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.
This is an open access article distributed under the Creative Commons Attribution License
which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited