Explorando o uso do YouTube entre diferentes coletivos docentes: Uma Análise de Perfil Digital
DOI:
https://doi.org/10.5944/ried.28.1.41334Palavras-chave:
competência digital, professores estagiários, Avaliação de competências, YouTubeResumo
Este estudo avalia as competências digitais de professores em formação e professores em serviço da Educação Infantil, Ensino Fundamental e Ensino Superior em relação ao uso do YouTube. Dada a escassa pesquisa científica prévia sobre este tema, três objetivos são propostos. Em primeiro lugar, conhecer o nível de competência digital no uso do YouTube. Em segundo lugar, analisar possíveis disparidades no uso do YouTube entre os educadores de cada etapa educacional. Por último, identificar preditores significativos que influenciam o uso do YouTube. Para medir essas competências, foi utilizado o instrumento de Guillen-Gámez et al. (2023) por meio de uma abordagem ex post facto e uma amostragem não probabilística com uma amostra de 1706 professores. Tanto as etapas educacionais quanto os tipos de professores manifestaram autopercepções médias e altas em busca e seleção de informação, mas baixas na criação de material educativo. Em relação ao segundo objetivo, existem diferenças significativas entre os diferentes grupos de professores de ambas as etapas, o que sugere a necessidade de abordar de maneira diferenciada a formação profissional no uso efetivo do YouTube. Além disso, foi identificado que o gênero, a criação e assinatura de canais educativos, bem como a habilidade de incluir imagens ou perguntas na edição dos vídeos, são preditores significativos no desenvolvimento dessas habilidades de acordo com o grupo docente. Esses achados implicam na necessidade de reconhecer as diferenças individuais nas habilidades dos educadores e adaptar os programas de formação às suas necessidades.
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Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
