Determination of ICT Competencies of Visual Arts Teachers at the Universidad del Atlántico - Distance and Virtual Education

Oct 15, 2026

Uploaded by Mimi

Research investigates the ICT competencies of Visual Arts teachers at Universidad del Atlántico for distance and virtual education. It also examines teachers’ perceptions regarding the use of virtual learning environments in their instructional work. The study aims to help educators strengthen teaching skills through appropriate ICT use, enabling students to learn effectively in the Visual Arts program. Findings are intended to support policy development and constructivist pedagogical models.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Introduction

Research Topic

Statement of the Problem

Related Concepts: Distance Education, E-Learning, Virtual Worlds

Challenges and Training Needs

Determination of ICT Competencies of Visual Arts Teachers at the Universidad del AtlánticoVirtual and Distance Education By Giovanni Polifroni Lobo 􀀍 Carlos Beltrán Sánchez† The purpose of this research is to determine the ICT Competencies of Visual Arts teachers at University of Atlántico for Distance and Virtual Education. We also want to know what their perception is about the use of virtual learning environments in their educational work. This project will help teachers to go further in the generation of knowledge in order to develop new teaching skills with educational impact, so that students can learn through the appropriate use of ICT. Once the teachers are aware of their own ICT profile as they teach Visual Arts at the Fine Arts program at the Faculty of Fine Arts, they will be able to create new policies that support the appropriate use of technologies, as well as to create pedagogical models based on constructivist learning trends. Keywords: Visual arts, e-learning, e-art, ICT skills, Teachers in Higher Education, Visual Arts, Art in 2d and 3d, instructional models, OVA, AVA, PLE. Introduction Research Topic We need to know the ICT Competencies of Visual Arts Teachers from Universidad Del Atlántico for Distance and Virtual Education in order to teach contents in the Visual Arts Program. This will be useful to set standards of technological tools so that they can design their educational content. Statement of the Problem To have a clearer comprehension of this problem, we need to consider the challenge that many teachers face today as they make use of Information and Communication Technologies (ICT), knowing that they bear the greatest responsibility within the learning processes (Leal, 2008) . Distance education is the most renowned descriptor used when referencing distance learning. It often describes the effort of providing access 􀀍 Communications Coordinator and Lecturer Professor, Faculty of Fine Arts and the Faculty of Education, Research Department, Atlantic University, Colombia. †Professor Metropolitan University, Colombia. [https://doi.org/10.30958/aje.3-1-4](https://doi.org/10.30958/aje.3-1-4) doi=10.30958/aje.3-1-4 to learning for those who are geographically distant. During the last two decades, the relevant literature shows that various authors and researchers use inconsistent definitions of distance education and distance learning. As computers got involved in the delivery process of education, it was proposed a definition, which identified the delivery of instructional materials, using both print and electronic media (Moore, 1990) . Electronic learning, or e-learning, is the education based on modern methods of communication including the computer and its networks, various audio-visual materials, search engines, electronic libraries, and websites, whether accomplished in the classroom or at a distance. Generally speaking, this type of education is delivered through the World Wide Web where the educational institution makes its programs and materials available on a special website in such a manner that students are able to use them and interact with them easily through closed or shared networks, Internet, via email and online discussion groups (ICDE, n.d.) . Ellis (2004) disagrees with authors like Nichols (2003) who define eLearning as strictly accessed using technological tools that are web-based, web-distributed, or web-capable. To the contrary Ellis believe that e-Learning not only covers content and instructional methods delivered via CD-ROM, Internet or Intranet (Benson et al., 2002; Clark, 2002) but also includes audioand videotape, satellite broadcast and interactive TV. Tavangarian Tavangarian, Leypold, Nölting, Röser, and Voigt (2004) included the constructivist theoretical model as a framework for their definition by stating that eLearning is not only procedural but also shows some transformation of an individual's experience into the individual's knowledge throu

FAQs

What is the main purpose of this research?

To determine the ICT competencies of Visual Arts teachers at Universidad del Atlántico in distance and virtual education, and to understand their perceptions of virtual learning environments.

How does the study relate ICT to teaching Visual Arts?

It links teachers’ ICT profiles to the ability to develop new teaching skills, inform policy for technology use, and create constructivist pedagogical models.

What challenges are mentioned regarding distance and virtual education?

The document notes inconsistent definitions of distance education, limited creation of virtual educational content and supporting technologies, and the absence of a clear institutional concept of Distance Education.

Oct 15, 2026

Uploaded by Mimi