The objective of this study was focused on determining the use of mobile devices by teachers in the Cultural Artistic Education CAE teaching-learning process, in order to propose them as a pedagogical alternative. The research assumed a quantitative, descriptive and non-experimental methodological approach. The results show that teachers do not use mobile devices effectively for teaching; although, they affirm that their use could help improve the educational process if they are well selected and applied. It is concluded that, at the present time, most of the students have access to the internet and therefore, at least to a mobile device, in this way, the motivation for the use of these resources within the CAE classroom is a task of the teacher, who must be trained on the selection and application of resources that promote teaching - learning.

Descriptors: Active learning; teaching machines; programmed instruction; educational technology. (Words taken from the UNESCO Thesaurus).

INTRODUCTION

In today's world we are witnessing a series of processes that configure a change of era, since we live in vogue of a society of knowledge and digital technological developments, which due to their high complexity, have become competitive, variable and very multifaceted (Castro & González, 2016). In this context, the educational world has not been left behind; it is already possible to highlight the importance that technological devices such as mobile phones have acquired in the learning process (Fiad & Galarza, 2015).

Hence, Information and Communication Technologies [ICT], which are currently part of our daily, personal, working, social and educational life, have been implemented in search of improving educational work and generating environments for the student body to develop new skills (Hernández, 2017). In addition, the teachers are immersed in allying with these technological developments, due to the great accessibility to the content and the communication in real time. Likewise, with ICT, they can dynamize their classes and make the teaching-learning processes effective based on interests, tastes and motivations with respect to the use of mobile devices.

Entering the educational scene, the Ecuadorian curricular model indicates that students should receive knowledge of culture and arts. Therefore, the 2016 curricular update document, issued by the (Ministry of Education of Ecuador, 2016) has established the promotion and valuation of creative works of art in the curricular mesh (from First of Basic General Education [BGE] to Second of Unified General Baccalaureate [UGB]), in order to enrich the students’ culture and prepare them to face society once they have graduated.

It is important to know that, with the subject “Cultural and Artistic Education (CAE)”, interesting contents and activities are developed and framed in: art appreciation, recognition of musical techniques, evaluation of pictographic works and knowledge of artistic diversity in the branches that comprise it. But, despite this, unfortunately the interest that students show towards the activities in this subject is decreasing. According to their appreciation, they qualify it as a boring subject with so little importance that is only there to fill educational hours (Valenzuela, 2019).

Although it is true that CAE is one of the subjects or knowledge subjects that should and may take advantage of technological progress, with a view to positioning itself at the same level of importance as other subjects in the teaching-learning process; it is no less true that it maintains the guidelines of a traditionalist educational model in which the student body is not motivated. For this reason, it is important to adapt and incorporate technological and digital tools within the classroom, as a didactic methodology; since computing; social networks, mobile devices, among others facilitate teaching, motivate creativity, and help to the generation of knowledge and autonomous learning (Ramón-Verdú, et al. al., 2019).

Based on the aforementioned, the contribution that mobile devices currently provide as educational resources represents a real challenge for teachers; since they have beforehand the task of educating in the teaching-learning process in general and, especially, in the subject of Cultural and Artistic Education (Vidal -Ledo & Gavilondo-Mariño, 2018).

METHOD

The research, based on the positivist paradigm, was developed from a quantitative methodological approach with field design, at a correlational and cross-sectional level. Likewise, it was a non-experimental study, since the variables were not modified, but observed as they are in the reality in a single moment of time in order to determine the degree of relationship that the variables had (Hernández, et al., 2010).

The sample was made up of 29 teachers who met the criteria of: being a Basic Education teacher, who teach the Cultural and Artistic Education subject, and have access to the instrument online (Palella & Martins, 2015).

The survey was applied as a data collection technique, using a questionnaire-type instrument aimed at teachers. Regarding the treatment, the data collected were statistically processed through the SPSS program for Windows, presenting the results through dichotomous tables (frequency and percentage). For the validation of these results, the Chi-square test was used, being able to establish statistical relationships between the variables under study (Palella & Martins, 2015).

RESULTS

The following is the analysis of the teacher surveys. They were processed by the SPSS program individually and by crossing dependent and independent variables, obtaining the following results:

Frequency of the use of the device by the CAE teacher

Source: Own elaboration (2020)

In relation to this aspect, 72.4% of teachers affirmed that they used the mobile device for personal tasks, telephone calls, management of their social networks, messages and hobbies; while only 27.6% manifested didactic use to carry out educational activities related to the subject they are teaching. Hence, it may be inferred that teachers do not perceive the usefulness of mobile devices for the development of the teaching-learning process in the CAE subject. In this respect, (Rico, 2017) stated that mobile devices within the CAE subject allow the student's creative process to be promoted with the teacher's guidance. Hence, the teacher must realize the benefit and usefulness of mobile devices in cultural and artistic education, since these devices are not only objects, but also provide spaces to achieve effective interaction between teachers and students.

Relationship between types of mobile devices and their use by the CAE teacher

Source: Own elaboration (2020)

Here, a cross was made between the variable types of mobile devices used in CAE classes with the variable and use of mobile devices through Pearson's Chi-square test. This crossing yielded a result of p = 0.586, which represented that there was no relationship between both variables. In this way, 72.4% of teachers have given personal use to their mobile devices such as cell phones, smartphones and laptops; on the other hand, 27.58% only have used a laptop and given it didactic use in the CAE subject. This result corroborates the view of (Rico, 2017) that supported the idea of promoting an approach founded on the use of devices related not only to activities and personal communication, but rather to pedagogical tools that encourage creativity and enhance innovative thinking.

Relationship between type of mobile devices and their use in CAE classes in the classroom. Source: Own elaboration (2020)

When performing the statistical crossover between the variable mobile devices and their use in CAE classes with the variable teaching within the classroom, it was determined a p = 0.687 through the Pearson Chi-square test. It means that there is no relationship between the variables, in such a way that there is no teaching with the use of mobile devices in the CAE classroom.

This result corroborates the estimation of (Maciel, 2017), when he expresses that the use of ICT demands occur in accordance with the advancement of technology; and in this sense, teachers are called to be trained and also, to use all digital tools such as devices as didactic resources to improve teaching - learning. Likewise, it agrees with (Basrantes, et al., 2017) when they affirm that teachers must integrate the devices within their curricular plans, be constantly updated in the proper use of applications and create effective didactic skills in their subjects.

Relationship between the type of mobile devices and their use in CAE classes outside the classroom. Source: Own elaboration (2020)

In the result of the statistical crossover between the variables of mobile devices and their use in CAE classes with the teaching variable outside the classroom, it was possible to determine a result of p = 0.157 through the Pearson Chi-square test, which shows that there is no correlation between the variables, so it can be interpreted that there is no incentive to deploy learning activities outside the classroom with the use of mobile devices in the subject of CAE.

Relationship between mobile devices and their use in CAE classes with the use of mobile devices to improve the teaching process. Source: Own elaboration (2020)

According to the statistical crossover between the variables of mobile devices and their use in CAE classes with the variable related to the use of mobile devices for improving the teaching process, it was determined a result of p = 0.054 through the Pearson's chi-squared test, which shows that there is a correlation between the variables. In this respect, 96.5% of teachers state that mobile devices help a lot and / or are essential in the CAE teaching process. Hence, it may be interpreted that possible improvements in the teaching - learning process within the CAE subject could be arising through the appropriate use of mobile devices.

This result agrees with (Mateus, et al., 2017) who considers that mobile devices are in favor of the teaching-learning process inside and outside the classroom, due to they motivate, encourage and make the class more creative, since their uses allow the general context to become personalized and even flexible to the student.

PROPOSAL

The main goal raised with this research was to propose the use of mobile education applications to strengthen the motivation and development of CAE students’ creativity, considering that at the present time, societies live in confinement and social distancing, which has led to the suspension of in-person classes because of COVID- 19. Taking this into account, the following proposals are made for the use of Apps on mobile devices to teach CAE. Therefore, the teachers, according to what the curricular planning states, must develop the topics, indicate specific activities and select the Apps that will be used for the development of homework. The development of the proposal is described below:

1. Definition of objectives: Taking into account the subject that the curricular planning indicates, the learning objective should be formulated, in such a way that the selection of Apps focuses on its achievement.

2. Structuring of the didactic methodology: The didactic teaching-learning strategy must be elaborated considering the Apps that contribute to innovation within the classroom, in this way, it will allow achieving the objective.

3. Choice of Apps: The Apps are selected considering whether they are suitable for the age of the students, for the objectives and also, for the didactic methodology. In addition, the teachers must confirm that they are safe for use, without requiring personal data sharing, such as: passwords, use of private accessories to interact with strangers, among others.

4. Update: The teacher must be constantly training and updating in the functionality of the selected Apps. Periodically, they should review the news it presents and the possibilities to continue its use in the classroom.

5. Apps for offline use: They are appropriate to avoid technical problems in the operations in cases when the internet signal fails or damages the use of the mobile device.

CONCLUSIONS

With current technological advances, many teachers and students have a mobile device with which they communicate or are part of social networks; so they may interact in real time. This represents a benefit due to its usefulness; however, this is not usually an advantage in the classroom, since they do not always use mobile applications as a pedagogical resource. This is possibly due to the fact that teachers are not trained in techniques and strategies that allow them to make an assessment and selection of the appropriate Apps for a better teaching-learning process.

This problem seems to be generalized for all subjects, including Cultural and Artistic Education, in which professionals show little confidence about the use of mobile devices inside and outside the classroom due to their uncontrolled use. In consequence, it may lead to conflicts of coexistence and harmony within the classroom and in the family environment. This is corroborated in this investigation with the results obtained bellow:

-The teachers claim to use mobile devices for their personal activities, such as communication with family, friends and participation in social networks. This shows that an intervention is needed at an educational level to manage the use of mobile devices as part of the didactics of the CAE.

 In this situation of quarantine due to COVID-19, and given the need of the teachers to teach their classes online, it is essential that they know how to use those Apps for educational purposes in CAE, with the aim of promoting study, research, creativity and innovation in the pedagogical process.

 It is necessary for educators to assume reality and provide their students with tools to facilitate and guide CAE learning, through the use of digital applications. The use of ICT in the educational context should allow the student to be motivated and improve their academic performance.

 The development of knowledge and technological advance requires the use of tools and applications during the students’ learning process. Because of this, it is necessary to promote the use of mobile devices for use in secondary education, since currently, a large percentage of students have technological equipment with various applications that may be used in learning management.

 There is a need to strengthen students’ knowledge in the teaching-learning of CAE through the proper handling of new mobile electronic equipment, such as: cell phones, tablets, computer equipment and others.

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