The Lack of Digital Resources for Canarian Art in Secondary Education
A significant issue in teaching the history of Canarian art at the secondary level is the scarcity of specific and well-adapted digital resources. Despite advances in educational technology and the abundance of digital materials for other subjects, Canarian art remains largely absent from the digital catalogs and repositories used in schools[1].
Tamara Santos Martín’s analysis highlights that the absence of a minimum curriculum for Canarian art in secondary and high school education directly affects the availability and quality of digital resources. Many existing materials are produced by autonomous organizations or museums, but they are aimed at a general audience and lack the pedagogical adaptation needed for secondary education[1].
Most digital resources available for Canarian art are conventional, primarily consisting of digitized versions of traditional printed materials such as textbooks, images, or text commentaries. As a result, the interactive and collaborative potential of current technologies is not fully utilized, limiting opportunities for active and meaningful learning among students[1].
Furthermore, there is a lack of systematic organization among digital resources on Canarian art. Materials found online do not follow a logical order—neither chronological, by artistic style, nor by biography. This leads to gaps in certain periods or artistic expressions and, conversely, an overabundance of materials on specific periods or figures, such as the aboriginal era or artists like Óscar Domínguez or César Manrique[1].
The shortage of specific digital resources for Canarian art is compounded by the digital divide in the Canary Islands and insufficient teacher training in the use of ICT in the classroom. Although projects have been developed to integrate technology into education, many schools still have limited and outdated resources, and connectivity remains poor in some areas[1].
Teachers’ attitudes towards ICT are varied; while some show autonomy and creativity in using digital resources, others express reluctance or lack of interest, hindering the methodological innovation needed to take advantage of technology in teaching Canarian art[1].
In summary, the scarcity, disorganization, and lack of updated digital resources for Canarian art in secondary education pose a significant barrier to its teaching. Addressing this challenge requires the creation of systematic and adapted catalogs, as well as greater training and coordination among educational and cultural institutions[1].