Abstract
It is observed that teacher candidates receiving education in the department of Computer and Instructional Technologies Education are not able to gain enough experience and knowledge in “Programming Languages” lesson. The goal of this study is to analyse the effects of web 2.0 technologies usage in programming languages lesson on the academic success, interrogative learning skills and attitudes of students towards programming languages. “Pre-test-Post-test Control Group Quasi-Experimental Design Model” is used as research model in this study. Participants are divided into two groups named experimental group and control group. The work group chosen from the population for this study consists of 75 students in total receiving education in the 2nd grade of Computer and Instructional Technologies Teaching Department of Faculty of Ahmet Keleşoğlu, Necmettin Erbakan University in 2015-2016 academic year. “Academic Success Test” developed by researcher, “Attitude Towards Programming Languages Scale” which is adapted into Turkish by Durak (2013) and “Interrogative Skills Scale” developed by Aldan, Kandemir and Saraçoğlu (2013) are used in the study. As a result of the study, it is concluded that students receiving education within the experimental group are more successful. When analysing their attitudes towards programming languages, it is concluded that attitudes of students in experimental group are more positive than that of those in control group. Analysing the effects of students using and not using cooperative learning environment developed with Web 2.0 technologies on their interrogative learning skills, it is determined that post-test grades of experimental group are higher than those of control group. According to the result of the study, a learning environment designed with Web 2.0 technologies has high-level effects on students’ academic success and attitudes towards programming languages and has medium-level effect on their interrogative learning skills.
Highlights
Changes consistently occur in communities due to environmental factors
It is determined that experimental group students increased their academic success as a result of cooperative application supported by Web 2.0 technologies (Table 3)
When compared the “Attitudes Towards Programming languages” of students used cooperative learning environment developed by Web 2.0 technologies and of students who didn’t used cooperative learning environment, the results are shown on Table 6
Summary
Changes consistently occur in communities due to environmental factors. Within this process, communities which do not comply with technological developments fall behind the developing world and cannot contribute to their social development (Gokçearslan & Bayir, 2011). Communities need to comply with technological developments. It is easy for communities adapting to technological changes to find their places among developed communities (Akkoyunlu et al, 2010). Occurring developments create a particular effect on communities’ lives. These developments lead to changes in learning and teaching processes. Technology use in communities enable students the opportunities of developing their skills with different activities and of creating products they develop in different ways in order to increase their self-confidence. Positive attitudes of instructors as well as students towards technology are important in terms of affecting students’ attitudes in positive way
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