Teachers’ use of Web 2.0: Education Bag Project Experiences

Abstract

The main purpose of this research is to determine teachers' views on using Web 2.0 tools in education In accordance with this purpose, participant teachers were asked to express their expectations for the training before they took the training and perceptions on the training after completing it. Additionally, teachers were asked which Web 2.0 tools they liked the most. Within the scope of the project entitled "Education Bag: The Use of Web 2.0 Tools in Education" the research where teachers' views about the process were taken was conducted in accordance with the qualitative research method. 148 teachers from 21 different cities participated in this TÜBİTAK project. An online structured form prepared for the purpose of the research was shared with the participating teachers. This form included three questions as (i) teachers' expectations for the training, (ii) training efficiency and (iii) which Web 2.0 tools they liked/favoured during the training process. Data was analysed with content analysis. Data obtained from the content analysis were discussed under two sub-titles as expectations related to education and post-education views. Participant teachers' training expectations were gathered under four different themes. These themes are teacher, course, education and student. Participant teachers' post-training views were also shaped under four themes. These themes are training, content, teacher and instructors. Majority of the participant teachers liked online test preparation tool Quizizz most. Second most liked Web 2.0 tool is Metaverse that can develop augmented reality applications. Edmodo, Google Forms, Edpuzzle and Nearpod are among other favoured educational Web 2.0 tools. Metin girmek için burayı tıklatın.

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,…”

“…When the learners have completed one round of the game, they are able to review the questions and do revision on their own. This eventually leads them to remember the lesson content better, and therefore proves that Quizizz is effective in the teaching and learning of the English language [14,17,18,22,34]. An example of the effectiveness of Quizizz can be seen in the research carried out by Grabinski et al [23], where they used Quizizz as an intervention in the English language classroom.…”

“…This was a concern for many teachers, because Internet connectivity is still a problem in many areas, including those in suburban areas [36,43,47,48]. Most teachers agree that Quizizz is indeed effective for the teaching and learning of the English language, but that it is still important to make sure that the learners have equal opportunities to learn, including having equal access to the Internet [22].…”

“…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.…”

E-readiness of EFL teachers

“…Singh and Chan (2014) evidenced that although the majority of the teachers in their study demonstrated positive manners towards using technology as a tool for instruction, "they need intensive training in using information technology to facilitate its integration into classroom activities to enhance thinking and creativity". Likewise, Kurt, Sarsar, Filiz, Telli, Orhan-Göksün, and Bardakcı (2019) found that training teachers on the use of Web 2 toolshada positive contribution to their professional development and increased their self-confidence to use these tools in their teaching environments.As Phan and Dang (2017) stated,technical proficiencies strongly influence teacher e-readiness; therefore, to increase teacher ereadiness, training programs should be organized.…”