISUAL ARTS LESSON: SAMPLE ACTIVITIES FOR TEACHERS. Elektronik Sosyal Bilimler Dergisi, 23(90), 849-866. https://doi.org/10.17755/esosder.1371676

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Elektronik Sosyal Bilimler Dergisi (Electronic Journal of Social Sciences), Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı ile lisanslanmıştır.

ESBD Elektronik Sosyal Bilimler Dergisi (Electronic Journal of Social Sciences), Türk Patent ve Marka Kurumu tarafından tescil edilmiştir. Marka No:2011/119849.