"Even I Get Bored with Ordinary Presentations": Social Studies Teacher Candidates' Perspectives on Web 2.0 Tools

İlker Dere; N. Zeynep Kıral

doi:10.46778/goputeb.1426445

TR EN

“Sıradan Sunumlarda Ben Bile Sıkılıyorum”: Sosyal Bilgiler Öğretmen Adaylarının Web 2.0 Araçları Hakkındaki Perspektifleri

Öz

Bu çalışmada sosyal bilgiler öğretmen adaylarının Web 2.0 araçlarının kullanımına ilişkin algıları ve deneyimleri incelenmektedir. Araştırmada çalışmanın amacına ulaşmak için durum çalışması modeli kullanılmıştır. Çalışma grubu “Sosyal Bilgiler Öğretimi II” dersini alan 25 sosyal bilgiler öğretmen adayından oluşmuştur. Veriler, üç veri kaynağından toplanmıştır: Yapılandırılmış görüşme formu, yapılandırılmamış gözlemler ve belgeler. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Araştırma sonuçları, katılımcıların Web 2.0 araçlarını üniversitelerindeki akademisyenlerden öğrendiklerini ve öğretim performanslarının ölçme ve değerlendirme aşamasında ağırlıklı olarak kullandıklarını göstermektedir. Ayrıca araştırmacılar, katılımcıların benzer Web 2.0 araçlarını kullandıklarını ve bazılarının daha fazla araştırmayla yeni öğretim araçları keşfettiklerini gözlemlemiştir. Bunların dışında katılımcılar Web 2.0 araçlarının öğrenmeye katkı sağladığını, öğretmeyi kolaylaştırdığını, kalıcı öğrenmeyi sağladığını, sosyal bilgiler öğretimini eğlenceli hale getirerek dikkat çektiğini belirtmişlerdir. Son olarak çoğu öğretmen adayı Web 2.0 araçlarının herhangi bir sınırlılığından bahsetmezken, bazıları araçların bazı sınırlı yönlerine değinmiştir. Web 2.0 araçlarının sosyal bilgiler derslerini geliştirmek için gerekli olduğu ve sosyal bilgiler öğretmen yetiştirme programlarının bir parçası olması gerektiği sonucuna varılmıştır.

Anahtar Kelimeler

Web 2.0 Araçları , Sosyal Bilgiler Adayı , Öğretmen Eğitimi , Öğretim Teknolojileri

"Even I Get Bored with Ordinary Presentations": Social Studies Teacher Candidates' Perspectives on Web 2.0 Tools

Abstract

The current study examines the perspectives of preservice social studies teachers about using Web 2.0 tools. Researchers used the case study design to achieve the purpose of the study. The working group consists of 25 preservice social studies teachers enrolled for the course "Social Studies Teaching II." The data were collected from three data sources: A structured interview form, unstructured observations, and documents. The content analysis method was used to analyze the data. The research results show that the participants learned Web 2.0 tools from academics at their university and mainly used Web 2.0 tools during the measurement and evaluation stage of their teaching performance. Moreover, the researchers observed that the participants used similar Web 2.0 tools, and some still discovered new instructional tools with more research. Furthermore, the participants stated that Web 2.0 tools contribute to learning, facilitate teaching, enable permanent learning, and attract attention by making social studies teaching fun. Lastly, while most preservice teachers mentioned that Web 2.0 tools have no limitations, some stated that Web 2.0 tools have limitations. It is concluded that Web 2.0 tools significantly enhance social studies courses and should be part of social studies teacher education programs.

Keywords

Web 2.0 Tools , Preservice Social Studies , Teacher Education , Instructional Technologies

References

Adcock, L., & Bolick, C. (2011). Web 2.0 tools and the evolving pedagogy of teacher education. Contemporary Issues in Technology and Teacher Education, 11(2), 223–236.
Albion, P. R. (2008). Web 2.0 in teacher education: Two imperatives for action. Computers in the Schools, 25(3-4), 181–198. https://doi.org/10.1080/07380560802368173
Alkhatatneh, S. K. (2022). A program based on multiple intelligences in the light of the second-generation web technology to develop the teaching performance of classroom teachers in Jordan. Journal of Positive Psychology & Wellbeing, 6(1), 3376-3397.
Alkhayat, L., Ernest, J., & LaChenaye, J. (2020). Exploring Kuwaiti preservice early childhood teachers' beliefs about using Web 2.0 technologies. Early Childhood Education Journal, 48(6), 715-725. https://doi.org/10.1007/s10643-020-01036-6
Almekhlafi, A. G., & Abulibdeh, E. S. A. (2018). K-12 teachers' perceptions of Web 2.0 applications in the United Arab Emirates? Interactive Technology and Smart Education, 15(3), 238-261. https://doi.org/10.1108/ITSE-11-2017-0060
Arslan, O. (2006). Sosyal bilgiler dersinde bilgisayar destekli öğretim [The computer-aided learning at social knowledge]. [Unpublished Master’s thesis]. Selçuk University.
Aydoğmuş, M., & Arslantaş, S. (2020). Prospective teachers' metaphors as a lens to understand how they perceive 'Web 2.0'. Research on Education and Media, 12(1), 58-68. https://doi.org/10.2478/rem-2020-0007
Azid, N., Shi, L. Y., Saad, A., Man, S. C. & Heong, Y. M. (2022). The covıd-19 pandemic: Web 2.0 tools as an alternative instruction for science in secondary schools. International Journal of Information and Education Technology, 12(6), 467-475.
Baltacı-Göktalay, S., & Özdilek, Z. (2010). Preservice teachers' perceptions about Web 2.0 technologies. Procedia-Social and Behavioral Sciences, 2(2), 4737-4741. https://doi.org/10.1016/j.sbspro.2010.03.760
Baro, E. E., Idiodi, E. O., & Zaccheaus Godfrey, V. (2013). Awareness and use of Web 2.0 tools by librarians in university libraries in Nigeria. OCLC Systems & Services: International Digital Library Perspectives, 29, 170–188. https://doi.org/10.1108/OCLC-12-2012-0042

Bennet, S., Bishop, A., Dalgarno, B., Waycott, J. & Kennedy, G. (2012). Implementing Web 2.0 technologies in higher education: A collective case study. Computers & Education, 59, 524–534. https://doi.org/10.1016/j.compedu.2011.12.022
Blank, G., & Reisdorf, B. C. (2012). The participatory Web, Information, Communication & Society, 15(4), 537–554. https://doi.org/10.1080/1369118X.2012.665935
Boulton, H., & Hramiak, A. (2014). Cascading the use of Web 2.0 technology in secondary schools in the United Kingdom: Identifying the barriers beyond preservice training. Technology, Pedagogy and Education, 23(2), 151–165. https://doi.org/10.1080/1475939X.2013.802994
Çalışkan, S., Güney, Z., Sakhieva, R., Vasbieva, D., & Zaitseva, N. (2019). Teachers' views on the availability of Web 2.0 tools in education. International Journal of Emerging Technologies in Learning (IJET), 14(22), 70-81. https://doi.org/10.3991/ijet.v14i22.11752
Camnalbur, M. (2008). Bilgisayar destekli öğretimin etkililiği üzerine bir meta analiz çalışması [A meta analysis for the effectiveness of computer based education]. [Unpublished Master’s thesis]. Marmara University.
Can, B., & Usta, E. (2021). The effect of Web 2.0 supported conceptual cartoon on success and attitude. Türk Akademik Yayınlar Dergisi (TAY Journal), 5(1), 51-69.
Çelik, T. (2020). Perceptions of social studies teacher candidates regarding the process of integrating Web 2.0 technologies into their fields. Ahi Evran University Journal of Kırşehir Education Faculty, 21(2), 875-915.
Çetin, M., & İşçi, T. G. (2022). Relationship between social studies teacher candidates' digital literacy self-efficacy levels and information and communication technology competencies. International Journal of Education & Literacy Studies, 10(2), 71-80. http://dx.doi.org/10.7575/aiac.ijels.v.10n.2p.71
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
Dere, İ., & Akkaya, A. C. (2022). Distance social studies courses in the pandemic period with the experiences of teachers. Cukurova University Faculty of Education Journal, 51(2), 1172-1206. https://doi.org/10.14812/cuefd.1035594
Dere, İ., & Demirci, E. (2021). Bilgisayar destekli öğretim yönteminin sosyal bilgiler derslerinde kullanımı [The use of computer assisted instruction method in social studies courses]. In Y. Değirmenci & Z. Taşyürek (Ed.), Uygulama örnekleriyle sosyal bilgiler öğretimi (Strateji-yöntem-teknik) [Social studies teaching with application examples - Strategy-method-technique] (pp. 335-356). Nobel.
Engin, A. O., Tösten, R., & Kaya, M. D. (2010). Bilgisayar destekli eğitim [Computer based instruction]. Sosyal Bilimler Enstitüsü Dergisi, 5, 69-80.
Enonbun, O. (2010). Constructivism and Web 2.0 in the emerging learning era: A global perspective. Journal of Strategic Innovation and Sustainability, 6(4), 17–27.
Eyüp, B. (2022). Examination of Turkish language teachers' competencies for using Web 2.0 tools. Inonu University Journal of the Faculty of Education, 23(1), 307–323. https://doi.org/10.17679/inuefd.952051
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
Grosseck, G. (2009). To use or not to use Web 2.0 in higher education? Procedia-Social and Behavioral Sciences, 1(1), 478–482. https://doi.org/10.1016/j.sbspro.2009.01.087
Gürsoy, G., & Orhan-Göksun, D. (2019). The experiences of preservice science teachers in educational content development using Web 2.0 Tools. Contemporary Educational Technology, 10(4), 338-357. https://doi.org/10.30935/cet.634168
Güven, G., & Sülün, Y. (2012). Bilgisayar destekli öğretimin 8. sınıf fen ve teknoloji dersindeki akademik başarıya ve öğrencilerin derse karşı tutumlarına etkisi [The effects of computer-enhanced teaching on academic achievement in 8th grade science and technology course and students’ attitudes towards the course]. Journal of Turkish Science Education, 9(1), 68-79.
Hao, Y. & Lee, K. S. (2017). Inquiry of preservice teachers' concern about integrating Web 2.0 into instruction. European Journal of Teacher Education, 40(2), 191–209. https://doi.org/10.1080/02619768.2017.1285278
Hücuptan, M. (2006). Bilgisayar destekli öğretimin 6. sınıf sosyal bilgiler dersi öğrenci başarısına etkisi [Computer supporting teaching`s effects to 6th class social sciences student success]. [Unpublished Master’s thesis]. Sakarya University.
Kale, U. (2014). Can they plan to teach with Web 2.0? Future teachers' potential use of the emerging Web. Technology, Pedagogy and Education, 23(4), 471-489, https://doi.org/10.1080/1475939X.2013.813408
Kayar, S. (2019). A study on the most commonly used web 2.0 tools among Turkish high school teachers of English. [Unpublished Master’s thesis]. Middle East Technical University.
Kivunja, C. (2015). Why students don't like assessment and how to change their perceptions in 21st-century pedagogies. Creative Education, 6, 2117–2126, http://dx.doi.org/10.4236/ce.2015.620215
Krippendorff, K. (2018). Content analysis: An introduction to its methodology (4th ed.). Sage publications.
Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches (7th ed.). Pearson.
Newland, B., & Byles, L. (2014). Changing academic teaching with Web 2.0 technologies. Innovations in Education and Teaching International, 51(3), 315-325, https://doi.org/10.1080/14703297.2013.796727
O'Connell, T. S., & Dyment, J. E. (2016). 'I'm just not that comfortable with technology': Student perceptions of and preferences for Web 2.0 technologies in reflective journals. Journal of Further and Higher Education, 40(3), 392–411. https://doi.org/10.1080/0309877X.2014.984594
O'Reilly, T. (2005). What is Web 2.0? https://www.oreilly.com/pub/a/web2/archive/what-is-web-20.html [Accessed 27 January 2024].
Özpınar, I. (2020). Preservice teachers' use of Web 2.0 tools and perspectives on their use in real classroom environments. Turkish Journal of Computer and Mathematics Education, 11(3), 814–841.
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.
Partnership for 21st Century Skills. (2004). Framework for 21st century learning definitions. http://www.battelleforkids.org/networks/p21/frameworks-resources.
Perikos, I., Grivokostopoulou, F., Kovas, K., & Hatzilygeroudis, I. (2015). Assisting tutors to utilize web 2.0 tools in education [Conference presentation]. International Association for Development of the Information Society (IADIS) International Conference on e-Learning, Las Palmas de Gran Canaria, Spain, Jul 21-24, 121-128.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon (MCB University Press), 9(5), 1-6.
Ratheeswari, K. (2018). Information communication technology in education. Journal of Applied and Advanced Research, 3(1), 45-47.
Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012a). Exploring preservice teachers' beliefs about using Web 2.0 technologies in K-12 classroom. Computers & Education, 59(3), 937–945. http://dx.doi.org/10.1016/j.compedu.2012.04.001
Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012b). Exploring factors that predict preservice teachers' intentions to use Web 2.0 technologies using decomposed theory of planned behavior. Journal of Research on Technology in Education, 45(2), 171–196.
Sadaf, A., Newby, T. J., & Ertmer, P. A. (2016). An investigation of the factors that influence preservice teachers' intentions and integration of Web 2.0 tools. Educational Technology Research and Development, 64(1), 37–64.
Soomro, K. A., Zai, S. Y., & Jafri, I. H. (2015). Competence and usage of Web 2.0 technologies by higher education faculty. Educational Media International, 52(4), 284-295. https://doi.org/10.1080/09523987.2015.1095522
Tatlı, Z., Akbulut, H. İ., & Altınışık, D. (2019). Changing attitudes towards educational technology usage in the classroom: Web 2.0 tools. Malaysian Online Journal of Educational Technology, 7(2), 1-19
Teo, T., Sang, G., Mei, B., & Hoi, C. K. W. (2019). Investigating preservice teachers' acceptance of Web 2.0 technologies in their future teaching: A Chinese perspective. Interactive Learning Environments, 27(4), 530-546. https://doi.org/10.1080/10494820.2018.1489290
Tünkler, V. (2021). Experiencing graphic materials with Web 2.0 tools: Views of social studies preservice teachers. Pamukkale University Journal of Education, 53, 234–260. https://doi.org/10.9779/pauefd.795619
Twillert, A. V., Kreijns, K., Vermeulen, M., & Evers, A. (2020). Teachers' beliefs to integrate Web 2.0 technology in their pedagogy and their influence on attitude, perceived norms, and perceived behavior control. International Journal of Educational Research Open, 1, 100014. https://doi.org/10.1016/j.ijedro.2020.100014
Yağcı, M. (2017). Tarih öğretiminde bilgisayar destekli öğretimin akademik başarıya, öğrenilenlerin kalıcılığına ve bilgisayara karşı tutuma etkisi [The effect of computer-assisted instruction on achievement, retention and attitudes toward computer in history teaching]. Bartın University Journal of Faculty of Education, 6(1), 102-113. https://doi.org/10.14686/buefad.263571
Yaylak, E. (2020). Attitudes of preservice teachers for Edmodo use in education. Eurasian Journal of Teacher Education, 1(2), 113–128.
Yıldırım, S. (2023). Coğrafya öğretmenleri ve öğretmen adaylarının web 2.0 araçları kullanım yetkinliklerinin değerlendirilmesi [Assessment of geography teachers' and prospective teachers' competencies in the use of web 2.0 tools]. Journal of Ahmet Kelesoglu Education Faculty, 5(2), 359–373. https://doi.org/10.38151/akef.2023.59

Details

Primary Language

English

Subjects

Instructional Technologies , Social Studies Education

Journal Section

Research Article

Authors

İlker Dere ^*
0000-0003-0993-7812
Türkiye

N. Zeynep Kıral
0000-0002-3831-4000
Türkiye

Publication Date

July 29, 2024

Submission Date

January 27, 2024

Acceptance Date

March 12, 2024

Published in Issue

Year 1970 Volume: 12 Number: 2

DOI

https://doi.org/10.46778/goputeb.1426445

IZ

https://izlik.org/JA97ZT85LY

APA

Dere, İ., & Kıral, N. Z. (2024). "Even I Get Bored with Ordinary Presentations": Social Studies Teacher Candidates’ Perspectives on Web 2.0 Tools. International Journal of Turkish Education Sciences, 12(2), 613-648. https://doi.org/10.46778/goputeb.1426445

“Sıradan Sunumlarda Ben Bile Sıkılıyorum”: Sosyal Bilgiler Öğretmen Adaylarının Web 2.0 Araçları Hakkındaki Perspektifleri

Öz

Anahtar Kelimeler

"Even I Get Bored with Ordinary Presentations": Social Studies Teacher Candidates' Perspectives on Web 2.0 Tools

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite