Video annotation methodology for initial teacher training in digital competence

Abstract

Introduction: In order for teachers to master digital competences, it is necessary that they also know and understand the competences that are generated in their students when they use digital technologies in their classrooms. For this reason, this study addresses digital skills training in pre-service teachers, where a group of 98 pre-service students must identify the skills observed in a video, and analyze the impact that is achieved in this identification of skills when using the methodology of video annotations with tags. Methods: The research proposes a case study with a qualitative design and minimum unit analysis techniques using free and prefixed tags given by the teachers as analysis variables. Results: 225 annotations were qualitatively analyzed and compared according to groups and study variables. Conclusions: It is concluded that annotations are a methodology that helps in the identification and learning of digital competences, finding differences according to the study variables and group, in favor of prefixed tags by the results in the amount and breadth of explanations found in the annotations given. The study concludes with an analysis of its limitations as a proposal for different research options that extend an increasingly consolidated line of video annotations in education.