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 educational teaching processes. art in 26 fifth-grade students, between the ages of 10 and 11, inhabitants of the Buenavista municipality 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 as the student explores new ways of solving and proposing exercises that enrich their sensitivity and critical tinquen. The methodologies that are approached 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.