This document discusses a study on the effectiveness of using technology and multimedia in art teaching for early childhood. It provides background on how technology and multimedia are increasingly being used in education. The study aims to analyze early childhood students' ability to use multimedia applications and to identify how multimedia influences students' emotions, interests, and perceptions. It also seeks to determine if multimedia improves art curriculum and how teachers evaluate student performance when using technology. The significance is that technology has transformed learning and this study may provide knowledge on effectively integrating multimedia into early childhood art education.

1. A STUDY ON THE EFFECTIVENESS OF TECHNOLOGY AND MULTIMEDIA
USAGE IN ART TEACHING FOR EARLY CHILDHOOD
By:
Amira binti Ahmad Mahmud
2013146821
Master of Education (Visual Art Education)
Universiti Teknologi MARA

2. CONTENTS
INTRODUCTION .....................................................................................................................3
1.0 Introduction......................................................................................................................3
1.1 Background of the Study..................................................................................................4
1.2 Problem Statement...........................................................................................................5
1.3 Research Objectives.........................................................................................................6
1.4 Research Questions..........................................................................................................6
1.5 Research Hypothesis........................................................................................................6
1.6 Operational Definitions....................................................................................................7
1.6.1 Definition of Technology and Multimedia................................................................7
1.6.2 Definition of Art Teaching ........................................................................................7
1.6.3 Definition of Early Childhood ..................................................................................7
1.7 Limitation of the Study....................................................................................................7
1.8 Significant of the Study ...................................................................................................8
BIBLIOGRAPHY......................................................................................................................9

3. CHAPTER 1
INTRODUCTION
1.0 Introduction
Technology and multimedia is a term that has been spoken by public since early
of 1990s. It received widespread attention in variety of aspects, such as in field of
entertainment, advertising, exhibition, presentation, games, exercises, and
education.
Multimedia and technology is not a new thing. It existed since the start of
communication era, which involves the sound and visual display. Before this, the
teacher had using multimedia when teaching, for example the teacher using video
cassette for music subject. With the development of computer technology nowadays,
multimedia are started to be accepted.
Generally, multimedia is the usage of variety types of media that been used for
communication purpose. The time and technology evolution causes the definition of
multimedia changes. Nowadays, the public accepted multimedia as a communication
device that combines the usage of various media with the support of computer
technology (Jamalludin Harun, 2003).
According to Wikipedia, (n. d.), there is a branch of educational theory for early
childhood which relates to the teaching of young children until the age until about
eight, with a particular focus on education, notable in the period before the start of
compulsory education.
The children with the early stage of age experience life more holistically, then
any other age group. Social, emotional, cognitive, language, and physical lessons
are not learned separately by very young children. Adults play the important role in
children’s learning and understanding. The early childhood tends to learn from the
whole experience, not just from the certain part of the experience which the adults
give attention (Wikipedia, n. d.).
The early childhood have the high sense of curiosity. They are more to explore
the new thing that they facing in their life. This situation is very suitable with the
approach of multimedia and technology in teaching and learning of art education in
early childhood.

4. 1.1 Background of the Study
Education in early childhood is the education focuses on children’s learning
trough play, based on the research and philosophy Jean Piaget. This belief is
centred on the ‘Power of Play’. It has been thought that children learn more
efficiency and gain more knowledge play-based activities such as dramatic play, art,
and social games. This theory plays stems children’s natural curiosity and
tendencies to ‘make believe’ mixing in educational lessons (Wenner, 2009).
The need of multimedia and technology usage in art teaching is to make the
learning method increase significantly along with globalization. Before this, the usage
of media is already applied, i.e., the usage of cassette in music subject, in literature
class to play poems, and documentaries. The early childhood students can
understand and adapt easier about what they learn with the multimedia and
technology as the teaching tools. This is because, the cassette provides audio that
can be play and gives the sound of melody and pronunciation. It also can be access
repeatedly in order to gives understanding to the students.
Nowadays, the technology expands concomitant with the education evolution. In
school, the multimedia and technology in teaching and learning has been
implemented. Apart from that, the teaching tools have changed from media to
multimedia that combined the several of media such as audio, visual, graphic,
animation, and etc. that being supported with the computer technology in interactive
way.
Based on the statement above, clearly that the early childhood students must be
familiar with the multimedia and technology in art learning.
Nowadays, most of people have computers and the teachers should use
multimedia in teaching. Compare to the past teacher that wrote using the chalk, and
occasionally drawing simple pictures, by using multimedia in teaching must be
interactive teaching (Wen, 2000).
According to the previous research, the introduction of multimedia and
technology has been made for its potential to facilitate the learning of other subjects,
and even for the development of students’ thinking (Steve Kennewell, 2000).
Therefore, the usage of multimedia and technology in art teaching should be
practice to the early childhood students and identify the effectiveness on the usage
of multimedia and technology in art teaching.

5. 1.2 Problem Statement
The education system nowadays encounters the rapid changes. Teaching and
learning with the usage of multimedia and technology in art subject has been widely
used. According to (Patricia Edgar, 2008) the technology has transformed the way
children learn and interact with their environment. Based on the statement, the
teaching and learning method have changed over the technology usage evolution.
However, the ability of the student in early childhood on adapting and learning
multimedia and technology should be taken into consideration.
The setting of the use of technology in early childhood involves the application of
tools and materials to enhance children’s learning and development, interactions,
communications, and collaboration (Roberta Schomburg, 2011). The application that
been used also need to be study and identify about on how it been operate. The
usage of multimedia and technology need to be identified on how it influences the
students in their interest, perception, and motivation.
However, how effective is the multimedia and technology usage in art teaching
for early childhood? Therefore, the study will explore the level of effectiveness of the
multimedia and technology usage in art teaching for early childhood and suggest
better ways to improve it.

6. 1.3 Research Objectives
The research objectives for this study are:
i. To analyse the level of capability of the early childhood students in adapting
and dealing with the multimedia and technology application in art learning.
ii. To investigate whether the multimedia and technology usage in art teaching
for early childhood improving the curriculum unit.
iii. To identify the method that the teacher used to evaluate the early childhood
student performance regarding to the usage of multimedia and technology in
art teaching.
iv. To identify how the multimedia and technology usage in art teaching influence
the early childhood students in their emotion, interest, and perception.
1.4 Research Questions
The research questions for this study are:
i. What is the level of capability of the early childhood students in adapting and
dealing with the multimedia and technology application in art learning?
ii. Is the multimedia and technology usage in art teaching for early childhood
improving the curriculum unit?
iii. What is the method that the teacher used to evaluate the early childhood
student performance regarding to the usage of multimedia and technology in
art teaching?
iv. How the multimedia and technology usage in art teaching influence the early
childhood students in their emotion, interest, and perception.
1.5 Research Hypothesis
The hypothesis for this research is:
Ha: If the early childhood students reach the level of capability in adapting and
dealing with the technology and multimedia in art learning and improving the
curriculum unit, then the technology and multimedia usage in art teaching in art
teaching for early childhood is effective.

7. 1.6 Operational Definitions
1.6.1 Definition of Technology and Multimedia
Technology and multimedia: According to (Jamalludin Harun, 2003), technology and
multimedia is the usage of several media that being used for the communication
purposes. Nowadays, the public accepted multimedia as the combination of several
types of media that connected directly with the computer technology. In this study,
technology and multimedia is described as the usage of multimedia software as a
tool in teaching and learning, suitable in the early childhood settings. It also enables
the interactivity with students.
1.6.2 Definition of Art Teaching
Art teaching: Teaching is an action of someone that can increase students’
knowledge. Art teaching is the ability to provide instruction, incorporating instructional
objectives, and assessing the effective learning mode of the students (Markley). In
this study, art teaching is defined as the lesson that taught by teachers to students
about art education.
1.6.3 Definition of Early Childhood
Early childhood: According to (ScienceNetLinks), early childhood is one of the stages
of physical growth and development in human being. Early childhood age range is
between three to eight years old. In this study, early childhood is defined as the
students in the early stage of learning, which at the age range of three to eight years
old.
1.7 Limitation of the Study
This research is about to study the effectiveness of technology and
multimedia usage in art teaching for early childhood. The small sample size might
not allow the findings of the study to be generalizable to all early childhood students
in this country. So that, there may only a part of the factors that driven to the
effectiveness of multimedia and technology usage in art teaching for early childhood
might be found.

8. 1.8 Significant of the Study
Based on the previous research, the early childhood who studies about art
education has enjoyed and increase amount of attention over the years (Felicity
McArdle, 2002). The multimedia and technology usage in art teaching seems to be
relevant being applied to the early childhood art learning as a tool for them in
enjoying art education.
According to (Patricia Edgar, 2008) modern technology has transformed the
way children learn and interact with their environment. The multimedia and
technology usage might be best approach in attracting students’ interest, perception,
and motivation in studying art.
Obviously, there have been tremendous developments in the capabilities of
computer hardware and software, as well as computer system. These changes need
the teachers to be considered as ‘computer competent’. The old list of IT skills for
teachers simply is not adequate for today’s teaching demands (Tan Seng Chee,
2003). The statement support where the students will be involve in global learning.
All the contribution of technology approach makes the learners to rely more on their
own efforts to solve problem, generate their own learning strategies, and build their
own knowledge and understanding instead rely on teachers as information givers.
It is hoped that the findings from this study will provide the knowledge about
the issue. This issue may explain to the public about the effectiveness of multimedia
and technology usage in art teaching for early childhood, in order to follow the
learning evolution and produce the computer literate students. It also enables the
students to be considered as computer competent in young age.

9. BIBLIOGRAPHY
Felicity McArdle, B. P. (2002). Early Childhood Art Education: A Palimpsest.
Jamalludin Harun, Z. T. (2003). Multimedia dalam Pendidikan. Malaysia: PTS Publications
& Distributors Sdn. Bhd.
Markley, T. (n.d.). Defining the Effective Teacher: Current Arguments in Education.
Patricia Edgar, D. E. (2008). The New Child: In Search of Smarter Grown Up. Television,
Digital Media, and Children's Learning, 1-11.
Roberta Schomburg, C. D. (2011). Technology in Early Childhood Programs Serving
Children from Birth through Age 8, 1-18.
ScienceNetLinks. (n.d.). Retrieved April 5, 2014, from Growth Stages 1: Infancy and Early
Childhood: http://sciencenetlinks.com/lessons/growth-stages-1-infancy-and-early-
childhood/
Steve Kennewell, J. P. (2000). Developing the ICT Capable School. London: Routledge
Falmer.
Tan Seng Chee, A. F. (2003). Teaching and Learning with Technology. Singapore: Pearson
Education Pte Ltd.
Wen, S. (2000). Future of Education. Singapore: Asiapac Books Pte Ltd.
Wenner, M. (2009). Scientific American Mind. The Serious Need for Play.
Wikipedia. (n.d.). Retrieved April 5, 2013, from Early Childhood Education:
http://en.wikipedia.org/wiki_Early _childhood_education
Wikipedia. (n.d.). Retrieved April 5, 2014, from Early Childhood:
http://en.wikipedia.org/wiki/Early_childhood