Teachers’ use of Web 2.0: Education Bag Project Experiences

Adile Aşkım Kurt,Derya Orhan Göksun,Esra Telli,Salih Bardakçı,Fırat Sarsar,Ozan Filiz

doi:10.17220/mojet.2019.04.008

Abstract

The main purpose of this research is to determine teachers' views on the project process within the scope of using Web 2.0 tools in education. In accordance with this purpose, participant teachers were asked to express their training expectations before the training and training views after the training. 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 to this TUBITAK project. The 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 from training, (ii) training efficiency and (iii) which Web 2.0 tools they like 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 liked educational Web 2.0 tools.

Highlights

Education systems have been shifting rapidly all around the world to meet 21th century learner expectations and to keep up with the latest technological developments and educational innovations
Data obtained from the inductive content analysis were discussed under two sub‐titles as expectations related to education and post‐education views
Under the theme of "student" the participant teachers expressed their opinions about the contribution of education to their students’ learning process

Summary

Introduction

Education systems have been shifting rapidly all around the world to meet 21th century learner expectations and to keep up with the latest technological developments and educational innovations. Instructors became liable for multiple aspects; such as being a learning companion and learning with the student, teaching how to learn and improve problem solving skills, adapting learning environments regarding student skills as virtual or real instructors (Chou, Chan & Lin, 2003) Based on this information, it is possible to say that instructors of today are responsible for meeting 21th century requirements. To benefit from technology in learning environments effectively, steps that adapt student and teacher skills in terms of pedagogy and technology should be taken In this sense, it can be stated that effective learning can only occur when technology and individuals are brought together and used harmoniously (Orhan Göksün & Kurt, 2018)

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Conclusion