Patrimonializarte: A Heritage Education Program Based on New Technologies and Local Heritage

Abstract

<jats:p>This paper presents the design of the Patrimonializarte program, which has been implemented in six classes and three different educational levels in two schools in Galicia (Spain). It involves working with elements of heritage in proximity to the schools’ pupils by employing Information and Communication Technology (ICT) tools. The objectives are (a) to find out if the design is coherent and relevant according to expert judgement and (b) to discover whether the activities related with new technologies are effective according to the evaluation of those involved in the program. This is evaluation research employing mixed methods in which a collective study of cases is carried out. The main results show (1) the evaluation of the design and the tools of the program achieve an optimal degree of agreement according to the panel of experts as far as the variables measured are concerned, and (2) the schoolchildren and teaching staff provide a positive evaluation of the use of ICT tools for working with heritage. E-learning and m-learning make it possible to motivate pupils in the learning and teaching process. Working with ICT tools acquires importance with regard to the possibilities they offer to disseminate the heritage. An integral evaluation of programs is considered relevant in order to understand their multi-dimensionality.</jats:p>

Reflections on Local Community Identity by Evaluating Heritage Sustainability Protection in Jugra, Selangor, Malaysia

“…The implementation of heritage education programs, for example, by using new technologies achieved an impact on the community. This program enables pupils to identify and value their heritage, and thereby contribute to the safeguarding of the local heritage [34].…”

Influencing Factors of Residents’ Perception of Responsibilities for Heritage Conservation in World Heritage Buffer Zone: A Case Study of Libo Karst

“…Government departments should take local heritage conservation as a starting point, and adopt heritage education methods (e.g., basic education, secondary school education, public education, etc.) and technical means to enhance the dissemination and popularization of heritage knowledge [53][54][55], raise awareness of heritage conservation, and increase the sense of responsibility among residents.…”

Digital Technologies for Heritage Teaching: Trend Analysis in New Realities

“…The majority of the studies seek to achieve a greater dissemination of heritage values and provide greater elements of interaction to the designed applications including novel techniques such as gamification [49], interactive maps [22] or reading QR codes [50] as dynamizers of the teaching and learning processes of heritage. Along this line of work there are a good number of studies focused on the comprehensive evaluation of mobile applications, initiatives and heritage education programs that use technological platforms as a tool for management, preservation, communication and innovation in heritage didactics and teaching [51]- [53]. Nevertheless, although there are significant advances in the use of these technologies, it is necessary to continue working on offering tools that have a real didactic adaptation in which users can enhance skills and make use of self-learning beyond receiving content in various formats [14], [54], [55].…”