Padlet to Strengthen Digital and Collaborative Skills in Pre-Service Teachers

Padlet para fortalecer competencias digitales y colaborativas en docentes en formación

Abstract

This study analyzes the use of the digital tool Padlet in the training of future teachers in the Education program at Universidad Nombre Anónimo, Guayaquil campus. Using a mixed-methods approach with a qualitative predominance, three key dimensions were explored: usability, collaboration, and academic impact. The research was supported by surveys administered to 50 students and semi-structured interviews conducted with 15 of them, aiming to gather both general perceptions and personal experiences with the digital tool. The results show that 84% of participants valued Padlet's ease of use, while 90% highlighted its accessibility across various devices. Furthermore, 78% acknowledged that it facilitated collaborative work by promoting task organization and more equitable peer participation. The narratives collected revealed meaningful practices such as self-regulation, creativity in content presentation, and asynchronous coordination—particularly useful in hybrid or distance learning contexts. However, 40% of participants noted that an initial training session would have been helpful to become familiar with the platform. Based on these findings, the study concludes that Padlet holds strong potential as a pedagogical resource when implemented with teacher guidance and well-defined curricular strategies. Its formal integration into teacher education programs is recommended, alongside technical and emotional support to ensure its effective and sustainable use in the classroom.