The Experiences of Pre-service Science Teachers in Educational Content Development Using Web 2.0 Tools

Abstract

The present study aimed to improve the experiences of pre-service science teachers in content development using Web 2.0 tools and to determine the effects of these experiences on their self-efficacy beliefs in content development via Web 2.0 tools. The present study was conducted with a mixed design that included empirical and phenomenological methods. Forty-two pre-service science teachers participated in the study. During the implementation, pre-service teachers developed content using Web 2.0 tools such as Kahoot, Quizizz, Powtoon, Emaze, MindMeister and Toondoo and shared the content with the class using Edmodo. "Self-Efficacy Belief Scale on Fast Content Development via Web 2.0" was used as pre-and post-tests. Findings demonstrated that pre-service teachers' self-efficacy beliefs and all sub-dimensions of content development via Web 2.0 tools improved as a result of the implementation. The views of them were grouped under seven themes; prejudice, satisfaction, awareness, fun, infrastructure problems, language problems and tool problems. Additionally, when the mean of item responses were examined, it was seen that the highest one was about preparing worksheet self-efficacy belief. Furthermore, it was determined that pre-service teachers were happy to participate in the implementation, recognized ways to integrate technology in their fields, and had fun while developing content.

Teachers’ Perception towards the Use of Quizizz in the Teaching and Learning of English: A Systematic Review

“…After the four phases of selecting the eligible articles for review, 45 were found to be suitable to be used in this systematic review due to the nature of the respective studies. From the articles, four main aspects of teachers' perspectives on the use of Quizizz could be seen, mainly, effectiveness , feasibility [14,15,19,20,22,23,26,27,31,36,38,41,[43][44][45][46][47][48], difficulty [16,17,19,26,28,31,39,41,43,46,[48][49][50][51][52], and motivation [14,17,[24][25][26]31,32,35,38,40,41,44,45,47,49,50,…”

“…This represents a vast majority of the research articles found, and after reading through the 29 articles, it is safe to say that teachers mostly agree that the platform is effective in the classroom. Teachers from various countries agreed that Quizizz is effective in many ways, especially in helping learners to learn in a fun, interactive, and meaningful environment [15,19,20,24,25]. Quizizz has a high potential to be exploited in a myriad of ways, including for assessment and classroom exercises [29,31,32,37,38].…”

“…Meanwhile, the results on teachers' willingness to use Quizizz in their classes could also be seen in the selected articles. Most teachers in the research conducted had a positive outlook on Quizizz and were willing to incorporate the platform in the future [14][15][16][17]19,[21][22][23][24][25]27,28,[30][31][32][33][34][35][36][37][38]40,41,[43][44][45][46]48,50,51,[53][54][55]57,58]. The findings on teachers' willingness to use Quizizz, which is related to this review's second research question, are shown in Table 5.…”

The effect of different sharing patterns through multiple electronic approaches on developing information awareness and social interaction skills among students of the University of Hail

“…The difference between the traditional learning environment and the participatory learning environment In this regard, many studies have addressed the importance of using web tools in a participatory learning environment, including Onbasili (2020), Zainol and Almukadi (2020), Gursoy andGoksun (2019), andWang andHwang (2012) confirmed the effectiveness of using Web 0 tools. 2 in participatory e-learning environments, and its importance in facilitating the process of information exchange and sharing, in addition to its distinctiveness in interactivity and flexibility that would transfer education to learning, and make the learner a receiver, sender, interactive and participant, not just a future and a passive recipient.…”

Determination of Pre-Service Mathematics Teachers’ Opinions of and Satisfaction With the Kahoot Application

“…Eğitim faaliyetlerinde üst düzey teknolojilerden yararlanabilen öğretmenler, teknoloji entegrasyonu sürecinin başarısı için oldukça önemlidir (Gürsoy & Göksun, 2019). Maalesef günümüzde sınıfların birçoğu akıllı tahta ve projeksiyon gibi teknolojik cihazlarla donatılmış olsa da birçok öğretmen, öğrenme sürecini kolaylaştırmak için yalnızca PowerPoint sunumlarından faydalanmaktadır (Lee vd., 2019).…”