An Investigation of Digital Teaching Material Design Proficiency Levels in Terms of Various Variables

Year 2023, Volume: 17 Issue: Özel Sayı, 317 - 341, 20.10.2023

Rumeysa Bediroğlu , Mutlu Şahin

https://doi.org/10.17522/balikesirnef.1300219

Abstract

This research aims to examine pre-service science teachers' self-efficacy in developing digital teaching materials with web 2.0 tools according to various variables. The study was conducted by the quantitative research method and the survey model was utilized. The sample of the study consists of 450 pre-service science teachers studying at three different state universities in Turkey. Data were collected through the "Self-Efficacy Scale of Teachers' Digital Teaching Material Development.” While analyzing the data; descriptive statistics, t-tests, and analysis of variance tests were used. According to the findings, the pre-service science teachers' self-efficacy in developing digital materials with Web 2 tools differed significantly according to their university, year of university education, and previous content development with Web 2.0. However, no significant differentiation was observed according to their gender. In light of all these results, it was found that pre-service teachers' proficiency in producing digital material using Web 2.0 is at a moderate level and differed significantly according to various variables.

Keywords

digital material, web 2.0, pre-service teacher, science education, self-efficacy

Öğretmen Adaylarının Dijital Materyal Yeterliklerinin Çeşitli Değişkenler Açısından İncelenmesi

Abstract

Araştırmanın amacı Fen Bilgisi öğretmen adaylarının Web 2.0 ile dijital öğretim materyali geliştirme özyeterliklerini farklı değişkenler açısından incelemektir. Araştırma kapsamında nicel araştırma desenlerinden tarama modeli kullanılmıştır. Araştırmanın örneklemi, 3 farklı üniversitede öğrenim gören 450 öğretmen adayından oluşmaktadır. Nicel veriler “Öğretmenlerin Dijital Öğretim Materyali Geliştirme Öz-yeterlik Ölçeği” ile toplanmıştır. Verilerin analizi SPSS 25 programı ile gerçekleştirilmiştir. Veriler analiz edilirken tanımlayıcı istatistikler, Tek Yönlü Varyans Analizi ve bağımsız örneklem t testi kullanılmıştır. Bulgulara göre öğretmen adaylarının Web 2.0 ile dijital materyal geliştirme özyeterliği; okudukları üniversiteye, sınıfa ve daha önceden Web 2.0 yardımıyla dijital materyal geliştirme deneyimi olma durumuna göre anlamlı derecede farklılaşma göstermiştir. Fakat cinsiyetlerine göre özyeterlik seviyelerinde anlamlı bir farklılaşma görülmemiştir.

Keywords

dijital materyal, özyeterlik, Web 2.0, öğretmen adayı, fen eğitimi

References

• Akkoyunlu, B., & Soylu, M.Y. (2010). A study on teachers' digital empowerment. Türk Kütüphaneciliği, 24(4), 748-768. Retrieved from https://dergipark.org.tr/tr/pub/tk/issue/48858/622491
• Akkoyunlu, B., & Soylu, M.Y. (2010). A study on teachers' digital empowerment. Türk Kütüphaneciliği, 24(4), 748-768. Retrieved from https://dergipark.org.tr/tr/pub/tk/issue/48858/622491
• Alhassan, R. (2017). Exploring the relationship between web 2.0 tools self-efficacy and teachers' use of these tools in their teaching. Journal of Education and Learning, 6(4), 217-228. https://doi.org/10.5539/jel.v6n4p217
• Alhassan, R. (2017). Exploring the relationship between web 2.0 tools self-efficacy and teachers' use of these tools in their teaching. Journal of Education and Learning, 6(4), 217-228. https://doi.org/10.5539/jel.v6n4p217
• Bandura, A. (1997). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
• Bandura, A. (1997). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
• Batıbey, E. F., & Filiz, M. (2019). The impact of web 2.0 applications on motivation in the Turkish course: the Kahoot example. Journal of Mother Tongue Education, 7(4), 1029-1047. Retrieved from https://pdfs.semanticscholar.org/729c/5a64fb573969eb87c97512088ca31b7844dd.pdf
• Batıbey, E. F., & Filiz, M. (2019). The impact of web 2.0 applications on motivation in the Turkish course: the Kahoot example. Journal of Mother Tongue Education, 7(4), 1029-1047. Retrieved from https://pdfs.semanticscholar.org/729c/5a64fb573969eb87c97512088ca31b7844dd.pdf
• Beardsley, M., Albó, L., Aragón, P., & Hernández‐Leo, D. (2021). Emergency education effects on teacher abilities and motivation to use digital technologies. British Journal of Educational Technology, 52(4), 1455-1477. https://doi.org/10.1111/bjet.13101
• Beardsley, M., Albó, L., Aragón, P., & Hernández‐Leo, D. (2021). Emergency education effects on teacher abilities and motivation to use digital technologies. British Journal of Educational Technology, 52(4), 1455-1477. https://doi.org/10.1111/bjet.13101
• Bradley, J. (2009). The technology acceptance model and other user acceptance theories. In Handbook of research on contemporary theoretical models in information systems (pp. 277-294). IGI Global.
• Bradley, J. (2009). The technology acceptance model and other user acceptance theories. In Handbook of research on contemporary theoretical models in information systems (pp. 277-294). IGI Global.
• Butler, J. (2012). Grappling with change: Web 2.0 and teacher education. In D. Polly, C. Mims, & K.A. Persichitte (Eds.), Developing technology-rich teacher education programs: Key issues (pp. 135-150). IGI Global.
• Butler, J. (2012). Grappling with change: Web 2.0 and teacher education. In D. Polly, C. Mims, & K.A. Persichitte (Eds.), Developing technology-rich teacher education programs: Key issues (pp. 135-150). IGI Global.
• Büyüköztürk, Ş. (2002). Sosyal bilimler için veri analizi el kitabı [Data analysis for social sciences handbook]. PegemA Pub.
• Büyüköztürk, Ş. (2002). Sosyal bilimler için veri analizi el kitabı [Data analysis for social sciences handbook]. PegemA Pub.
• Caner, M., & Aydin, S. (2021). Self efficacy beliefs of pre-service teachers on technology integration. Turkish Online Journal of Distance Education, 22(3), 79-94. https://doi.org/10.17718/tojde.961820
• Caner, M., & Aydin, S. (2021). Self efficacy beliefs of pre-service teachers on technology integration. Turkish Online Journal of Distance Education, 22(3), 79-94. https://doi.org/10.17718/tojde.961820
• Chen, Y. H., & Jang, S. J. (2014). Interrelationship between stages of concern and technological, pedagogical, and content knowledge: A study on Taiwanese senior high school in-service teachers. Computers in Human Behavior, 32, 79-91. http://dx.doi.org/10.1016/j.chb.2013.11.011
• Chen, Y. H., & Jang, S. J. (2014). Interrelationship between stages of concern and technological, pedagogical, and content knowledge: A study on Taiwanese senior high school in-service teachers. Computers in Human Behavior, 32, 79-91. http://dx.doi.org/10.1016/j.chb.2013.11.011
• Choo, L. M. (2020). Web 2.0 in secondary science instruction: assessing teachers’ self-efficacy and integration level and the relationship between them. Learning Science and Mathematics, 15. 84-101.
• Choo, L. M. (2020). Web 2.0 in secondary science instruction: assessing teachers’ self-efficacy and integration level and the relationship between them. Learning Science and Mathematics, 15. 84-101.
• Cin Seker, Z. (2020). The effect of web 2.0 educational tools on the success of secondary school 5th grade students in affix-root teaching. Online Submission, 5(1), 95-107. https://doi.org/10.5281/zenodo.3758588
• Cin Seker, Z. (2020). The effect of web 2.0 educational tools on the success of secondary school 5th grade students in affix-root teaching. Online Submission, 5(1), 95-107. https://doi.org/10.5281/zenodo.3758588
• Coutinho, C. P. (2008). Web 2.0 tools in pre-service teacher education programs: An example from Portugal. Retrieved from https://repositorium.sdum.uminho.pt/bitstream/1822/8467/1/Ecel%202008.pdf
• Coutinho, C. P. (2008). Web 2.0 tools in pre-service teacher education programs: An example from Portugal. Retrieved from https://repositorium.sdum.uminho.pt/bitstream/1822/8467/1/Ecel%202008.pdf
• Dollah, M. H., & Mahmud, S. N. D. (2022). The relevance of demographic factors to the use of Web 2.0 applications among science teachers. International Journal of Academic Research in Business and Social Sciences, 12(3), 559-571. https://doi.org/10.6007/IJARBSS/v12-i3/12159
• Dollah, M. H., & Mahmud, S. N. D. (2022). The relevance of demographic factors to the use of Web 2.0 applications among science teachers. International Journal of Academic Research in Business and Social Sciences, 12(3), 559-571. https://doi.org/10.6007/IJARBSS/v12-i3/12159
• Durusoy, O., & Karamete, A. (2023). Enhancing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) through the Learning by Design Framework: A Fink Taxonomy-based Study. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 17(1), 174-210. https://doi.org/10.17522/balikesirnef.1262115
• Durusoy, O., & Karamete, A. (2023). Enhancing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) through the Learning by Design Framework: A Fink Taxonomy-based Study. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 17(1), 174-210. https://doi.org/10.17522/balikesirnef.1262115
• Eser, M. (2020). the investigation of pre-service teachers' web 2.0 practical content development self-efficacy belief. Instructional Technology and Lifelong Learning 1(1), 122-137. Retrieved from https://dergipark.org.tr/en/pub/itall/issue/55033/733973
• Eser, M. (2020). the investigation of pre-service teachers' web 2.0 practical content development self-efficacy belief. Instructional Technology and Lifelong Learning 1(1), 122-137. Retrieved from https://dergipark.org.tr/en/pub/itall/issue/55033/733973
• Firat, E. A., & Köksal, M. S. (2019). Effects of instruction supported by web 2.0 tools on prospective teachers' biotechnology literacy. Computers & Education, 135(2019), 61-74. https://doi.org/10.1016/j.compedu.2019.02.018
• Firat, E. A., & Köksal, M. S. (2019). Effects of instruction supported by web 2.0 tools on prospective teachers' biotechnology literacy. Computers & Education, 135(2019), 61-74. https://doi.org/10.1016/j.compedu.2019.02.018
• Frankel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education. McGraw-Hill Pub.
• Frankel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education. McGraw-Hill Pub.
• George, D. & Mallery, P. (2010). SPSS for Windows step by step. A simple study guide and reference (10th ed.) Pearson Education, Inc.
• George, D. & Mallery, P. (2010). SPSS for Windows step by step. A simple study guide and reference (10th ed.) Pearson Education, Inc.
• Gökbulut, B., Keserci, G., & Akyüz, A. (2021). Digital material design competencies of academicians working at the faculty of education and teachers. Journal of Social Sciences and Education (JOSSE), (4)1, 11-24. https://doi.org/10.53047/josse.917536
• Gökbulut, B., Keserci, G., & Akyüz, A. (2021). Digital material design competencies of academicians working at the faculty of education and teachers. Journal of Social Sciences and Education (JOSSE), (4)1, 11-24. https://doi.org/10.53047/josse.917536
• Gürleroğlu, L. (2019). Investigation of the effect of science teaching on student achievement, attitude to motivation and digital literacy performed with web 2.0 applications suitable for 5E model [Unpublished master’s thesis]. Marmara University.
• Gürleroğlu, L. (2019). Investigation of the effect of science teaching on student achievement, attitude to motivation and digital literacy performed with web 2.0 applications suitable for 5E model [Unpublished master’s thesis]. Marmara University.
• Hao, Y., & Lee, K. S. (2015). Teachers’ concern about integrating Web 2.0 technologies and its relationship with teacher characteristics. Computers in Human Behavior, 48, 1-8. https://doi.org/10.1016/j.chb.2015.01.028
• Hao, Y., & Lee, K. S. (2015). Teachers’ concern about integrating Web 2.0 technologies and its relationship with teacher characteristics. Computers in Human Behavior, 48, 1-8. https://doi.org/10.1016/j.chb.2015.01.028
• Hew, K. F., & Cheung, W. S. (2013). Use of web 2.0 technologies in K-12 and higher education: The search for evidence-based practice. Educational Research Review, 9, 47-64. http://dx.doi.org/10.1016/j.edurev.2012.08.001
• Hew, K. F., & Cheung, W. S. (2013). Use of web 2.0 technologies in K-12 and higher education: The search for evidence-based practice. Educational Research Review, 9, 47-64. http://dx.doi.org/10.1016/j.edurev.2012.08.001
• Howell, S., & O’Donnell, B. (2017). Digital trends and initiatives in education. Ontario Media Development Corporation.
• Howell, S., & O’Donnell, B. (2017). Digital trends and initiatives in education. Ontario Media Development Corporation.
• Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research & Development, 58(2), 137-154. https://doi.org/10.1007/s11423-009-9132-y International Society for Technology in Education (ISTE) (2022). Retrieved August 17, 2022 from https://www.iste.org/standards/iste-standards-for-teachers
• Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research & Development, 58(2), 137-154. https://doi.org/10.1007/s11423-009-9132-y International Society for Technology in Education (ISTE) (2022). Retrieved August 17, 2022 from https://www.iste.org/standards/iste-standards-for-teachers
• Karaca, F., & Aktaş, N. (2019). An exploration of secondary school teachers’ awareness, competency and utilization of web 2.0 technologies for educational purposes. Erzincan University Journal of Education, 21(2), 212-230. https://doi.org/10.17556/erziefd.473412
• Karaca, F., & Aktaş, N. (2019). An exploration of secondary school teachers’ awareness, competency and utilization of web 2.0 technologies for educational purposes. Erzincan University Journal of Education, 21(2), 212-230. https://doi.org/10.17556/erziefd.473412
• Koehler, A. A., Newby, T. J., & Ertmer, P. A. (2017). Examining the role of web 2.0 tools in supporting problem solving during case-based instruction. Journal of Research on Technology in Education, 49(3-4), 182-197. https://doi.org/10.1080/15391523.2017.1338167
• Koehler, A. A., Newby, T. J., & Ertmer, P. A. (2017). Examining the role of web 2.0 tools in supporting problem solving during case-based instruction. Journal of Research on Technology in Education, 49(3-4), 182-197. https://doi.org/10.1080/15391523.2017.1338167
• Korkmaz, Ö., Arıkaya, C., & Altıntaş, Y. (2019). Developing the self-efficacy scale of teachers' digital teaching material development. Turkish Journal of Primary Education, 4(2), 40-56. Retrieved from https://dergipark.org.tr/tr/pub/tujped/issue/50537/609625
• Korkmaz, Ö., Arıkaya, C., & Altıntaş, Y. (2019). Developing the self-efficacy scale of teachers' digital teaching material development. Turkish Journal of Primary Education, 4(2), 40-56. Retrieved from https://dergipark.org.tr/tr/pub/tujped/issue/50537/609625
• Korkmaz, Ö., Vergili, M., Çakır, R., & Erdoğmuş, F. U. (2019). The impact of Plickers web 2.0 assessment and evaluation tool on exam anxiety and academic success of students. Gazi Journal of Education Sciences (GJES), 5(2), 15-37. https://doi.org/10.30855/gjes.2019.05.02.002
• Korkmaz, Ö., Vergili, M., Çakır, R., & Erdoğmuş, F. U. (2019). The impact of Plickers web 2.0 assessment and evaluation tool on exam anxiety and academic success of students. Gazi Journal of Education Sciences (GJES), 5(2), 15-37. https://doi.org/10.30855/gjes.2019.05.02.002
• Korucu, A. T. (2020). The effect of digital stories used in science education on academic achievement, digital empowerment and inquiry skills of teacher candidates. Kastamonu Education Journal, 28(1), 352-370.https://doi.org/10.24106/kefdergi.3617
• Korucu, A. T. (2020). The effect of digital stories used in science education on academic achievement, digital empowerment and inquiry skills of teacher candidates. Kastamonu Education Journal, 28(1), 352-370.https://doi.org/10.24106/kefdergi.3617
• Kozan, M., & Ozek, M. B. (2019). Examination of department of ceit teacher candidates’ digital literacy levels and cyberbullying sensitivities. Fırat University Journal of Social Sciences, 29(1), 107-120. https://doi.org/10.18069/firatsbed.538657
• Kozan, M., & Ozek, M. B. (2019). Examination of department of ceit teacher candidates’ digital literacy levels and cyberbullying sensitivities. Fırat University Journal of Social Sciences, 29(1), 107-120. https://doi.org/10.18069/firatsbed.538657
• König, J., Biela, D. J. J., & Glutsch, N. (2020) Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622 https://doi.org/10.1080/02619768.2020.1809650
• König, J., Biela, D. J. J., & Glutsch, N. (2020) Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622 https://doi.org/10.1080/02619768.2020.1809650
• Krajka, J. (2012). Web 2.0 online collaboration tools as environments for task-based writing instruction. Ankara University Journal of Faculty of Educational Sciences (JFES), 45(2), 97-118. https://doi.org/10.1501/Egifak_0000001255
• Krajka, J. (2012). Web 2.0 online collaboration tools as environments for task-based writing instruction. Ankara University Journal of Faculty of Educational Sciences (JFES), 45(2), 97-118. https://doi.org/10.1501/Egifak_0000001255
• Kreijns, K., Van Acker, F., Vermeulen, M., & Van Buuren, H. (2013). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Computers in Human Behavior, 29(1), 217-225. https://doi.org/10.1016/j.chb.2012.08.008
• Kreijns, K., Van Acker, F., Vermeulen, M., & Van Buuren, H. (2013). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Computers in Human Behavior, 29(1), 217-225. https://doi.org/10.1016/j.chb.2012.08.008
• Kul, U., Aksu, Z., & Birisci, S. (2019). The relationship between technological pedagogical content knowledge and web 2.0 self-efficacy beliefs. International Online Journal of Educational Sciences, 11(1), 198-213. https://doi.org/10.15345/iojes.2019.01.014
• Kul, U., Aksu, Z., & Birisci, S. (2019). The relationship between technological pedagogical content knowledge and web 2.0 self-efficacy beliefs. International Online Journal of Educational Sciences, 11(1), 198-213. https://doi.org/10.15345/iojes.2019.01.014
• Kul., Ü., Birişçi, S., & Kutay, V. (2022). During COVID-19 pandemic ICT integration proficiency as a predictor of web 2.0 self efficacy beliefs of teachers. Çukurova University Faculty of Education Journal, 51(1), 391-409. https://doi.org/10.14812/cufej.817463
• Kul., Ü., Birişçi, S., & Kutay, V. (2022). During COVID-19 pandemic ICT integration proficiency as a predictor of web 2.0 self efficacy beliefs of teachers. Çukurova University Faculty of Education Journal, 51(1), 391-409. https://doi.org/10.14812/cufej.817463
• Lei, J. (2009). Digital natives as pre-service teachers: What technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87-97. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/10402454.2009.10784615
• Lei, J. (2009). Digital natives as pre-service teachers: What technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87-97. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/10402454.2009.10784615
• Magnuson, M. L. (2013). Web 2.0 and information literacy instruction: aligning technology with ACRL standards. The Journal of Academic Librarianship, 39(3), 244-251. https://doi.org/10.1016/j.acalib.2013.01.008
• Magnuson, M. L. (2013). Web 2.0 and information literacy instruction: aligning technology with ACRL standards. The Journal of Academic Librarianship, 39(3), 244-251. https://doi.org/10.1016/j.acalib.2013.01.008
• McLeod, S. (2018). Technology integration, leadership, and organizational support frameworks for instructional improvement with information technology. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 535-542). Springer International Publishing.
• McLeod, S. (2018). Technology integration, leadership, and organizational support frameworks for instructional improvement with information technology. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 535-542). Springer International Publishing.
• Mishra, P., & Koehler, M. J. (2008). Introducing Technological Pedagogical Content Knowledge. In Research on Schools, Neighborhoods and Communities: Toward Civic Responsibility 2008 Annual Meeting Program (pp. 1-16).
• Mishra, P., & Koehler, M. J. (2008). Introducing Technological Pedagogical Content Knowledge. In Research on Schools, Neighborhoods and Communities: Toward Civic Responsibility 2008 Annual Meeting Program (pp. 1-16).
• Muhaimin, A., Habibi, A., Mukminin, A., & Hadisaputra, P. (2020). Science teachers’ integration of digital resources in education: A survey in rural areas of one Indonesian province. Heliyon, 6(8), e04631. https://doi.org/10.1016/J.HELIYON.2020.E04631
• Muhaimin, A., Habibi, A., Mukminin, A., & Hadisaputra, P. (2020). Science teachers’ integration of digital resources in education: A survey in rural areas of one Indonesian province. Heliyon, 6(8), e04631. https://doi.org/10.1016/J.HELIYON.2020.E04631
• Ninković, S., Olić Ninković, S., Lazarević, T., & Adamov, J. (2021). Serbian teachers’ perceptions of online assessment during COVID-19 school closure: the role of teachers’ self-efficacy. Educational Studies. https://doi.org/10.1080/03055698.2021.1960151
• Ninković, S., Olić Ninković, S., Lazarević, T., & Adamov, J. (2021). Serbian teachers’ perceptions of online assessment during COVID-19 school closure: the role of teachers’ self-efficacy. Educational Studies. https://doi.org/10.1080/03055698.2021.1960151
• Ocak, G., & Karakuş, G. (2019). An investigation of digital literacy self-efficacy skills of pre-service teachers in terms of different variables. Afyon Kocatepe University Journal of Social Sciences, 21(1), 129-147. https://doi.org/10.32709/akusosbil.466549
• Ocak, G., & Karakuş, G. (2019). An investigation of digital literacy self-efficacy skills of pre-service teachers in terms of different variables. Afyon Kocatepe University Journal of Social Sciences, 21(1), 129-147. https://doi.org/10.32709/akusosbil.466549
• Öztürk, G., Karamete, A., & Çetin, G. (2020). The Relationship between Pre-Service Teachers' Cognitive Flexibility Levels and Techno-Pedagogical Education Competencies. International Journal of Contemporary Educational Research, 7(1), 40-53. https://doi.org/10.33200/ijcer.623668
• Öztürk, G., Karamete, A., & Çetin, G. (2020). The Relationship between Pre-Service Teachers' Cognitive Flexibility Levels and Techno-Pedagogical Education Competencies. International Journal of Contemporary Educational Research, 7(1), 40-53. https://doi.org/10.33200/ijcer.623668
• Öztürk, G., Karamete, A., Çetin, G., & Korkusuz, M. (2022). The Web 2.0 Workshop for the Teacher Candidates: A Mixed Method Research. Acta Didactica Napocensia, 15(1), 38-51. https://doi.org/10.24193/adn.15.1.4
• Öztürk, G., Karamete, A., Çetin, G., & Korkusuz, M. (2022). The Web 2.0 Workshop for the Teacher Candidates: A Mixed Method Research. Acta Didactica Napocensia, 15(1), 38-51. https://doi.org/10.24193/adn.15.1.4
• Pan, S. C., & Franklin, T. (2011). In-service teachers' self-efficacy, professional development, and web 2.0 tools for integration. New Horizons in Education, 59(3), 28-40. Retrieved from https://www.learntechlib.org/p/110668/
• Pan, S. C., & Franklin, T. (2011). In-service teachers' self-efficacy, professional development, and web 2.0 tools for integration. New Horizons in Education, 59(3), 28-40. Retrieved from https://www.learntechlib.org/p/110668/
• Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
• Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
• Ravenscroft, A., Warburton, S., Hatzipanagos, S., & Conole, G. (2013). Designing and evaluating social media for learning: Shaping social networking into social learning. Journal of Computer Assisted Learning, 28, 177-182. https://doi.org/10.1111/j.1365-2729.2012.00484.x
• Ravenscroft, A., Warburton, S., Hatzipanagos, S., & Conole, G. (2013). Designing and evaluating social media for learning: Shaping social networking into social learning. Journal of Computer Assisted Learning, 28, 177-182. https://doi.org/10.1111/j.1365-2729.2012.00484.x
• Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8-13. https://doi.org/10.1177%2F003172171209400203
• Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8-13. https://doi.org/10.1177%2F003172171209400203
• Say, S., & Yildirim, F. S. (2020). Investigation of pre-service teachers' web 2.0 rapid content development self-efficacy belief levels and their views on web 2.0 tools. International Journal of Educational Methodology, 6(2), 345-354. https://doi.org/10.12973/ijem.6.2.345
• Say, S., & Yildirim, F. S. (2020). Investigation of pre-service teachers' web 2.0 rapid content development self-efficacy belief levels and their views on web 2.0 tools. International Journal of Educational Methodology, 6(2), 345-354. https://doi.org/10.12973/ijem.6.2.345
• Tatlı, Z., Akbulut, H. İ., & Altınışık, D. (2016). The impact of web 2.0 tools on pre-service teachers’ self confidence levels about TPCK. Turkish Journal of Computer and Mathematics Education, 7(3), 659-678. https://doi.org/10.16949/turkbilmat.277878
• Tatlı, Z., Akbulut, H. İ., & Altınışık, D. (2016). The impact of web 2.0 tools on pre-service teachers’ self confidence levels about TPCK. Turkish Journal of Computer and Mathematics Education, 7(3), 659-678. https://doi.org/10.16949/turkbilmat.277878
• Tavyl, Z. M. (2014). The effect of self reflections through electronic journals (e-journals) on the self efficacy of pre-service teachers. South African Journal of Education, 34(1), 1-20. Retrieved from https://hdl.handle.net/10520/EJC148688
• Tavyl, Z. M. (2014). The effect of self reflections through electronic journals (e-journals) on the self efficacy of pre-service teachers. South African Journal of Education, 34(1), 1-20. Retrieved from https://hdl.handle.net/10520/EJC148688
• Tekerek, M., Ercan, O., Udum, M.S., & Saman, K. (2012). Computer self-efficiency of pre-service IT teachers. Turkish Journal of Education, 1(2), 80-91. https://doi.org/10.19128/turje.181049
• Tekerek, M., Ercan, O., Udum, M.S., & Saman, K. (2012). Computer self-efficiency of pre-service IT teachers. Turkish Journal of Education, 1(2), 80-91. https://doi.org/10.19128/turje.181049
• Tsai, C., & Chai, C. S. (2012). The ‘third’-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28(6), 1057-1060. https://doi.org/10.14742/ajet.810
• Tsai, C., & Chai, C. S. (2012). The ‘third’-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28(6), 1057-1060. https://doi.org/10.14742/ajet.810
• Wright, B., & Akgunduz, D. (2018). The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of web 2.0 applications of pre-service science teachers. World Journal on Educational Technology: Current Issues, 10(1), 52-69.
• Wright, B., & Akgunduz, D. (2018). The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of web 2.0 applications of pre-service science teachers. World Journal on Educational Technology: Current Issues, 10(1), 52-69.
• Xiaobin, L., Wei, Z., Huiwen, Z., & Lijun, J. (2014). Chinese EFL teachers’ application of e-educology of foreign languages: An investigation based on TPACK framework. Teaching English with Technology, 14(1), 47-75. Retrieved from https://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-71166bb2-7cd0-46ef-8ac2-484c8052d0f9
• Xiaobin, L., Wei, Z., Huiwen, Z., & Lijun, J. (2014). Chinese EFL teachers’ application of e-educology of foreign languages: An investigation based on TPACK framework. Teaching English with Technology, 14(1), 47-75. Retrieved from https://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-71166bb2-7cd0-46ef-8ac2-484c8052d0f9
• Yılmaz, M., Üredi, L. & Akbaşlı, S. (2015). The identification of preservice teachers’ level of computer competency and their perception of technology use in teaching. International Journal of Humanities and Education, 1, 105-121. Retrieved from https://dergipark.org.tr/en/download/article-file/357543
• Yılmaz, M., Üredi, L. & Akbaşlı, S. (2015). The identification of preservice teachers’ level of computer competency and their perception of technology use in teaching. International Journal of Humanities and Education, 1, 105-121. Retrieved from https://dergipark.org.tr/en/download/article-file/357543
• Yildirim, M., & Gurleroglu, L. (2022). A teaching suggestion in the COVID-19 disease pandemic period: the educational website enriched by web 2.0 tools. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 17(2), 1-17. https://doi.org/10.4018/IJWLTT.20220301.oa5
• Yildirim, M., & Gurleroglu, L. (2022). A teaching suggestion in the COVID-19 disease pandemic period: the educational website enriched by web 2.0 tools. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 17(2), 1-17. https://doi.org/10.4018/IJWLTT.20220301.oa5
• Zhou, L., Zi, F., Wu, S. ve Zhou, M. (2020). “School’s out, but class’s on,” the largest online education in the world today: Taking China’s practical exploration during the COVID-19 epidemic prevention and control as an example. Best Evidence of Chinese Education, 4(2), 501-519. https://doi.org/10.15354/bece.20.ar023
• Zhou, L., Zi, F., Wu, S. ve Zhou, M. (2020). “School’s out, but class’s on,” the largest online education in the world today: Taking China’s practical exploration during the COVID-19 epidemic prevention and control as an example. Best Evidence of Chinese Education, 4(2), 501-519. https://doi.org/10.15354/bece.20.ar023