Abstract
This study aimed to examine how the proactivity and interactivity of students in high school art appreciation classes are affected by a form of collaborative learning that is conducted using ICT collaboration tools (henceforth referred to as “collab tools”). With the spread of the computerization of education encouraged by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) and the development of ICT environments in classrooms, collaborative learning using tablet devices will be essential for improving the quality of future learning. However, collaborative learning can be taxing for students who feel uncomfortable expressing their opinions face to face. Therefore, through class lesson implementation, this study examined, based on questionnaire surveys and students’ work, whether co-editing collab tools provided by learning support apps on tablets can reduce the strain of collaborative learning and motivate students. Although the results suggested that the appropriate use of collab tools for achieving learning goals may increase student proactivity and interactivity, it was also clear that there would be challenges in developing ICT environments and updating the teachers’ skills.These findings point to new possibilities for art education in the ICT era, where autonomy and dialogue can be fostered concurrently.
