Abstract
This study examined pre-service teachers’ potential use of Web 2.0 technologies for teaching. A coding scheme incorporating the Technological Pedagogical Content Knowledge (TPACK) framework guided the analysis of pre-service teachers’ Web 2.0-enhanced learning activity descriptions. The results indicated that while pre-service teachers were able to consider various Web 2.0 tools for teaching, the technologies regularly used in their programmes and observed at their placement schools seemed to influence their choice. Although the majority of the pre-service teachers lacked the knowledge to relate the affordances of Web 2.0 to teaching particular content, 3D-Exploring tools were more intuitive to designing learning activities across a range of subjects. The findings highlighted the importance of content-specific teaching strategies and modelling activities when assisting future teachers’ technology integration efforts.
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