Changing Attitudes Towards Educational Technology Usage in Classroom: Web 2.0 Tools

Tatlı, Zeynep; Akbulut, Hava İpek; Altınışık, Derya

doi:10.17220/mojet.2019.02.001

Cited by 20 publications

(10 citation statements)

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“…The second limitation found in this review is that though the studies used DS as their intervention, many studies used different software and virtual reality such as Storybird and VILE (Hsun Chiang, 2020;Jantakoon et al, 2019). Tatlı et al (2019) technology inclusion in teaching and learning have always been related to the motivation and perception of learners. It is because effective pedagogy happens with a positive motivation that is influenced by positive perceptions.…”

Section: Discussionmentioning

confidence: 99%

Interactive Learning via Digital Storytelling in Teaching and Learning

Rajendran

Yunus

2021

IJELS

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Web 2.0 based applications are becoming a way of teaching and learning tool. This study takes a systematic review to understand various studies related to digital storytelling (DS) intervention. The research found through Education Resources Information Center (ERIC) from the year 2016 to the year 2020, which included full-text articles and peer review journal articles. This study was conducted based on ten research articles. The results show that the mixed-method research and qualitative research approach were the most famous designs with four research each. The critical findings indicated that DS engages the learners, DS creates a positive learning environment, and DS increased the learner’s motivation and self-confidence. DS could help learners to learn interactively during the Covid- 19 Pandemic. Furthermore, various age groups, methodology and research design are differentiated in the studies.

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Section: Discussionmentioning

confidence: 99%

Interactive Learning via Digital Storytelling in Teaching and Learning

Rajendran

Yunus

2021

IJELS

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“…Technology Acceptance Model (TAM), developed by (Davis, 1989), is a model that affirms the proposition that using technology is affected by the individuals' attitude towards technology. This framework can be utilized to analyze individual's acceptance and behaviour toward information technology (Tatlı et al, 2019). In the model, it was established that ease of learning, ease of use of new technologies, and users' beliefs of the benefit to be derived from using new technologies would increase its adoption and probability of acceptance and use of the technology (Turan & Colakoglu, 2008).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Lecturers’ Perception of the Use of a Digital Language Laboratory

Adeniyi¹,

Aremu²,

Odugbesan³

2022

bjal

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We now live in a digital era with its attendant development from Information Technology (IT) computer systems to Information and Communication Technology (ICT) computer systems with consequences on education systems. Experts have posited that the adaptation of teacher education and professional development programs to the digital era should consider the user’s worldview and its implications vis-à-vis education and society in general. Moreso, there has been the belief that teachers show apathy and resistance to the changes brought about by technological advancement and innovations as they affect the dissemination of information and the teaching and learning process. This paper examined the perception of selected lecturers about the use of a Digital Language Laboratory in the teaching and learning process. We adopted the use of a self-constructed questionnaire in soliciting information from language lecturers from the School of Languages, Adeniran Ogunsanya College of Education, Lagos. The paper unravels the challenges faced by the lecturers in fully maximizing the resources available in the digital language laboratory. Recommendations were proffered to resolve the identified challenges in order to enhance its efficient use for effective teaching and learning of languages.

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“…As students are encouraged to participate and contribute to the content of the course in the classroom environment, Web 2.0 applications also offer users the opportunity to create content, manipulate content, control content and socialize (Horzum, 2007). It is also, economical due to the ease of digital preparation and the use of materials prepared with Web 2.0 applications (Tatlı et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Use of Web 2.0 Applications in Chemistry Teaching: Acids, Bases And Salts Unit

ŞEKER

ÇELİK

2023

International Journal of Educational Research Review

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By engaging the focus of today's students, who are immersed in technology from birth, the employment of Web 2.0 tools in the educational process enriches learning environments. Because of this, the purpose of this study is to ascertain the impact of course materials created using Web 2.0 applications on the academic achievement and attitudes of 10th-grade chemistry students in the unit on "Acids, Bases, and Salts." One of the quantitative research techniques used in this study is a quasi-experimental design with a pre-and post-test control group. For this reason, students in the experimental group who used course materials developed by Web 2.0 applications and the control group who used the traditional teaching technique had their academic achievement scores and attitudes in the chemistry course compared. 48 students in the 10th grade from a public high school in the Yüreğir district of the province of Adana participated in the study, and the application procedure lasted for a total of 9 weeks. The academic achievement test post-test scores of the experimental and control groups showed a statistically significant difference in favor of the experimental group, according to the analysis's findings, whereas there was no statistically significant difference between the chemistry attitude scores. These findings revealed that students' achievement in chemistry was raised by activities created using Web 2.0 tools.

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Changing Attitudes Towards Educational Technology Usage in Classroom: Web 2.0 Tools

Cited by 20 publications

References 0 publications

Interactive Learning via Digital Storytelling in Teaching and Learning

Interactive Learning via Digital Storytelling in Teaching and Learning

Lecturers’ Perception of the Use of a Digital Language Laboratory

The Use of Web 2.0 Applications in Chemistry Teaching: Acids, Bases And Salts Unit

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