Implementing web 2.0 tools in the classroom: Four teachers’ accounts

Kovalik, Cindy L.; Kuo, Chia‐Ling; Cummins, Megan; Dipzinski, Erin; Joseph, Paula; Laskey, Stephanie

doi:10.1007/s11528-014-0790-1

Cited by 11 publications

(8 citation statements)

References 3 publications

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“…This gives the idea that students have a positive attitude toward making efficient use of the tool. The findings appear to be in agreement with the findings that were obtained in the earlier research that was carried out [2], [6], [7], [13], [16], [20], [22]. According to the findings, the incorporation of technology into educational environments led to improved levels of enjoyment among students, as well as favorable attitudes toward the process of learning and higher levels of intrinsic motivation.…”

Section: Enhancement Of Motivation and Attitudessupporting

confidence: 91%

“…Chinnery [12] thinks that Google's technologies have high educational values since they foster communication, information sharing, efficacy, and teamwork. Kovalik et al [13] found that using Google tools brings fun to learning and students have positive attitudes towards learning. Rogers [14] and Docrat [15] emphasized the exceptional advantages of Google products for users in education sectors, including ease, simplicity, and collaboration.…”

Section: Introductionmentioning

confidence: 99%

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Exploring benefits of applying Google Workspace for Education in English as a foreign language classroom

Thuan,

Hong Hanh

2024

IJERE

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<span lang="EN-US">The application of technology in language classrooms is widely believed to benefit learners. In the context of teaching and learning English as a foreign language (EFL) for high school students in Vietnam, there are few studies on the benefits of applying Google Workspace for Education (GWE). This small-scale qualitative study seeks to explore the benefits of applying GWE as a technological solution in the EFL classroom with high school students. The participants were eight eleventh graders in the north of Vietnam learning English in evening classes at an English center. To collect data, the students were interviewed. The qualitative data was analyzed based on themes. The results indicated that the benefits of applying GWE were evident in enhanced attitude and motivation for learning and improved learning skills. Based on the results of this study, it is recommended that Google tools be utilized for English language learning and instruction.</span>

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Section: Enhancement Of Motivation and Attitudessupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Exploring benefits of applying Google Workspace for Education in English as a foreign language classroom

Thuan,

Hong Hanh

2024

IJERE

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“…In the current study, the teacher consulted both the lesson book and the Internet, but decided how the content would be presented in which activity. In another study that emphasized the importance of online teaching material planning process, Kovalik et al (2014) used four different Web 2.0 tools used by four different teachers' in their teaching process, and found that contrary to the teacher and the researcher in the current study, the teachers did not undertake detailed planning; and while students enjoyed using the environment when instructions were provided, this was not sustained. Additionally, it was stated that using Web 2.0 tools in the teaching environment required serious planning and process management.…”

Section: Conclusion Discussion and Implicationsmentioning

confidence: 57%

Analysis of a Teacher’s Online Teaching Material Planning and Development Processes: English Lesson Example

ULUUYSAL¹,

Kurt²

2022

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

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The aim of the research is to examine the process of developing materials for the ninthgrade English curriculum and the use of the developed materials in the teaching-learning desire, requirement, expectation and readiness of individual learners were considered. The findings of this study include designing occupational development activities for teacher properties, opportunities and requirements that contribute to teacher motivation and efficiency.

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“…In their study, Baş and Turhan (2017) reached the conclusion that the Poll Everywhere WEB 2.0 tool they developed increased experimental group students' desire to write and made them want the tool to be used all the time in their writing class. In their study, Kovalik et al (2014) found out that students responded positively to the lessons done using WEB 2.0 tools. Gömleksiz and Pullu (2017) announce that the activities created with Toondoo, one of the WEB 2.0 tools, positively affected students' attitudes towards the course.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

The Effect of Activities Developed with Web 2.0 Tools Based on the 5E Learning Cycle Model on the Multiplication Achievement of 4th Graders

Özenç

Dursun

Sahin

2020

Participatory Educational Research

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This study examines the effects of activities developed with WEB 2.0 tools based on the 5E learning cycle model on the multiplication achievement of 4th graders. Nonequivalent control group pretest-posttest quasi-experimental design was employed in the study. Two of the three groups that were equivalent in terms of achievement were assigned as experimental group and one as control group. While multiplication activities developed with WEB 2.0 tools based on 5E learning cycle model were used in the math classes of the experiment 1 group, multiplication activities developed with WEB 2.0 tools were used in the math classes of the Experiment 2 group. The control group math class was taught according to the 4th grade math textbook approved by the Ministry of National Education. The study lasted 14 hours (three weeks). A semi-structured interview form was used to determine student views on WEB 2.0 tools. According to the study results, there was no significant difference between the pretest achievement scores of the experiment 1, experiment 2 and control group students. A significant difference was determined between the pretest and posttest scores of experiment 1, experiment 2 and control group students in favor of the posttest. A significant difference was found between the posttest achievement scores between the groups. This difference was in favor of the experiment 1 group between experiment 1 and control group and in favor of the Experiment 2 group between experiment 2 and control group. There was no significant difference between the experiment 1 and experiment 2 groups.

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Implementing web 2.0 tools in the classroom: Four teachers’ accounts

Cited by 11 publications

References 3 publications

Exploring benefits of applying Google Workspace for Education in English as a foreign language classroom

Exploring benefits of applying Google Workspace for Education in English as a foreign language classroom

Analysis of a Teacher’s Online Teaching Material Planning and Development Processes: English Lesson Example

The Effect of Activities Developed with Web 2.0 Tools Based on the 5E Learning Cycle Model on the Multiplication Achievement of 4th Graders

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