Contenido principal del artículo

Rosa de las Heras Fernández
España
Pablo Cisneros-Álvarez
Universidad Internacional de La Rioja (UNIR)
España
Vol. 21 Núm. 1 (2021), Artículos, Páginas 193-213
DOI: https://doi.org/10.30827/eticanet.v21i1.18424
Recibido: feb 19, 2021 Aceptado: may 11, 2021 Publicado: jun 30, 2021
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Resumen

La danza se ha utilizado de forma transversal en la escuela para el aprendizaje de contenidos de otras áreas, usando herramientas como robots. Sin embargo, existen escasos estudios sobre los procesos de enseñanza-aprendizaje que incluyan la incorporación de las tecnologías digitales. Así pues, el presente trabajo expone una revisión bibliográfica descriptiva de la literatura científica más relevante en los últimos diez años sobre la educación en danza y la presencia de la tecnología. Se ahonda en diferentes etapas y contextos educativos, tanto formales como no formales. Se hace referencia a Educación Infantil, reflexionando sobre la escasa presencia de la danza, así como en Primaria, aunque en esta etapa predomina el uso de los videojuegos y aplicaciones. En Enseñanzas Superiores se incide en herramientas como el vídeo, las plataformas web, sensores y la docencia online. Las conclusiones ponen de manifiesto que las tecnologías digitales son herramientas para la enseñanza y aprendizaje de la danza que suponen una manera diferente de abordar los métodos de enseñanza tradicionales y que ayudan a la motivación del alumnado, así como al desarrollo integral del alumnado.

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