Investigation of Pre-service teachers' Web 2.0 Rapid Content Development Self-Efficacy Belief Levels and their Views on Web 2.0 Tools

Serkan Say,Fatih Serdar Yildirim

doi:10.12973/ijem.6.2.345

Abstract

<p style="text-align:justify">The aim of this study was to examine the pre-service teachers’ Web 2.0 rapid content development self-efficacy belief levels and their opinions about Web 2.0 tools. The study was carried out by using “convergent parallel mixed design”. In the academic year of 2019-2020, 254 pre-service teachers voluntarily participated in the quantitative part of the study and 30 pre-service teachers voluntarily participated in the qualitative part. "Web 2.0 Rapid Content Development Self-Efficacy Belief Scale of Pre-Service Teachers" was used as quantitative data collection tool. In order to collect qualitative data, a semi-structured interview form was prepared by the researchers. While the quantitative data obtained from the pre-service teachers were analyzed with the T Test and ANOVA, the qualitative data were analyzed using the content analysis technique. As a result of the study, pre-service teachers’ Web 2.0 rapid content development self-efficacy belief levels do not differ significantly in terms of gender variable. On the other hand, a significant difference was observed in self-efficacy belief level scores among different departments. Also, the pre-service teachers expressed positive opinions regarding the use of WEB 2.0 tools in the educational environment such as class group formation, presentation preparation and virtual classroom applications.</p>

Highlights

The development of technology has affected every area of life and initiated a process that brought changes together
As a solution to this problem, besides providing in-service education activities for teachers working in schools, pre-service teachers should be educated about WEB 2.0 and other platforms and to develop materials that can use their technologicalpedagogical-field knowledge in harmony and use in the educational process (Altiok et al, 2016). It is considered important for pre-service teachers to develop rapid content using Web 2.0 tools and to determine their level of competence in this regard in terms of planning educational activities. In this scope; we aim to examine the pre-service teachers' Web 2.0 rapid content development self-efficacy belief levels and their opinions about Web 2.0 tools
This study aims to answer the following research questions: 1. What is the current situation of pre-service teachers’ self-efficacy beliefs about Web 2.0 rapid content development?

Summary

Introduction

The development of technology has affected every area of life and initiated a process that brought changes together. "Web 2.0 tools can be categorized as content providing apps, social networks, video publishing environments, messaging software, Earth apps, Podcasting, Wikis, Blogs (Web logs) and RSS" (Korucu & Cakir, 2015; Korucu & Karalar, 2017). These technological developments have facilitated mutual interaction and information sharing in the fields of information and communication. People are no longer passive; Learning, criticism, questioning, being open to innovations, cooperative work and problem solving skills should be actively used They are able to show development in accordance with the characteristics of active people accepted by our age (Olkun & Toluk, 2003)

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