Liudmila Shafirova (CIDTFF) & Daniel Cassany | Technology, Pedagogy and Education
Though text formats still dominate in educational contexts, the use of student-produced videos in the classroom is gaining popularity. Here the authors analyse how high school teachers in Catalonia, Spain, implemented video production tasks in their classrooms and the various challenges they faced during the process. The main data collection methods were semi-structured interviews and an online questionnaire to which 1561 teachers responded. The challenges most often cited by teachers are a lack of technological resources, insufficient time to complete more complex video projects, and insufficient training of teachers. Teacher comments also point to concerns about how to make student-produced videos available to different audiences and an imperfect understanding of the ethical procedures. Among suggested solutions to these challenges are the promotion of video-sharing collaboration among teachers, the clear articulation of ethical norms for video production, and the allocation of more time in the school curriculum for video production.
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Referência:
Shafirova L., & Cassany D.(2023). Challenges of introducing video production tasks into the classroom. Technology, Pedagogy and Education (ahead-of-print). https://doi.org/10.1080/1475939X.2023.2271931
