Bu
çalışmada, TÜBİTAK`ın Bilimsel Eğitim Etkinliklerini Destekleme Programı
desteğiyle gerçekleştirilen “Öğretmen Adaylarına Yönelik Web 2.0 Araçlarının
İncelenmesi ve Öğrenme Ortamlarında Kullanımı Semineri’ne katılan öğretmen
adaylarının görüşleri incelenmiştir. 8-12 Şubat 2016 tarihleri arasında
gerçekleştirilen etkinlikte, öğretmen adaylarına Web 2.0 araçlarının sağladığı
sosyal, işbirlikçi, paylaşımlı, etkileşimli sanal ortamlarda öğrencilere
rehberlik edebilmeleri için gerekli pedagojik bilgi ve beceriler aktarılmıştır.
Web 2.0 araçları belirlenen sekiz ayrı başlık altında, “Sosyal Ağlar (Facebook,
Twitter, Youtube, Delicious,
Pinterest)”, “İnteraktif Sunum Araçları (Prezi, SlideShare, PowToon)”,
“Çevrimiçi Depolama ve Dosya Paylaşım Araçları (Dropbox, Google Drive, Yandex
Disk)”, “Web Günceleri ve İşbirlikli Yazarlık Araçları (Blog, Wikipedia,
Wikispaces)”, “Çevrimiçi Anket ve Sınav Araçları (Google Doc, Survey Monkey,
Poll Everywhere)”, “Animasyon ve Video Araçları (GoAnimate, Creaza, Animoto, Kerpoof)”,
”Kavram Haritası ve Çizim Araçları (Bubbl.us, Cacoo, Scribblar)”, “İçerik
Yönetim Sistemleri (Moodle, Edmodo, Edublogs, Wordpress)” gibi ele alınarak
eğitim ortamında nasıl kullanılabileceği uygulamalı olarak gösterilmiştir.
Etkinliğe 17 farklı üniversite, 10 farklı bölümden toplam 40 öğretmen adayı
katılmıştır. Etkinlik sonrasında, öğretmen adaylarının görüşleri anket yoluyla
toplanmıştır. Öğretmen adayları özellikle etkinlik bünyesinde eğitim veren
akademisyenler ve etkinlik sonrası kazanımlar hakkında olumlu görüşler
belirtmiştir. Ayrıca, benzer etkinlik konuları hakkında önerilerde bulunmuştur.
Web 2.0 technologies that socially based technologies are becoming more
popular in the everyday lives of students and teachers and capable of
supporting informal conversation, reflexive dialogue and collaborative content
generation, enabling access to a wide raft of ideas and representations. As a
result, educators have begun to explore their use in formal education. However,
teachers and pre-service teachers don’t have information about web 2.0
technologies adequately.
Therefore, researchers clustered Web 2.0 tools in regard to eight areas:
social media, interactive presentation tools, online storage and file sharing
tools, web authoring and collaborative tools, animation and video tools,
learning management systems, online survey and testing tools, concept maps and
drawing tools. Because of these social tools could be used for education for
facilitate to teaching activities, authors have organized a scientific meeting
about web 2.0 education for pre-service teachers and shared their experience
about this meeting process. This is a kind of seminar for pre-service teachers
about investigation and utilization of web 2.0 tools teaching and learning
environments which is supported by TUBITAK.
In this study, the participants’ views of this seminar were analyzed
based on three sub-titles: educational plan in the seminar, academicians in the
seminar and benefits at the end of the seminar. It is a kind of descriptive
study to analyze the participants’ views about this seminar. The sample of the
study consisted of 40 pre-service teachers who participated in the seminar.
They were selected from 10 different departments of 17 different universities and
from 3rd and 4th year undergraduate students. 9 of them are male, 31 of them are female and 13 of
the participants are in the third grade and 27 of them are studying in the fourth
grade. In order to collect relevant data, Activity Evaluation Survey (AES) was
used. It consists of 21 questions of type 5 Likert. In addition, we also asked
three open-ended questions to learn in depth what they would prefer for the
program's positive and negative aspects and similar activities.
According to the results, the views of pre-service teachers on the seminar
were gathered under three main themes: the planning of the seminar and the
training program, academicians lecturing throughout the seminar, and benefits
at the end of the seminar. When the collected data were examined, it was seen
that the views of the participants were very positive in all of the materials
constituting the themes. Proposals for the researchers who want to organize
similar seminars on the problems and observations observed by the researchers
during the seminar are as follows:
Journal Section | FOURTEENTH ISSUE |
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Authors | |
Publication Date | April 3, 2017 |
Published in Issue | Year 2017 Volume: 6 Issue: 1 |