Abstract:

Digital educational resources are essential in the teaching and learning process, with an expansion in the development of tools to create animated presentations e.g Powtoon. This tool is adopted by teachers of various levels of education to expose programmatic content (Sutisna et al., 2019; Adnyani et al., 2020). However, the use of this type of tools requires that teachers have digital skills for the creation of multimedia and programming content and adequacy for pedagogical purposes (Ferrari, 2013). Is important that experiences that promote the development of digital skills are offered (Cardoso et al., 2021), and evaluation of their effects.

This study resulted from the application of a training workshop for the use of the Powtoon tool promoted in two different contexts: the first in higher education teachers; the second for Higher Education students: future Basic Education teachers.

The workshop aimed: promote reflection on the importance of interactive presentation tools in pedagogical practice; present the various features, capabilities and limitations of the Powtoon tool; and promote video creation. The activities carried out by the trainees were the construction of a collaborative SWOT analysis (Creately) about powtoon and the creation of a video.

The goals of this exploratory study are identifying the perceptions of Higher Education Professors and Future Teachers of Basic Education regarding the strengths and weaknesses of the pedagogical use of Powtoon; Compare perceptions to understand in which target audience there was a greater receptivity to the use in educational context and verify if there was development of digital skills.

A mixed research methodology was adopted, namely:
1) content analysis of SWOT analysis and the videos created by the participants;
2) analysis of satisfaction questionnaires about the training, the positive and negative aspects, the intention to apply or not the tool in the educational context.

The results of the SWOT analysis show that the suitability of using the tool in a pedagogical context varies depending on the target audience and the context of use.

Higher education Professors evaluate training positively with 4 values (out of 5 values), with favorable comments: contribution to a more dynamic and versatile teaching. However, they showed that the Powtoon tool did not correspond to their expectations, since they wanted a resource that would allow them to follow a class of about 60 minutes, but also because of the limitation of graphs and formulas, limitation of the free version and the load of effort for the realization of the videos.

The future teachers of basic education evaluate the training positively with an average of 4 values (out of 5). Students' perceptions of Powtoon consider it versatile and that it enhances creativity and sharing. The negative points indicated the limitation of the free version, the need for internet and the requirement of digital skills.

As for the practical application in the construction of the videos, there was a more significant adhesion of videos made by future teachers. Despite the low adoption of the delivery of delivered videos, they show the acquisition of digital skills, specifically, the creation of multimedia content.

In future research it is intended to reimplement the training for higher education professors to obtain an in-depth analysis of perception about the adequacy of the Powtoon tool in the pedagogical context.

Keywords:

Pedagogical Practice, Higher education, Basic education, Digital tools, Presentations.