Öğretmen Adaylarının Web 2.0 Araçlarını Uygulama Süreci ve Öğretim Ortamlarında Kullanımına Yönelik Görüşleri

Abstract

New understandings and methods have proliferated as technology continues to root itself more deeply in an increasing number of areas within the field of education, causing, naturally, the technology-based tools to find a wider application in assessing students' knowledge and progress. With the resulting rapid development of Web applications, Web 2.0 tools have found a niche in a great many steps of the instruction process and have emerged as an integral part of educational technology. Indeed, those studying to become teachers are, quite naturally, one of the most important factors in ensuring that further improvements in this type of technology will be incorporated in mathematics instruction. Accordingly, this study aims to examine what preservice teachers thought of a class during making up part of their teacher training in which they used Web 2.0 tools (e.g., Plickers, Kahoot, Edmodo, ZipGrade) to design activities and lesson plans that they implemented in real classroom settings, which were then discussed in together as a class. The research is conducted with the case study method and the participants consisted of 24 senior preservice teachers of primary school mathematics education in a state university in Turkey. The study's data were collected using written interview forms and subsequently analyzed using content analysis. At the end of the study, it was found that Web 2.0 tools contribute to professional development, instruction and student-teacher-parent interaction dimensions for teachers; on the other hand, it was revealed that it contributes to affective characteristics, learning and skills dimensions in terms of students. Concerning limitations, preservice teachers stated that the need for the Internet and technological devices in order to use Web 2.0 tools were significant obstacles to their use. Based on the conclusions, it is recommended that future studies investigate the effects of different Web 2.0 tools on different content areas as part of preservice teacher training.

Effects of Using Web 2.0 Tools in Mathematics Instruction on Academic Achievement and Attitude and Examination of Relevant Teacher-Student Views

“…Other emphasized limitations included problem with class management in crowded classrooms and student focus on software. This result is in parallel with the results of other studies in the literature (Çankaya, Durak & Yünkül, 2013;Demirkan, Gürışık & Akın, 2017;Ekici, 2017;Gürışık, 2018;Gürleroğlu, 2019;Kantar, 2022;Ningsih & Mulyano, 2019;Özpınar, 2020;Saleem, 2011).…”

“…The points emphasized in regard to the advantages coincide with the evaluations made by teacher on applications which he performed in different levels and various courses with Web 2.0 tools. Both in this study and in the literature, the teacher emphasized that software have the ability to provide instant feedback, give the chance to see and correct mistakes thanks to individual feedbacks, and support the learning (Demirkan, Gürışık & Akın, 2017;Elmahdi, Al-Hattami & Fawzi, 2018;Freeman & Tashner, 2015;Gürışık, 2018;Zengin, Bars & Şimşek, 2017), have the ability to archive questions and results (Elmahdi, Al-Hattami & Fawzi, 2018;Gürışık, 2018;Özpınar, 2020), make the courses fun (Özpınar, 2020;Zengin, Bars & Şimşek, 2017), and effective instruction (Demirkan, Gürışık & Akın, 2017;Elmahdi, Al-Hattami & Fawzi, 2018;Gürışık, 2018;McCabe, 2006;VandeWalle, 2016).…”

Exploring the Views of the Trainees on the Use of Web 2.0 and Web 3.0 Tools in Language Teaching

“…For this purpose, it is important in terms of language teaching to provide environments where learners can gain reading, writing, listening, and speaking skills. With the interaction provided by web tools (Kaynar, 2019;Özpınar, 2020), it is possible to expose the learner to the language and use it as a communication tool (Balbay, 2018). It also supports the l earner-centered teaching process by enabling learners to communicate with each other, allowing for pair and group work, and collaborative work in terms of learner interaction (Kaynar, 2019).…”

The Effect of Science Teachers’ Use of Innovative Instructional Technology Tools in Climate Change, Biodiversity and Environment on Web 2.0 Competencies

“…Bu amaç doğrulusunda aşağıdaki sorulara yanıt aranmaktadır. (Becker, 2012;Özpınar, 2020). Bu bağlamda fen bilimleri öğretmenlerinin uygun ortamlar oluşturulduğunda teknoloji yetkinliklerinin arttığı söylenebilir.…”