Contribution of the Activities Prepared with Web 2.0 Technologies to the Level of Learning

Uzunkavak, Melike Çakan; Gül, Gülnihal

doi:10.26817/16925777.1395

Cited by 3 publications

(2 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, since 2013, many experimental studies have been carried out, not only explaining the tools but also on the use of Web 2.0 technology in education (Aytan & Başal, 2015;Başal & Eryılmaz, 2021;Bugawa & Mirzal, 2018;Can, 2021;Cumhur & Çam, 2021;Çakan Uzunkavak & Gül, 2022;Çalışkan et al, 2019;Echeng & Usoro, 2016;Gürleroğlu & Yıldırım, 2022;Jarrah & Alzubi, 2021;Karadağ & Garip, 2021;Parkita, 2021;Süğümlü & Aslan, 2022;Şahin-Topalcengiz, & Yıldırım, 2020;Tünkler, 2021;Wu, 2022). In their research, Çakan Uzunkavak and Gül (2022) aimed to evaluate the contribution of the activities prepared with Web 2.0 technologies for the sound creation unit on the learning levels of students within the scope of the music lesson. As a result of the research, it was determined that the activities prepared with Web 2.0 technologies contributed to the students' self-awareness, selfconfidence, voice health, voice change and field expertise, and also facilitated the learning of theoretical knowledge.…”

Section: Introductionmentioning

confidence: 99%

Opinions of Music Education Department Students on Web 2.0 Tools: The Case of Bursa Uludag University

Sakin

2023

Acta Educationis Generalis

View full text Add to dashboard Cite

Introduction:Today, thanks to information technologies including Web 2.0 technology, educators can make their lessons more efficient and understandable. In addition, they can encourage active participation of students in this way. With the increase of online education applications during the Covid-19 epidemic in the world, the use of Web 2.0 tools in education has also increased. Methods:Explanatory design, one of the mixed research methods, was used in this research. Within the scope of this research, a questionnaire was applied to the participants to determine their perceptions about Web 2.0 tools, and then interviews were conducted with interview questions created in line with the analysis of quantitative data. 69 pre-service teachers from a large Turkish state university participated in the quantitative stage of the research and five students participated in the qualitative stage. Results: In line with the data obtained, it was concluded that the music teacher candidates’ perceptions of Web 2.0 tools were high. Discussion: In the survey application, which forms the basis of the quantitative step of the research, it is seen that the majority of students gave the answer “I agree” or “strongly agree” to survey items. Especially in 2020, with the Covid-19 pandemic worldwide, distance education been implemented for a while thanks to technology, and this situation brought teachers and students closer to technology and improved their usage skills. In addition, these skills are supported by the use of Web 2.0 tools and it is seen that teacher candidates also have a perception towards this. Limitations: The research was limited to 69 students who voluntarily accepted. Conclusions: Although Web 2.0 tools have not yet been used effectively by music students, the importance of these tools in terms of the active role of students in the course has been understood.

show abstract

Section: Introductionmentioning

confidence: 99%

Opinions of Music Education Department Students on Web 2.0 Tools: The Case of Bursa Uludag University

Sakin

2023

Acta Educationis Generalis

View full text Add to dashboard Cite

show abstract

“…Many studies have been conducted to examine the competencies, opinions, attitudes, beliefs and self-efficacy of teachers and prospective teachers regarding the use of Web 2.0 tools (e.g. Erduran, 2019;Günbaş & Yıldız, 2020;Saracoğlu & Kocabatmaz, 2019;Özpınar, 2020;Muslu, İmer Çetin & Okulu, 2022;Kurt et al, 2022;Arabacı & Orbay, 2022;Uzunkavak & Gül, 2022). There are, however, very few studies specific to mathematics education in these studies.…”

Section: Introductionmentioning

confidence: 99%

The impact of instruction on Web 2.0 tools on pre-service mathematics teachers' self-efficacy beliefs and their activity development experiences

Mersin,

Danişman

2023

R. G. Secr.

View full text Add to dashboard Cite

The purpose of this study is to determine the impact the training has had on pre-service mathematics teachers' beliefs and opinions regarding Web 2.0 tools, and to determine their views about the use of Web 2.0 tools. The study employs the explanatory sequential design of mixed methods research with 37 sophomore pre-service mathematics teachers as participants. The data collected through the use of Web 2.0 Practical Content Development Self-Efficacy Belief Scale and semi-structured interviews were analyzed using content analysis. The quantitave findings of the study showed that the implementation in the experimental process had an impact on pre-service mathematics teachers’ self-efficacy beliefs for Web 2.0 content development and its subdimensions which are preparation, presentation and evaluation. The qualitative findings also revealed the views of pre-service mathematics teachers towards the benefits of use of Web 2.0 tools for students, teachers and in terms of functionality. Benefits for students include benefits for learning, and affective and aptitudinal contribution, while benefits for teacher consist of contribution for instruction and professional development. On the other hand, the study also revealed the negative features of Web 2.0 tools in addition to their positive contributions and advantages. The main findings of negative aspects include requiring internet, lack of language support, and having paid services for some extra features. Furthermore, Kahoot and Puzzle Maker were the most preferred tools by pre-service mathematics teachers.

show abstract

RETRACTED: An Exami̇nati̇on of the Effects of Technology Use İn Musi̇c Educati̇on and Trai̇ni̇ng on Academi̇c Achi̇evement: a Meta-analysis Study

Kalkanoglu

2023

Preprint

View full text Add to dashboard Cite

This study aims to examine the effect of technology use on academic achievement in music education and training through meta-analysis. Within the scope of the meta-analysis, a comprehensive literature review was conducted to examine the effects of technology use and music education and training on academic achievement. Keywords were used for these reviews (music education, music teaching ICT, technology, etc.). "ERIC," "Scopus," "Web of Science," and "Proquest" databases were used for these searches. The data obtained from the studies were first placed on an Excel sheet by creating a coding form. CMA software (Comprehensive Meta-Analysis) was used for a comprehensive meta-analysis study. As a study method, meta-analysis was used to calculate the effects on academic achievement. The purpose of meta-analysis is to re-examine the findings of the studies by evaluating the studies on the same subject together. In the literature review process, 31 studies (articles and doctoral dissertations) published between 2013 and 2023 were included. CMA V4 was used for effect size calculations. As a result of the meta-analysis, it was determined that the use of technology in music education and training has a positive effect on academic achievement. The average effect size of the studies was found to be 0.525 according to the random effects model. Within the study, effect size differences related to year, publication type, participant, technology type, and sample were also determined. As a result of these evaluations, the highest effect size values were observed in 2021 (0.375), articles (0.561), students (0.946), Others (0.497), and between 1–75 people (0.911). According to the results obtained, suggestions were made to increase the number of studies on pre-service teachers and to conduct meta-analysis studies in different categories of related studies.

show abstract

Contribution of the Activities Prepared with Web 2.0 Technologies to the Level of Learning

Cited by 3 publications

References 37 publications

Opinions of Music Education Department Students on Web 2.0 Tools: The Case of Bursa Uludag University

Opinions of Music Education Department Students on Web 2.0 Tools: The Case of Bursa Uludag University

The impact of instruction on Web 2.0 tools on pre-service mathematics teachers' self-efficacy beliefs and their activity development experiences

RETRACTED: An Exami̇nati̇on of the Effects of Technology Use İn Musi̇c Educati̇on and Trai̇ni̇ng on Academi̇c Achi̇evement: a Meta-analysis Study

Contact Info

Product

Resources

About