Changing the Spanish arts curriculum for secondary school: the case for digital geometry and screencasting
Keywords:
empirical, quantitative, technology, digital literacy, secondary education, digital geometry
Abstract
The classroom curriculum for teaching geometry using digital technology needs to emphasise a radically different set of contents and skills when compared with the current paper and pencil standards in use in Spanish classrooms complying with the current official curriculum. This research examined possible applications of vector graphics and screencasting as the main tools to teach digital drawing and geometry in secondary school classrooms during the year 2018–19 within the limits set in the official curriculum, intending to find out how ready students are to use these digital tools. In collaboration with art teachers in Madrid, a screencasting set of seven lessons were made available to almost 250 students and feedback data were collected using an online survey. An analysis of the results revealed that no technological or cultural barrier to adoption existed on the part of the students to accept both online instruction methods, and digital geometry and drawing exercises with vector graphics. Based on these findings, contextual information is presented to advocate Spanish educational policy decision-makers to encourage the use of Information and Communication Technology (ICT) in classrooms in a well-adapted, environmentally-conscious manner.
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Published
2020-08-20
How to Cite
Sáez-Lacave A., Rodriguez-Lopez A., Serrano-Muñoz S., & Perez-Fariñas R. (2020). Changing the Spanish arts curriculum for secondary school: the case for digital geometry and screencasting. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2342
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Section
Original Research Articles
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