Knowledge Management and Technology Management: The Use of YouTube among Preschool Teachers

Abstract

Knowledge management is the term used to describe approaches that knowledge workers employ in fulfilling their assigned tasks. The use of technology eases the process of completing their work because it provides systematic methods of managing the process of applying knowledge. Therefore, the current study seeks to find answers on the use of YouTube regarding the type of content selected by the teachers when using the platform and the kind of activities that require them to use the channel for teaching and learning purposes. The study uses qualitative data inquiries to collect responses from 23 preschool teachers. Four themes are formulated as findings in the current study. They are “YouTube consolidates teaching and learning,” “use of YouTube for educational songs,” “use of YouTube to improvise teacher-made songs,” and “nonusage of YouTube.” It concludes that knowledge is transferred explicitly when preschool teachers use the platform as a resource for teaching and learning. The technology, that is, YouTube, has somewhat assisted them in teaching the preschoolers in their early literacy development by watching entertaining yet educational materials. The study implied that YouTube could be an educational resource that teachers can use in teaching young learners. Also, it suggested that it could be a source of information that teachers may use to find relevant materials for their classes.

Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS‐SEM approach

“…Crucial to the implementation of YouTube is discovering the determinants that relate not only to learners' 'consumption' of educational content, but also those determinants residing on the side of teachers (Pattier, 2021). The modern teacher is not only a recipient of ready-made content prepared by other educators, hobbyists, and online learning enthusiasts, but is also an expert who should create and share via this type of e-service their own content tailored to the learning objectives and specific characteristics of learners (Ali et al, 2022;Portugal et al, 2018). This article seeks to provide an in-depth exploration of the extent to which the critical factors related to the assessment of the didactic effectiveness of YouTube, the ease of use of this type of solution from a methodological perspective, the social (school) impact on the use of YouTube, attitudes towards the analysed service, and ease of implementation and digital competence each relate to the use of the platform.…”

“…Crucial to the implementation of YouTube is discovering the determinants that relate not only to learners' ‘consumption’ of educational content, but also those determinants residing on the side of teachers (Pattier, 2021). The modern teacher is not only a recipient of ready‐made content prepared by other educators, hobbyists, and online learning enthusiasts, but is also an expert who should create and share via this type of e‐service their own content tailored to the learning objectives and specific characteristics of learners (Ali et al, 2022; Portugal et al, 2018).…”

Collaborative Model Of Equality And Skills Program In An Effort To Empower Citizens To Learn Package B

“…Education management to prepare educational components so that a good teaching and learning activity process is carried out in the implementation of education (Ali et al, 2022). Because if the implementation of education is carried out well, the output produced will also be good in accordance with the demands of this modern era, where everything has no limits.…”