New technologies in the first sublevels of Cultural and Artistic Education in Ecuador

Abstract

In relation to the topic of the implementation of Information and Communication Technologies in the Preparatory and Elementary School sublevels, the article exposes a series of considerations about the particular case of the area of Cultural and Artistic Education, according to the current curriculum of Basic General Education in Ecuador. Based on the analysis of content as a methodology, this article examines the presence of new technologies in the aforementioned sub-levels of the curriculum and reviews an extensive bibliography of educational, psychological, and cultural studies topics. It then goes on to specify the basic concepts to be taken into account when addressing any relevant discussion or controversy, contextualizing the particular case of Ecuador. This is how the notions of education for the future are developed, the predominance of a positive discourse towards new technologies, considering them synonymous with innovation, the advent of the digital natives, the role of the teacher and the promotion of critical and creative thinking. In conclusion, in view of an ideal readjustment of the curriculum of Cultural and Artistic Education by the Ministry of Education of Ecuador, it is recommended to use the Information and Communication Technologies with prudence and to avoid introducing them in the first two sub-levels of the area.