{"id":62475,"date":"2022-04-15T17:06:24","date_gmt":"2022-04-15T21:06:24","guid":{"rendered":"https:\/\/world.edu\/?p=62475"},"modified":"2022-04-15T17:06:24","modified_gmt":"2022-04-15T21:06:24","slug":"art-and-collaboration-a-successful-route-towards-technopedagogy","status":"publish","type":"post","link":"https:\/\/world.edu\/art-and-collaboration-a-successful-route-towards-technopedagogy\/","title":{"rendered":"Art and collaboration: a successful route towards technopedagogy"},"content":{"rendered":"

\"\"<\/span><\/p>\n

The integration of STEAM (Science, Technology, Engineering, Arts and Mathematics) in educational systems has been a priority for most countries in the world during the last decade.\u00a0The STEAM methodology seeks to generate in students the ability to investigate, transmit and manage the conception of different processes typical of the areas that comprise it through collaboration, inclusiveness and gender equality.<\/span><\/p>\n

STEAM facilitates the development of 21st century skills by exploring various areas of knowledge,\u00a0<\/span>encouraging<\/span><\/a>\u00a0innovation and research in students.<\/span><\/p>\n

STEM or STEAM?<\/strong><\/h4>\n

In its beginnings, STEM was talked about, but by including the A for art, an attempt was made to add the artistic element to favor the achievement of objectives through creativity, communication, and problem solving.\u00a0In the world of visual arts, STEAM brings the computational language of geometric, compositional and color ideas to the creation of artistic works.<\/span><\/p>\n

Makerspaces<\/span><\/em>\u00a0or\u00a0makerlabs\u00a0<\/span>have<\/span><\/em>\u00a0been identified as ideal environments for the successful integration of STEAM in the classroom.\u00a0A\u00a0<\/span>maker<\/span><\/em>\u00a0space is a physical space where communities of practice are developed in which work tools and identity are shared to work in a constructivist manner.<\/span><\/p>\n

Makerspaces\u00a0<\/span>promote<\/span><\/em>\u00a0learning as a group activity.\u00a0This type of learning implies\u00a0<\/span>constructionism<\/span><\/a>\u00a0, in a way that is designed and built, generating inspiration and emotional support derived from teamwork.<\/span><\/p>\n

Our project<\/strong><\/h4>\n

The students of the Faculty of Education of Bilbao (UPV\/EHU) carry out STEAM projects at the university and in other educational contexts.\u00a0For this, the\u00a0<\/span>makerlab<\/span><\/em>\u00a0of the faculty is used, where different types of technologies are handled: mobile devices, 3D printers, robotics, vinyl, paint, cardboard, virtual environments, websites, computer applications, etc.<\/span><\/p>\n

In one of these STEAM projects we create collaborative works of art.\u00a0In this type of project, where a work of art is generated physically, the students work on cognitive skills that go beyond those that are worked on in the classroom context.<\/span><\/p>\n

The experience of the creation and construction of the artistic work improves individual knowledge, supported and reinforced by group work, which creates an affective disposition among the students, significantly strengthening\u00a0<\/span>deep learning<\/span><\/a>\u00a0.\u00a0Intrinsic motivation, critical thinking, the search for connections between knowledge and the understanding of concepts increase significantly.<\/span><\/p>\n

The importance of pedagogical design<\/strong><\/h4>\n

For the execution of each of the works, a specific computational language is generated, since they are works that are built on the pillars of geometry, color, figures and dimensions.\u00a0This language facilitates and allows the design and implementation of the work of art.<\/span><\/p>\n

It is necessary to carry out an adequate pedagogical design where\u00a0<\/span>didactic planning<\/span><\/a>\u00a0plays a fundamental role, together with technology and knowledge for change.<\/span><\/p>\n

This planning articulates the development of skills from a methodological design based on research.\u00a0The level of competence of each student will be evaluated by analyzing observable practices.<\/span><\/p>\n

This work is done collaboratively, so the whole group collaborates towards a common goal: to share the learning experience by creating something together.<\/span><\/p>\n

STEAM in education degrees<\/strong><\/h4>\n

When we work with STEAM in education degrees, we work on creativity, collaborative problem solving, digital competence and an entrepreneurial spirit.\u00a0They are skills or competences that, cited in the\u00a0<\/span>European reference framework of key competences for lifelong learning<\/span><\/a>\u00a0, are considered important for education, lifelong learning and work within a changing society.<\/span><\/p>\n

All these aspects are reinforced by the motivation provided by overcoming the traditional obstacles found in STEAM projects.<\/span><\/p>\n

In today’s society, technology advances very quickly and the acquisition of digital, humanistic and social skills helps to balance and eliminate the different gaps that arise.<\/span><\/p>\n

Although we cannot determine what the careers or jobs of the future will be, we do know that they will require skills that have to do with equity and sustainable development, among many other things.\u00a0And the STEAM methodology is a valuable tool in the education of these skills.<\/span><\/p>\n

Author Bio: <\/strong>Arantzazu Lopez de la Serna is Professor Bilbao School of Education, Asier Romero Andonegi is Professor of the Faculty of Education of Bilbao,Javier Portillo Berasaluce is a PhD Engineer in Telecommunications and professor at the Faculty of Education of Bilbao and Xabier Basogain Olabe is a Teacher and Researcher of the University of the Basque Country all at the University of the Basque Country \/ Euskal Herriko Unibertsitatea<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

The integration of STEAM (Science, Technology, Engineering, Arts and Mathematics) in educational systems has been a priority for most countries in the world during the last decade.\u00a0The STEAM methodology seeks to generate in students the ability to investigate, transmit and manage the conception of different processes typical of the areas that comprise it through collaboration, […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[428997],"coauthors":[11733],"class_list":["post-62475","post","type-post","status-publish","format-standard","hentry","category-education","tag-technopedagogy"],"acf":[],"yoast_head":"\nArt and collaboration: a successful route towards technopedagogy - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/art-and-collaboration-a-successful-route-towards-technopedagogy\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Art and collaboration: a successful route towards technopedagogy - 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