Öğretmen Adaylarının Öğretimde İnternet Teknolojilerini Kullanmaya Yönelik Tercihlerindeki Değişimin İncelenmesi

The study aimed to analyze the change of technologies, which were preferred by preservice teachers for use during their future service as teachers, over the time between the beginning (BT) and the end of the term (ET) as a result of activities carried out in relation to Web 2.0 tools, an Internet technology, in addition to the content of Computer II course. The study employed phenomenology as a qualitative research method. The study group was selected through convenience sampling method, and the research was carried out via participation of 86 preservice teachers taking Computer II course in spring term of the academic year 2014 - 2015. In this context, preservice teachers were asked, without any intervention at the BT, to mention their preferences for the Web 2.0 tools which they wanted to use during their future service as teachers. The new Web 2.0 tools were then introduced during the term, and the preservice teachers were shown how to use these technologies during learning - teaching processes and provided with the opportunity to apply these technologies. At the ET, the preservice teachers were again asked for their preferences. The data obtained were examined in comparison. It was observed as a result of the research that the preservice teachers mostly preferred website building, video, social network tools and other Internet technologies at the BT, while they mostly preferred animation, presentation, cartoon, and assessment and evaluation tools at the ET. When the Web 2.0 tools mostly preferred by preservice teachers were examined, it was seen that the tools which have readily available content or which are readily available for presentation were preferred at the BT, whereas, at the ET, the preservice teachers preferred the tools by which they could prepare animations, presentations, cartoons and assessment and evaluation materials. Thus, update of the content of Computer II course and addition of new content related to the Internet technologies and other newly developed technologies are considered important in the sense that these will enable preservice teachers to use the Internet technologies such as Web 2.0 tools more effectively and to create products for instructional purposes according to levels of their students when they become qualified to serve as teachers.