The Relation Between Science Student Teachers’ Educational Use of Web 2.0 Technologies and Their Computer Self-Efficacy

Abstract

The rapid increase in the use of Web 2.0 technologies has led to changes in school curricula because they are a powerful tool for developing innovative ways of teaching and learning. These technologies have also changed how teacher education programmes prepare pre-service teachers. Thus, as a predictor, pre-service teachers’ self-efficacy is important for the development of their computer skills. A descriptive research design was employed. The data were collected using a Web 2.0 technologies educational usage scale and a computer-related self-efficacy perception scale. The sample of the study involved 146 (F: 70, M: 76) student teachers in a teacher education course at Ziya Gökalp Education Faculty of Dicle University during the 2011-2012 academic year. The data were analysed using means, t-tests, and one-way ANOVAs. The study revealed that student teachers used Facebook the most frequently to communicate, access class material, hold discussions and form academic groups. Student teachers with Internet access at home used Web2.0 technologies more frequently than those without Internet access at home. The frequent use of Web 2.0 by student teachers provides teachers with the possibility for more student-centred learning activities in the classroom. Key words: science student teachers, teacher education, Web 2.0 technologies.

Opinions and Experiences of Social Studies Pre-service Teachers on Web 2.0 Tools

“…Other studies in the literature also support this finding (Efe, 2015;Dağhan et al, 2015;Eren et al, 2015;Fırat & Köksal, 2017;Tünkler, 2021).…”

Preliminary Results from Norway, Slovenia, Portugal, Turkey, Ukraine, and Jordan: Investigating Pre-Service Teachers’ Expected Use of Digital Technology When Becoming Teachers

“…Their attitudes toward DT are affected by their knowledge/experience of DT as well [49]. Teachers who feel confident in their digital ability also tend to have positive views on the use of DT in the classroom and vice versa [50][51][52]. Based on these studies, we can summarise that there is a probable correlation and even causality between teachers' DT experiences and their beliefs about its integration [41,57].…”

“…Therefore, the attitudes (ATT) construct is considered as an independent construct because it is evident from the literature that it is an important factor. The attitude of teachers towards DT has a significant influence on the attitude of students towards the current and future use of DT in classroom work and social interactions [10,18,[49][50][51][52]54,58,59]. Descriptive (construct averages), Spearman correlation, and Stepwise linear regression statistical methods were used in the data analysis.…”

“…For example, their attitudes toward ICT have been found to be affected by their knowledge/experience of ICT [49]. Teachers who feel confident in their computer ability also tend to have positive views on the use of ICT in the classroom and vice versa [50][51][52].…”

Mnenja študentov razrednega pouka o prihodnji rabi digitalnih tehnologij pri poučevanju in učenju

“…Na odnos učiteljev do rabe digitalnih tehnologij vplivajo tudi njihovo znanje in izkušnje o uporabi digitalnih tehnologij (Yukselturk in Altiok 2017). Učitelji, ki se počutijo samozavestni glede svojih računalniških spretnosti, imajo običajno tudi pozitivna stališča do uporabe digitalnih tehnologij pri pouku, in obratno (Celik in Yesilyurt 2013;Efe 2015;Inan idr. 2010).…”