Bi̇li̇şi̇m Teknoloji̇leri̇ Öğretmenleri̇ni̇n Di̇nami̇k Web Teknoloji̇leri̇ni̇ Eği̇ti̇mde Kullanmalarina Yöneli̇k Görüşleri̇*

Korucu, Agâh Tuğrul; Yücel, Ahmet

doi:10.17943/etku.78815

Cited by 12 publications

(7 citation statements)

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“…Timur et al (2020) states that some teachers actively use social media applications as web 2.0 tools during their university education and benefit from these tools when they start their professional life, while some teachers have the opportunity to use different applications thanks to the web 2.0 tool lessons they took from the university. Horzum (2010) and Timur et al (2020) concluded that teachers; Kıyıcı (2010), Baltacı Göktalay and Özdilek (2010), Korucu and Çakır (2014) concluded that pre-service teachers actively use social networking, video sharing, and instant messaging sites. Çelik (2020) concluded that the applications that pre-service teachers can learn and integrate into the social studies course are Quizizz, Powtoon, Powerpoint, Mowi maker, Google Classroom, Toondoo, Classdojo, Canva and Flipquiz.…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

“…Pre-service teachers emphasized about effects of using web 2.0 tools in social studies lessons on teachers that making it easier for teachers, supporting oral expression, being economical compared to other materials, demonstrating efficient use of technology to students, and teachers' self-development in the digital field, teachers discovering new applications in the web 2.0 tool design process, being able to be used as an evaluation tool, the necessity for teachers to have technological opportunities. Korucu and Yücel (2015) stated that web 2.0 tools have important effects such as increasing permanent learning, making the education process more effective, facilitating concept teaching, and increasing efficiency in education and training. While Özer and Albayrak Özer (2017) stated that preservice teachers think that the use of web 2.0 applications will save time and facilitate the education process, Efe (2014), Fırat, andKöksal (2017) have concluded that pre-service teachers' tendencies towards the use of web 2.0 tools in education are weak.…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

“…According to Huang et al, (2009), web 2.0 tools support learning, encourage cooperation, increase student participation, and provide a positive and encouraging learning environment. Korucu and Yücel (2015) emphasize the important effects of web 2.0 tools such as providing permanent learning, making the education and training process more effective, facilitating the teaching and learning process, and increasing the efficiency of education and training. Web 2.0 tools in today's educational approaches where students are encouraged to be active participants in learning environments and contribute to the content also increase the socialization opportunities of students by providing the opportunity to work collaboratively in content creation and content production.…”

Section: Introductionmentioning

confidence: 99%

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

2023

PERR

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Web 2.0 tool Social Studies Pre-service Teachers Social studies teaching material Design lesson in social studies Teaching Technology The purpose of this research is to reveal the experiences of social studies pre-service teachers regarding the web 2.0 tools they use as a Material Design lesson in Social Studies Teaching and their opinions based on these experiences. The case study design, one of the qualitative research methods, was used in the research. The study group of the research consists of seven pre-service teachers who are studying in a state university Social Studies Teaching program in the spring semester of the 2021-2022 academic year. The application stages of the research were carried out in 2hour classes for six weeks within the scope of the Material Design in Social Studies Teaching course.The research data were collected at the end of face-to-face interviews with each pre-service teacher after the implementation phases were completed. The data obtained were analyzed by the content analysis method, and diagrams containing themes, subthemes, and codes were created and presented with their frequencies. It was determined as a result of the research that the pre-service teachers preferred the applications chosen by them to produce content because of their features such as ease of use, the richness of content, being usable in the classroom, and being interesting. Regarding content creation processes, it was seen that they enjoyed preparing colorful designs, using applications, learning new information, and designing puzzles/games/digital stories. However, it was observed that they had difficulties because there were paid options in the applications, the language of the application was English, it was difficult to understand the use of the application, and not everyone had a computer. Pre-service teachers thought that the use of web 2.0 tools in social studies lessons would have positive effects on teachers, students, and educational environments they suggested that these tools should be used by all teachers, their usage licenses should be purchased by the Ministry of National Education or school administrations, schools and classrooms should be improved in terms of technological facilities and tools, and in-service training should be organized.

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Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

2023

PERR

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“…Öğretmenlere göre bu araçlar kullanıldığında soyut kavramlar daha somut hâle gelmekte ve öğrenme kolaylaşmaktadır. Korucu ve Yücel (2015), Web 2.0 araçlarının öğrenme ortamlarında katılımı arttırması, iş birliği sağlaması, kavram öğretimini daha somut hâle getirmesi, kalıcı ve etkin bir öğretim sağlaması, öğrenmeye teşvik etmesi gibi bir çok olumlu katkısına işaret etmiştir. Tekinarslan (2008), benzer katkılardan bahsetmiş ve bu katkıları nedeniyle Web 2.0 araçlarının eğitime entegrasyonunun önemine dikkat çekmiştir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Investigation of Primary School Teachers' Views on the Use of Web 2.0 Tools in Elementary Education

IŞIK,

KARAL

2023

Journal of Instructional Technologies and Teacher Education

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Web 2.0 araçlarının kullanımı, eğitimin her kademesinde giderek yaygınlaşmaktadır. İlköğretim düzeyinde bulunan öğrenciler için bu araçların kullanımı önemli yararlar sağlayabilir. Bu kapsamda alan yazına bakıldığında öğrencilerin performansları üzerindeki etkilerin irdelendiği çalışmaların yanında ilgi, motivasyon, iletişim ve etkileşim üzerindeki etkilerin irdelendiği görülmektedir. Her eğitim düzeyinde olduğu gibi ilköğretim düzeyinde de bu araçların uygun yöntem ve tekniklerle sınıfa getirilmesi önem arz etmektedir. Her bir aracın ilgili disiplin, müfredat ve konularla ideal şekilde ilişkilendirilmesi ve öğrenci özellikleri dikkate alınarak planlamaların yapılması elzemdir. Sunulan çalışmada, farklı dersler ve öğretim programları çerçevesinde temel eğitimde ideal olarak kullanılabilecek Web 2.0 araçlarının belirlenmesi amaçlanmaktadır. Durum çalışması, yöntem olarak belirlenmiştir. Sınıf öğretmenlerinin görüşlerine başvurulan çalışmada çevrimiçi anket kullanılmıştır. Katılımcılar uygun örnekleme yöntemiyle belirlenmiştir. 36 öğretmenin görüş belirttiği anket verileri incelenmiş ve nitel analize tabi tutulmuştur. Web 2.0 araçlarının derslerin derinleştirme ve değerlendirme aşamalarında daha çok kullanıldığı belirlenmiştir. Farklı ders ve sınıf düzeylerine bağlı olarak ön plana çıkan ve verimli şekilde kullanılabilecek araçlar belirlenmiştir.

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“…Web 2.0 tools are also used in education due to their interactive features. Those features help students to acquire positive skills that enable meaningful learning, permanent learning, problem solving skills, critical thinking and working cooperatively (Korucu & Yücel, 2015).…”

Section: Introductionmentioning

confidence: 99%

Developing a Scale to Assess Teachers’ Perceptions towards Using Web 2.0 Tools in Lectures (TPUWL Scale)

Yıldırım

Akkuş

2020

Participatory Educational Research

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Web 2.0 tools are the tools helping individuals share information online. Although there are scales which determine the opinions of teachers on using web 2.0 tools there is no scale developed to determine the perceptions of teachers towards using Web 2.0 tools. Thus, aim of this research was to develop a scale to assess the teachers' perceptions related to using Web 2.0 tools at lectures (TPUWL) and determine the factors affecting the perception of teachers. For scale development purpose data was gathered from 240 teachers. Exploratory factor analyses were carried out to find out the structure of the TPUWL. Analyses revealed that TPUWL's structure had two factors. First factor had 12 items and was entitled "Perception towards Using" while second factor had 10 items and was called "Professional Competence Perception". For confirmatory factor analyses data was gathered from 220 teachers. Thereupon, total sample of the study consisted of 460 teachers. Data analyses revealed that TPUWL scale is a reliable and valid assessment tool. Scale's Cronbach's alpha reliability coefficient was found as .95. After confirming the validity and reliability of the scale, analyses were carried out to determine the factors which might affect the teachers' perceptions on using Web 2.0 tools with respect to age, education level, experience and gender factors. Analyses revealed that age, education level and experience factors had no statistically significant effect on teachers' perception toward using Web 2.0 tools. On the other hand, it was revealed by the study that gender factor had a statistically significant effect on the perception. As a consequence, it was determined by the researchers that TPUWL is a useful scale to determine the teachers' perception towards using Web 2.0 tools in lectures.

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Bi̇li̇şi̇m Teknoloji̇leri̇ Öğretmenleri̇ni̇n Di̇nami̇k Web Teknoloji̇leri̇ni̇ Eği̇ti̇mde Kullanmalarina Yöneli̇k Görüşleri̇*

Cited by 12 publications

References 1 publication

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

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

Investigation of Primary School Teachers' Views on the Use of Web 2.0 Tools in Elementary Education

Developing a Scale to Assess Teachers’ Perceptions towards Using Web 2.0 Tools in Lectures (TPUWL Scale)

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