The rise of digital technologies offers transformative opportunities in education, including art education. This study analyses the integration of new technologies in the teaching of visual arts in the 3rd cycle of basic education, addressing the challenges faced by teachers with regard to pedagogical innovations and advanced applications in the classroom. Digital tools such as graphic design software and virtual and augmented reality are enabling students to develop creatively in ways that were previously impossible, and can also be used to promote collaborative work. These technologies make it possible to expand the traditional horizons of arts teaching, introducing more interactive and dynamic learning methods and, as well as fostering creativity, they also promote the development of critical and collaborative skills and student autonomy to meet the demands of the digital world.

In detail, the introduction of technological tools in the teaching of visual arts in the 3rd cycle is crucial to align art education with the needs and competences of the 21st century. During this phase, students are in a critical period of creative and cognitive development, and the use of technologies can enhance their capacities for expression and innovation, offering students new ways of creating and interpreting the world around them, as well as developing essential technological skills for the future. Digital tools such as image editors, 3D modelling software and collaborative platforms not only expand the scope of what can be done artistically, but also promote students' autonomy and critical thinking. Art teaching, with the integration of these technologies, allows for a more inclusive and motivating approach, attracting students with different learning styles and promoting interdisciplinarity, which corroborates the need for art education that is more connected to the contemporary context and technological innovations. Although technology can enrich the educational process, it is important that it does not replace but rather complements traditional teaching practices.

However, the introduction of these pedagogical innovations presents significant challenges, including the need for ongoing teacher training and ensuring that schools have equitable access to the necessary technological resources. Another central point of discussion is the balance between the use of digital tools and the development of manual and critical skills that are fundamental in arts education. Although technology can enrich the educational process, it is important that it does not replace but rather complements traditional teaching practices.

This paper proposes strategies for the successful implementation of these technologies in arts education, highlighting practical examples of how they can be integrated into lesson plans and creative activities in the 3rd cycle of basic education. The research also explores the impacts on student engagement and improved learning outcomes. By using new technologies in a balanced and conscious way, arts education can evolve, becoming more inclusive, innovative and attuned to 21st century skills. The study concludes that, when applied well, technology can transform arts education, offering a richer and more diverse approach for both students and teachers.

Keywords: Educational Technologie, Visual Arts, Pedagogical Innovation, Secondary Education.