Abstract
The purpose of the study was to examine teachers` perceptions about educational technologies, usage frequencies of Web 2.0 technologies, and awareness of these technologies in education. 516 pre-service (308 male and 208 female) who enrolled CEIT departments in education faculties and 317 in-service (229 male and 88 female) ICT teachers who serve in public and private primary schools participated in this study. Three instruments were used for data collection purposes. These instruments included the Views of Educational Technology Scale (VETS), developed by Gomleksiz (2004), the Usage of Web 2.0 Scale (UWS), developed by Ajjan and Hartshorne (2008) developed by the researchers, and the Awareness of Web 2.0 Scale (AWS). Descriptive survey methods was used in this study to collect data. The results of the study showed that the teachers had highly positive feelings about the educational technology usage. The in-service teachers’ views about educational technology were more positive than those of the pre-service teachers. Besides, the pre-service teachers’ scores of attitudes towards and perceived usefulness of Web 2.0 technologies were higher than those of the in-service teachers. It might be suggested that the views of school administrators, university administrators, and faculty members in teacher training programs might be investigated to determine and evaluate the impact of Web 2.0 technologies in a broader sense through various perspectives.
Highlights
In the past decade, Web technologies have affected where we learn and what we learn and how we learn
The results showed that the teachers were generally aware of Web 2.0 technologies’ benefits in educational settings, and, they did not have much difficulty while using and adapting these new technologies to their teaching
Over the last few years, Web 2.0 technologies have been changing how people access and exchange knowledge and information, and how people connect and interact in various areas, like in education (Ajjan & Hartshorne, 2008; An & Williams, 2010; Redecker & Punie, 2010). Both of whom are already using these technologies in their personal lives, are feeling under pressure to use these technologies in their educational environments
Summary
Web technologies have affected where we learn and what we learn and how we learn. These technologies were seen as educational and communicational resources similar to the traditional classroom resources. Nowadays it is seen that Web technologies offer a variety of new opportunities for students and teachers that are different from what has been extensively experienced in the past (Evans & Powell, 2007; Uzunboylu, Bicen & Cavus, 2011).These new technologies facilitate interaction, active participation, reflection, critical thinking, role playing, and collaboration among participants. Web is not just an information resource anymore; rather it is a platform of information exchange (Ajjan& Hartshorne,2008; An& Williams, 2010; Conole & Alevizou, 2010)
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