The integration of technology and aesthetics when student teachers undertake blended learning in adolescent psychology: An interdisciplinary approach

To have an understanding of aesthetics and technology in blended learning, student teachers’ descriptions of their learning experiences were interpreted using action research. The reported ‘impact on progress and achievement’ provides insight into what is unique about the integration of aesthetics and technology and how it can link theory and practice, as well as promote self-awareness and reflection. The findings were considered from two perspectives: blended learning was used to link theory and practice, while the aesthetics model brought together self-awareness and reflection learning. An interdisciplinary approach was adopted by taking into account recent research in art therapy, narrative inquiry and blended learning. Narrative inquiry gave student teachers the opportunity to reflect on the past and present and ponder what to do next in the future. Art therapy strengthened their self-awareness and empathy. Blended learning offered asynchronous discussion forums, which allowed them to broaden and deepen what they learned in a given course through sharing, posting, responding, discussing, and debating in relation to their peers’ ideas. Blended learning not only offers more choices and improves effective learning, it also enhances the aesthetic experience in adolescent psychology courses across the boundaries of time and place.   Key words: Aesthetic approach, blended learning, art therapy, narrative inquiry.