Art/technology relationship as tools to improve the teaching processes of artistic education in Primary Education students in the rural context

Abstract

This article presents the results of a pedagogical intervention that involved digital photography, video art and augmented reality with the support of programs such as Quiver, Windows Movie Maker, Windows 10 video editor and Padlet, to improve the teaching processes of education. in 26 fifth grade students, between 10 and 11 years old, inhabitants of the municipality of Buenavista in the department of Córdoba, Colombia. Based on a mixed approach with a descriptive cut, a Likert-type pre- and post-test were applied before and after the pedagogical intervention, contrasting the results with the field diary prepared by the researchers. Among the relevant findings is that technology contributes to creativity to the extent that the student explores new ways to solve and propose exercises that enrich their sensitivity and critical thinking. The methodologies that are addressed in relation to art/technology allow spaces for interaction, reflection and positioning in the face of new artistic manifestations. The field diary as a systematizing instrument generates in the teacher questions that must be taken into account to improve their teaching-learning methodologies of artistic education.