Changing the Spanish arts curriculum for secondary school: the case for digital geometry and screencasting
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.
Bawden, D. (2008) ‘Origins and concepts of digital literacy’, in Digital Literacies: Concepts, Policies and Practices, eds C. Lankshear & M. Knobel, Peter Lang Publishing Inc, New York, NY, pp. 17–32.
Brown-Sica, M., Sobel, K. & Pan, D. (2009) ‘Learning for all: teaching students, faculty, and staff with screencasting’, Public Services Quarterly, vol. 5, no. 2, pp. 81–97. doi: 10.1080/15228950902805282
Buckingham, D. (2008) ‘Defining digital literacy. What do young people need to know about digital media?’, in Digital Literacies: Concepts, Policies and Practices, eds.C. Lankshear & M. Knobel, Peter Lang Publishing Inc, New York, NY, pp. 73–90.
Carter, B. S., Hamilton, D. E. & Thompson, R. C. (2017) ‘Learning experimental design through targeted student-centric journal club with screencasting’, Journal of Undergraduate Neuroscience Education, vol. 16, no. 1, pp. A83–A88.
Clements, D. H. & Battista, M. T. (1994) ‘Computer environments for learning geometry’, Journal of Educational Computing Research, vol. 10, no. 2, pp. 173–197. doi: 10.2190/8074-298A-KTL2-UQVW
Decreto 48/2015, de 14 de mayo, del Consejo de Gobierno, por el que se establece para la Comunidad de Madrid el currículo de la Educación Secundaria Obligatoria., Boletín Oficial de la Comunidad de Madrid NUM118 10 (2015).
Derex, M., et al., (2019) ‘Causal understanding is not necessary for the improvement of culturally evolving technology’, Nature Human Behaviour, vol. 3, no. 5, pp. 446–452. doi: 10.31234/OSF.IO/NM5SH
Ergood, A., Padron, K. & Rebar, L. (2012) ‘Making library screencast tutorials: factors and processes’, Internet Reference Services Quarterly, vol. 17, no. 2, pp. 95–107. doi: 10.1080/10875301.2012.725705
Ertsad, O. (2008) ‘Trajectories of remixing. Digital literacies, media production, and schooling’, in Digital Literacies: Concepts, Policies and Practices, eds C. Lankshear & M. Knobel, Peter Lang Publishing Inc, New York, NY, pp. 117–202.
FitzGerald, E., et al., (2018) ‘A literature synthesis of personalised technology-enhanced learning: what works and why’, Research in Learning Technology, vol. 26. doi: 10.25304/rlt.v26.2095
Floris, R. & Bevacqua, G. (1989) ‘Development and classroom experimentation of interactive geometry exercises’, Journal of Computer Assisted Learning, vol. 5, no. 3, pp. 161–176. doi: 10.1111/j.1365-2729.1989.tb00154.x
Gilster, P. (1997) Digital literacy, Wiley Computer Pub, New York, NY.
Green, K. R., Pinder-Grover, T. & Millunchick, J. M. (2012) ‘Impact of screencast technology: connecting the perception of usefulness and the reality of performance’, Journal of Engineering Education, vol. 101, no. 4, pp. 717–737. doi: 10.1002/j.2168-9830.2012.tb01126.x
Iordanova, I. (2007) ‘Teaching digital design exploration: form follows….’, International Journal of Architectural Computing, vol. 5, no. 4, pp. 685–702. doi: 10.1260/147807707783600807
Jensen, A. P. (2016) ‘A technological, pedagogical, arts knowledge framework’, Arts Education Policy Review, vol. 117, no. 3, pp. 153–158. doi: 10.1080/10632913.2016.1187970
Johnson, G. M. (2008) ‘Functional internet literacy: required cognitive skills with implications for instruction’, in Digital Literacies: Concepts, Policies and Practices, eds C. Lankshear & M. Knobel, Peter Lang Publishing Inc, New York, NY, pp. 33–43.
Kilickaya, F. (2016) ‘Use of screencasting for delivering lectures and providing feedback in educational contexts: Issues and implications’, in CALL for openness, eds M. Marczak & J. Krajka, Peter Lang, New York, NY, pp. 73–90. doi: 10.3726/978-3-653-06756-9
Lloyd, S. A. & Robertson, C. L. (2012) ‘Screencast tutorials enhance student learning of statistics’, Teaching of Psychology, vol. 39, no. 1, pp. 67–71. doi: 10.1177/0098628311430640
Logo Foundation. (n.d.) Logo Foundation Publications. Available at: http://el.media.mit.edu/logo-foundation/resources/publications.html
Loveless, T. (1996) ‘Why aren’t computers used more in schools?’, Educational Policy, vol. 10, no. 4, pp. 448–467. doi: 10.1177/0895904896010004002
Meyer, H.-D. (2014) ‘Imagining PISA’s policy futures: a postscript and some extensions to the open letter to andreas schleicher’, Policy Futures in Education, vol. 12, no. 7, pp. 883–892. doi: 10.2304/pfie.2014.12.7.883
Morris, C. & Chikwa, G. (2014) ‘Screencasts: how effective are they and how do students engage with them?’, Active Learning in Higher Education, vol. 15, no. 1, pp. 25–37. doi: 10.1177/1469787413514654
Noss, R. (2013) ‘Special Issue on knowledge transformation, design and technology’, Journal of Computer Assisted Learning, vol. 29, no. 1, pp. 1–3. doi: 10.1111/j.1365-2729.2011.00466.x
OECD (2019), Students, Computers and Learning: Making the Connection, OECD Publishing, Paris, doi: 10.1787/9789264239555-en
OECD (2011), PISA 2009 Results: Students on Line: Digital Technologies and Performance, PISA, OECD Publishing, Paris, Volume VI. doi: 10.1787/9789264112995-en.
Panigrahi, R., Srivastava, P. R. & Sharma, D. (2018) ‘Online learning: adoption, continuance, and learning outcome – a review of literature’, International Journal of Information Management, vol. 43, pp. 1–14. Elsevier Ltd. doi: 10.1016/j.ijinfomgt.2018.05.005
Papert, S. (1997) ‘Why school reform is impossible’, Journal of the Learning Sciences, vol. 6, no. 4, pp. 417–427. doi: 10.1207/s15327809jls0604_5
Reimers, F. & McGinn, N. F. (1997) Informed Dialogue: Using Research to Shape Education Policy around the World, Praeger, Greenwood.
Reynaud, E., et al., (2019) ‘To watch is to work: a review of neuroimaging data on tool use observation network’, Neuropsychology Review, vol. 29, no. 4, pp. 484–497. doi: 10.1007/s11065-019-09418-3
Rizvi, F. & Lingard, B. (2009) ‘The OECD and global shifts in education policy’, in International Handbook of Comparative Education, eds R. Cowen & A. M. Kazamias, Springer, Dordrecht, pp. 437–453. doi: 10.1007/978-1-4020-6403-6_28
Sáez Lacave, A. (2018a) Animación Gif Para 1o de la ESO. YouTube. Available at: https://www.youtube.com/playlist?list=PLlbu8JYb436DUtFWcTOVomz4yBH5ER-qD
Sáez Lacave, A. (2018b) Red Geometrica Para 2o ESO. YouTube. Available at: https://www.youtube.com/playlist?list=PLlbu8JYb436Cscnhny2-ErwkDguhoATxq
Schön, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York, NY.
Siegel, S. & Castellan, N. J. (1988) Nonparametric Statistics for the Behavioral Sciences, 2nd edn, McGraw-Hill, New York, NY.
Snyder, C., Paska, L. M. & Besozzi, D. (2014) ‘Cast from the past: using screencasting in the social studies classroom’, The Social Studies, vol. 105, no. 6, pp. 310–314. doi: 10.1080/00377996.2014.951472
Sugar, W., Brown, A. & Luterbach, K. (2010) ‘Examining the anatomy of a screencast: uncovering common elements and instructional strategies’, The International Review of Research in Open and Distributed Learning, vol. 11, no. 3, p. 1. doi: 10.19173/irrodl.v11i3.851
Thomas, A. (2017) ‘Screencasting to support effective teaching practices’, Teaching Children Mathematics, vol. 23, no. 8, pp. 492–499. doi: 10.5951/teacchilmath.23.8.0492
Walk, S. R. (2011) ‘Improving technological literacy criteria development through quantitative technology forecasting’, in Proceedings of the 118th ASEE Annual Conference & Exposition, ed ASEE, pp. 22.840.1–22.840.22.
Walk, S. R. (2012) ‘Quantitative technology forecasting techniques’, in Technological Change, ed A. InTech, Rijeca, Croatia, pp. 103–124 [online]. Available at: http://www.intechopen.com/books/technological-change/quantitative-technology-forecasting-techniques
Wilensky, U. & Papert, S. (2010) ‘Restructurations: Reformulating knowledge disciplines through new representational forms’, Paper presented at the Constructionism 2010, Paris, France, [online]. Available at: https://pdfs.semanticscholar.org/a684/d3149266ce9e55dc366b8acbbc6e905f8c80.pdf
Zawacki-Richter, O. & Latchem, C. (2018) ‘Exploring four decades of research in Computers & Education’, Computers & Education, vol. 122, pp. 136–152. doi: 10.1016/j.compedu.2018.04.001
Zhang, D., et al., (2006) ‘Instructional video in e-learning: assessing the impact of interactive video on learning effectiveness’, Information & Management, vol. 43, no. 1, pp. 15–27. doi: 10.1016/j.im.2005.01.004
Zhao, Y. (2015) ‘Who’s afraid of PISA: the fallacy of international assessments of system performance’, in Leading Futures Global Perspectives on Educational Leadership, eds M. S. Jones & A. Harris, SAGE Publications, Inc, Thousand Oaks, CA, pp. 7–21.
Zhao, Y. & Frank, K. A. (2003) ‘Factors affecting technology uses in schools: an ecological perspective’, American Educational Research Journal, vol. 40, no. 4, pp. 807–840. doi: 10.3102/00028312040004807
This work is licensed under a Creative Commons Attribution 4.0 International License.Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.