The potential of vodcasts as teaching and learning tools in Teacher Education Programs: a case study

Abstract

The article is an excerpt from a master's research in development, which investigates the pedagogical use of vodcasts to facilitate the understanding of mathematical concepts, focusing on the potential of Digital Information and Communication Technologies (DICT), guided by the Technological Pedagogical Content Knowledge (TPACK) framework. Its objectives include training educators to creatively explore the possibilities provided by these tools in the current educational setting and contributing to a critical analysis of the effectiveness of incorporating digital technologies, particularly vodcasts, in higher education. The qualitative research involved a workshop on media usage preparation for vodcast production. The aim is to evaluate the relevance of vodcast use in the teaching-learning process in the mathematics discipline during the initial training of Biological Sciences teachers at IFTM. The research used a focus group as a methodology, and Discursive Textual Analysis (DTA), according to Moraes and Galiazi (2016), as the analytical tool. The creation of vodcasts encouraged students to deepen their studies and contributed to the creative development of activities. It was observed that the vodcast creation process proved to be a useful tool for developing oral communication skills and overcoming shyness. The study concludes that vodcasts are an effective tool that can be used both in teaching and learning processes. From the interviewees' perspective, higher education institutions could offer more courses that integrate pedagogical knowledge with technological knowledge during initial training, as well as more continuing education courses that enhance these competencies.