Participatory design and implementation of the 'Instagram in the classroom' workshop for Secondary Education

Authors

  • Laura Acosta Valentín Universidad del Atlántico Medio

DOI:

https://doi.org/10.47553/rifop.v39i2.114099

Abstract

Current pedagogy requires adequate teacher training to, on the one hand, address and, on the other, optimize the educational use of technological resources available to and used by students. One such resource is the social network Instagram.

This research describes the process developed through an adaptation of the Logical Framework Approach (LFA) methodology to explore the opinions and needs of secondary school teachers and students. Based on this interaction, it aims to design, implement, and evaluate training for secondary school teachers on using Instagram as a pedagogical tool with a gender perspective, within the broader framework of improving teachers' digital competence.

The development of this objective has been carried out in three stages: identification, design and programming, and implementation, involving a total of 515 participants across different phases of the study. Data collection instruments included both questionnaires and group interviews.

The results support and explain the decision-making process behind the development and implementation of the Instagram workshop in classrooms, as well as its evaluation and follow-up two years after its implementation. This process highlights the importance of teachers and other educational stakeholders actively participating in teaching and learning processes while having access to tools and resources grounded in their expectations, knowledge, opinions, and needs.

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Published

2025-08-13

How to Cite

Acosta Valentín, L. (2025). Participatory design and implementation of the ’Instagram in the classroom’ workshop for Secondary Education: . Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 39(2), 119–131. https://doi.org/10.47553/rifop.v39i2.114099

Issue

Vol. 39 No. 2 (2025): Educación en transformación. Democracia, inclusión e innovación desde las aulas

Section

Monográfico

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