Prospective Teachers’ Metaphors as a Lens to Understand How They Perceive ‘Web 2.0’

Abstract

Technology should be used in teaching and learning in universities. It is seen that studies on the use of Web 2.0 tools in education faculties are limited. Teachers who will integrate information and communication technologies into education at schools must first of all have prerequisite knowledge and skills on this subject. However, the effective use of technological tools in learning environments also depends on teachers’ perspectives on technology. This study aimed to determine the perceptions of pre-service teachers towards Web 2.0 applications through metaphors. The authors of the study effectively used web 2.0 tools during the semester in Educational Sociology, Attention Deficit and Hyperactivity, and Integration in Special Education courses. In the study, phenomenology design, one of the qualitative research approaches, was used, and semi-structured interview form was used to collect the data. Participants of the study consisted of 123 pre-service teachers who took this course. In light of the findings, it was observed that the majority of the participants (98%) used positive metaphors about Web 2.0 applications, and 2% used negative metaphors. Metaphors were then classified into 7 categories and tables were created. Categories ‘Web 2.0 as a source and producer of information,’ ‘Web 2.0 as a measurement and evaluation tool,’ ‘Web 2.0 as an Innovation and Development Platform,’ ‘Web 2.0 as a social / fun environment,’ ‘Web as a helpful and supportive platform 2.0, ‘Web 2.0’ and ‘other’ as a stimulating and relaxing platform. The abstract is to be in fully-justified text. Use the word ‘Abstract’ as the title, in 11-point Times, bold, initially capitalized. The abstract is to be in 10-point, single-spaced type, and up to 200 words in length.

Metaforik Bir Analiz: İngilizce Öğretmeni Adaylarının “Teknoloji” ve “Web 2.0 Araçları” Kavramlarına İlişkin Algıları

“…As a consequence of the research, participants mostly considered Web 2.0 tools as assistive & facilitative tools. The study's conclusions were consistent with those of earlier studies (Aydoğmuş & Arslantaş, 2021;Aytan & Başal, 2015;Reynard, 2009;Richardson, 2009;Sadaf et al, 2012;Şahin & Kızıl, 2015). One of these studies conducted by Aydoğmuş & Arslantaş (2021) investigated the perceptions of pre-service teachers towards Web 2.0 applications.…”

“…The study's conclusions were consistent with those of earlier studies (Aydoğmuş & Arslantaş, 2021;Aytan & Başal, 2015;Reynard, 2009;Richardson, 2009;Sadaf et al, 2012;Şahin & Kızıl, 2015). One of these studies conducted by Aydoğmuş & Arslantaş (2021) investigated the perceptions of pre-service teachers towards Web 2.0 applications. As a result of the study, Web 2.0 tools were mostly regarded as supportive and entertaining tools.…”

“…Other findings of the research illustrated that 81 well-structured metaphors for Web 2.0 technologies were created by the pre-service EFL teachers. The findings showed that participants created favorable metaphors for Web 2.0 applications, which agreed with the results of the earlier research (Aşıksoy, 2018;Avcı & Atik, 2020;Aydoğmuş & Arslantaş, 2021;Uçar & Yazıcı, 2021;Ulu-Kalın & Birişçi, 2018). In Avcı & Atik's (2020) study, preschool and elementary school teachers used a total of 54 metaphors regarding Web 2.0 applications.…”

“…To learn more about the perspectives, opinions, and attitudes of pre-service teachers concerning technology and Web 2.0 tools, some academics have also recently conducted metaphor studies (Akdemir et al, 2015;Aydoğmuş & Arslantaş, 2021;Gök & Erdoğan, 2010;Göksu & Koçak, 2020;Gurol & Donmuş, 2010;Ulu Kalın & Birişçi, 2018;Küçük & Yalçın, 2014). Gök & Erdoğan (2010) investigated pre-service teachers' perceptions towards technology through metaphorical analysis.…”