Investigation of Pre-service teachers' Web 2.0 Rapid Content Development Self-Efficacy Belief Levels and their Views on Web 2.0 Tools
The aim of this study was to examine the pre-service teachers’ Web 2.0 rapid content development self-efficacy belief levels and their opinions .
- Pub. date: May 15, 2020
- Pages: 345-354
- 374 Downloads
- 677 Views
- 7 Citations
The aim of this study was to examine the pre-service teachers’ Web 2.0 rapid content development self-efficacy belief levels and their opinions about Web 2.0 tools. The study was carried out by using “convergent parallel mixed design”. In the academic year of 2019-2020, 254 pre-service teachers voluntarily participated in the quantitative part of the study and 30 pre-service teachers voluntarily participated in the qualitative part. "Web 2.0 Rapid Content Development Self-Efficacy Belief Scale of Pre-Service Teachers" was used as quantitative data collection tool. In order to collect qualitative data, a semi-structured interview form was prepared by the researchers. While the quantitative data obtained from the pre-service teachers were analyzed with the T Test and ANOVA, the qualitative data were analyzed using the content analysis technique. As a result of the study, pre-service teachers’ Web 2.0 rapid content development self-efficacy belief levels do not differ significantly in terms of gender variable. On the other hand, a significant difference was observed in self-efficacy belief level scores among different departments. Also, the pre-service teachers expressed positive opinions regarding the use of WEB 2.0 tools in the educational environment such as class group formation, presentation preparation and virtual classroom applications.
Keywords: Web 2.0, rapid content development, self-efficacy, views.
References
Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143.
Akinci, A., Kurtoglu, M., & Seferoglu, S. S. (2012). Bir teknoloji politikasi olarak fatih Projesinin basarili olmasi icin yapilmasi gerekenler: Bir durum analizi calismasi [How can FATIH project achieve its goals? a situation analysis study]. In M. Akgul, U. Çaglayan, E. Derman, A. Ozgit, S. Guven & K. Karaman (Eds.), Proceedings of the 14th Academic Informatics Conference /14. Akademik Bilişim Konferansı Bildirileri (pp. 1-10) Academic Informatics Conference.
Akkoyunlu, B., & Kurbanoglu, S. (2003). Ogretmen adaylarinin bilgi okuryazarligi ve bilgisayar oz-yeterlik algilari uzerine bir calisma [A study on teacher candidates’ perceived information literacy self-efficacy and perceived computer self-efficacy]. Hacettepe University Journal of Education Faculty/ Hacettepe Universitesi Egitim Fakultesi Dergisi, 24(24), 1-10.
Albion, P.R. (2008). Web 2.0 in teacher education: Two imperatives for action. Computers in the Schools, 25(3). 181-198.
Altiok, S., Yukselturk, E., & Ucgul, M. (2016). WEB 2.0 egitimine yonelik gerceklestirilen bilimsel bir toplantinin degerlendirilmesi: Katilimci gorusleri [Evaluation of a scientific meeting about use of web 2.0 technologies in education: the participants` views]. ITTES 2016: Re-discover Learning with Digital Learners (pp. 490-495). 4th International Instructional Technologies & Teacher Education Symposium. ITTES. https://ittes.org.tr/dosyalar/files/IttesArsivi/2016/fulltext-proceeding-ittes2016.pdf.
Atav, E., Akkoyunlu, B., & Saglam, N. (2006). Ogretmen adaylarinin internete erisim olanaklari ve kullanim amaclari [Pre-service teachers' internet access facilities and their internet usage]. Hacettepe University Journal of Education Faculty / Hacettepe Universitesi Egitim Fakultesi Dergisi, 30(30), 37-44.
Birisci, S., Kul, U., Aksu, Z., Akaslan, D., & Celik, S. (2018). WEB 2.0 hizli icerik gelistirme oz-yeterlik algisini belirlemeye yonelik olcek (W2OYAO) gelistirme calismasi [A scale development study to determine web 2.0 practical content development self-efficacy belief (W2SEBS)]. Educational Technology Theory and Practice / Egitim Teknolojisi Kuram ve Uygulama, 8(1), 187-208. https:/doi.org/10.17943/etku.335164.
Brown, R. (2009). Public relations and the social Web: How to use social media and Web 2.0 in communications. Kogan Page Publishers.
Castells, M. (2011). The rise of the network society: The information age: Economy, society, and culture (Vol. 1). John Wiley & Sons.
Collis, B., & Moonen, J. (2008). Web 2.0 tools and processes in higher education: Quality perspectives. Educational Media International, 45(2), 93-106.
Creswell, J.W., & Plano Clark, V.L. (2011). Designing and conducting mixed methods research. Sage Publications, Inc.
Direkci, B, Akbulut, S & Simsek, B. (2019). Turkce dersi ogretim programi (2018) ve ortaokul Turkce ders kitaplarinin dijital okuryazarlik becerileri baglaminda incelenmesi [The analysis of Turkish course curriculum (2018) and secondary school Turkish textbooks in terms of digital literacy skills]. International Journal of Euroasian Researches/ Avrasya Uluslararasi Arastirmalar Dergisi ,7(16), 797-813. https:/doi.org/10.33692/avrasyad.543868
Educational Information Network (2017). Fatih etkilesimli icerik uretim araclari [FATIH project interactive content production tools]. EBA. http://www.eba.gov.tr/fatihicerikgelistirmes.
Ekici, S., & Yilmaz, B. (2013). FATIH projesi uzerine bir degerlendirme [An evaluation on FATIH project]. Turkish Librarianship / Turk Kutuphaneciligi, 27(2), 317-339.
Elmas, R., & Geban, O. (2012). Web 2.0 tools for 21st century teachers. International Online Journal of Educational Sciences, 4(1), 243-254.
Horzum, M.B. (2010). Ogretmenlerin Web 2.0 araclarindan haberdarligi, kullanim sikliklari ve amaclarinin cesitli degiskenler acisindan incelenmesi [Investigating teachers’ Web 2.0 tools awareness, frequency and purposes of usage in terms of different variables]. Journal of Human Sciences / Uluslararasi Insan Bilimleri Dergisi, 7(1), 603-634.
Korucu, A. T., & Cakir, H. (2015). Dinamik web teknolojileri ile gelistirilen isbirlikli ogrenme ortamini kullanan ogretmen adaylarinin gorusleri [The opinions of the teacher candidates using collaborative learning environment developed via dynamic web technologies]. Adiyaman University Journal of Social Sciences / Adiyaman Universitesi Sosyal Bilimler Enstitusu Dergisi, 2015(19), 221-254.
Korucu, A, & Karalar, H. (2017). Sinif ogretmenligi ogretim elemanlarinin Web 2.0 araclarina yonelik gorusleri [Basic education instructors’ views on Web 2.0 tools]. Trakya Journal of Education / Trakya Universitesi Egitim Fakultesi Dergisi, 7(2), 456-474. https:/doi.org/10.24315/trkefd.304255.
Kul, U., Aksu, Z., & Birisci, S. (2019). The relationship between technological pedagogical content knowledge and Web 2.0 self-Efficacy beliefs. Online Submission, 11(1), 198-213.
Kul, U., & Celik, S. (2018). Investigating changes in mathematics teachers' intentions regarding Web 2.0 technology integration. Acta Didactica Napocensia, 11(2), 89-104.
Ministry of National Education . (2012). Egitimde FATIH projesi web sayfasi [Movement of Enhancing Opportunities and Improving Technology project in education webpage]. MoNE. http://fatihprojesi.meb.gov.trs
Olkun, S., & Toluk, Z. (2003). Ilkogretimde etkinlik temelli matematik ogretimi [Activity based mathematics teaching in elementary education]. Ani.
O’Reilly, T. (2019, November 9). What is web 2.0: Design patterns and business models for the next generation of software. http://oreilly.com/web2/archive/what-is-web-20.html
Ozerbas, M. A., & Mart, O.A. (2017). Ingilizce ogretmen adaylarinin Web 2.0 kullanimina iliskin gorus ve kullanim duzeyleri [Pre-service english teachers’ opinions and utilization levels on the use of Web 2.0]. Kirsehir Journal of Education Faculty / Kirsehir Egitim Fakultesi Dergisi, 18(3), 1152-1167.
Ozturk, M., & Akgun, O. E. (2012). Universite ogrencilerinin sosyal paylasim sitelerini kullanma amaclari, bu sitelerin olumlu-olumsuz etkileri ve egitimlerinde kullanilmasi ile ilgili gorusleri [University students’ purposes in using social networking sites, and their opinions on using these sites in education]. Sakarya University Journal of Education, 2(3), 49-67.
Rosen, D., & Nelson, C. (2008). Web 2.0: A new generation of learners and education. Computers in the Schools, 25(3-4), 211-225.
Tatli, Z, Ipek Akbulut, H & Altinisik, D. (2016). The impact of Web 2.0 tools on pre-service teachers’ self confidence levels about TPCK. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 7(3), 659-678. https:/doi.org/10.16949/turkbilmat.277878
Yildirim, A., & Simsek, H. (2008). Nitel arastirma yontemleri [Qualitative research methods]. Seckin.
Yildirim, A., & Simsek, H. (2013). Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods in the social sciences]. Seckin.