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The Experiences of Pre-service Science Teachers in Educational Content Development Using Web 2.0 Tools

Yıl 2019, Cilt: 10 Sayı: 4, 338 - 357, 17.10.2019
https://doi.org/10.30935/cet.634168

Öz

The present study aimed to
improve the experiences of pre-service science teachers in content development
using Web 2.0 tools and to determine the effects of these experiences on their
self-efficacy beliefs in content development via Web 2.0 tools. The present
study was conducted with a mixed design that included empirical and
phenomenological methods. Forty-two pre-service science teachers participated
in the study. During the implementation, pre-service teachers developed content
using Web 2.0 tools such as Kahoot, Quizizz, Powtoon, Emaze, MindMeister and
Toondoo and shared the content with the class using Edmodo. “Self-Efficacy
Belief Scale on Fast Content Development via Web 2.0” was used as pre- and
post-tests. Findings demonstrated that pre-service teachers’ self-efficacy
beliefs and all sub-dimensions of content development via Web 2.0 tools
improved as a result of the implementation. The views of them were grouped
under seven themes; prejudice, satisfaction, awareness, fun, infrastructure
problems, language problems and tool problems. Additionally, when the mean of
item responses were examined, it was seen that the highest one was about
preparing worksheet self-efficacy belief. 
Furthermore, it was determined that pre-service teachers were happy to
participate in the implementation, recognized ways to integrate technology in
their fields, and had fun while developing content.

Kaynakça

  • Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamalari. Istanbul: İdeal Kultur Yayincilik.
  • Arikan, Y. D. & Altun, E. (2007). Sinif ve okuloncesi ogretmen adaylarinin cevrimici odev sitelerini kullanimina yonelik bir arastirma. İlkogretim Online, 6(3), 366-376.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandura, A. (1999). Social cognitive theory of personality. In L. Pervin & John, O. P. (Eds.), Handbook of personality: Theory and research (2. ed). New York: Guilford.
  • Birisci, S., Kul, U., Aksu, Z., Akaslan, D. & Celik, S. (2018). WEB 2.0 hizli icerik gelistirme oz-yeterlik inanci belirlemeye yonelik olcek (W2OYİO) gelistirme calismasi. Egitim Teknolojisi Kuram ve Uygulama, 8, 187-208. doi: 10.17943/etku.335164
  • Buchem, I. & Hamelmann, H. (2011). Developing 21st century skills: Web 2.0 in higher education: A case study. E-learning papers, (24). Retrieved on 27 March 2019 from https://issuu.com/gfbertini/docs/developing_21st_century_skills_-_web_2.0_in_higher
  • Bush, L. & Hall, J. (2011). Transforming teaching with technology: Using web 2.0 tools to enhance on-line communication, collaboration, and creativity. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 3887-3890) Chesapeake, VA: AACE.
  • Buyukozturk, S., Kilic Cakmak, E., Akgun, O.E., Karadeniz, S. & Demirel, F. (2014). Bilimsel arastirma yontemleri (17. baski). Ankara: Pegem.
  • Cakır, R. & Yildirim, S. (2009). What do computer teachers think about the factors affecting technology integration in schools. İlkogretim Online, 8(3), 952-964.
  • Cresswell, J. W. (2017). Karma yontem arastirmalarina giris (Trans. Ed. M. Sozbilir). Ankara: Pegem Akademi.
  • Dochy, F. & Segers, M. (2018). Creating impact through future learning: The high impact learning that lasts (HILL) model. London: Routledge.
  • Domingo, M. G. & Gargante, A. B. (2016). Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom. Computers in Human Behavior, 56, 21-28.
  • Erdemir, N., Bakirci, H. & Eyduran, E. (2009). Ogretmen adaylarinin egitimde teknolojiyi kullanabilme ozguvenlerinin tespiti. Turk Fen Egitimi Dergisi, 6(3), 99-108.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E. & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
  • Evers, W. J. G., Brouwers, A. & Tomic, W. (2002). Burnout and self-efficacy: A study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72(2), 227-243.
  • Gomleksiz, M. N. & Pullu, E.K. (2018). Toondoo ile dijital hikayeler olusturmanin ogrenci basarisina ve tutumlarina etkisi, Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(32), 95-110.
  • Grant J. S. & Davis L. L. (1997) Selection and use of content experts for instrument development. Res Nurs Health, 20, 269-274.
  • Gray, K., Waycott, J., Clerehan, R., Hamilton, M., Richardson, J., Sheard, J. & Thompson, C. (2012). Worth it? Findings from a study of how academics assess students’ Web 2.0 activities. Research in Learning Technology, 20(1), 1-15.
  • Grosseck, G. (2009). To use or not to use Web 2.0.0 in higher education? Procedia Social and Behavioral Sciences. 478-482.
  • Gunuc, S. (2017). Egitimde teknoloji entegrasyonunun kuramsal temelleri. Ankara: Ani.
  • Heermann, B. (1988). Teaching and learning with computers. San Francisco: Jossey-Bass.
  • Ipek, C. & Acuner, H. (2011). Sinif ogretmeni adaylarinin bilgisayar oz-yeterlik inanclari ve egitim teknolojilerine yonelik tutumlari. Ahi Evran Universitesi Kırsehir Egitim Fakultesi Dergisi, 12(2), 23-40.
  • Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Merrill.
  • Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.
  • Knoblauch, D. & Hoy, A. W. (2008). “Maybe I can teach those kids.” the influence of contextual factors on student teachers’ efficacy beliefs. Teaching & Teacher Education, 24(1), 166-179.
  • Koehler, M. & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Kompen, R. T., Edirisingha, P., Canaleta, X., Alsina, M., & Monguet, J. M. (2019). Personal learning Environments based on Web 2.0 services in higher education. Telematics and Informatics, 38, 194-206.
  • Lee, J. J. & Hammer, J. (2011). Gamification in education: What, how, why bother? Definitions and uses. Exchange Organizational Behavior Teaching Journal, 15 (2), 1-5.
  • Lemke, C., Coughlin, E., Garcia, L., Reifsneider, D., & Baas, J. (2009). Leadership for Web 2.0 in Education: Promise and reality. Culver City, CA: Metiri Group.
  • Loving, C. C., Schroeder, C., Kang, R., Shimek, C. & Herbert, B. (2007). Blogs: Enhancing links in a professional learning community of science and mathematics teachers. Contemporary Issues in Technology and Teacher Education, 7(3), 178-198.
  • Lumpe, A. T. & Chambers, E. (2001). Assessing teachers’ context beliefs about technology use. Journal of Research on Technology in Education, 34(1), 93-107.
  • O'Bannon, B.W. & Britt, V.G. (2012). Creating/developing/using a wiki study guide: Effects on student achievement. Journal of Research on Technology in Education, 44(4), 293-312.
  • Ozerbas, M. A. & Can, O. (2018). Ogretim yazilimlarinin onemi ve uygulanabilirligine yonelik sinif ogretmenlerinin gorusleri. Journal of Turkish Educational Sciences, 16(1), 26-41.
  • Ozmen, H. (2002). Fen bilimleri ogretmen adaylarinin teknolojik pedagojik alan bilgilerindeki ve ogretmenlik oz yeterlik inanclarindaki degisimlerin incelenmesi. The Turkish Online Journal of Educational Technology, 3(1), 100-111.
  • Pan, S. C. & Franklin, T. (2011). In service teachers' self-efficacy, professional development, and Web 2.0 tools for utilization. New Horizons in Education, 59(3), 28-40.
  • Partnership21. (2015). P21 framework definitions. Retrieved on 27 March 2019 from http://www.p21.org/storage/documents/docs/P21_Framework_Definitions_New_Logo_2015.pdf at 30 August 2018.
  • Rioseco, M., Paukner, F., & Ramirez, B. (2017). Incorporating Powtoon as a learning activity into a course on technological innovations as didactic resources for pedagogy programs. Int. J. Emerg. Technol. Learn.,12, 120-131.
  • Saka, A. & Yilmaz, M., (2005). Bilgisayar destekli fizik ogretiminde calisma yapraklarina dayali materyal gelistirme ve uygulama. The Turkish Online Journal of Educational Technology, 4(3), 120-131.
  • Sendag, S , Erol, O , Sezgin, S. & Dulkadir, N. (2015). Preservice teachers’ critical thinking dispositions and web 2.0 competencies. Contemporary Educational Technology, 6(3), 172-187.
  • Sokal, R. R. & Rohlf, F. J. (1995). Biometry: The principles and practice of statistics in biological research. New York: WH Freeman and Company
  • Syafitri, A., Asib,A. & Sumardi,S. (2018). An application of Powtoon as a digital medium: Enhancing students’ pronunciation in speaking. International Journal of Multicultural and Multireligious Understanding, 5(2), 295-317
  • Tavares, N. J., Chu, D., Ho, S. Y., Chow, K., Siu, F. L. C. & Wong, M. (2012). Developing upper primary students' 21st century skills: Inquiry learning through collaborative teaching and Web 2.0 technology. Hong Kong: Centre for Information Technology in Education, Faculty of Education, The University of Hong Kong.
  • Tatli, Z., Ipek-Akbulut, H. & Altinisik, D. (2016). Ogretmen adaylarinin teknolojik pedagojik alan bilgisi ozguvenlerine web 2.0 araclarinin etkisi. Turk Bilgisayar ve Matematik Egitimi Dergisi, 7(3), 659-678.
  • Trentin, G. & Repetto, M. (2013). Using network and mobile technology to bridge formal and informal learning. Oxford, UK: Woodhead/Chandos.
  • Tu, C., Blocher, M. & Roberts, G. (2008). Constructs for Web 2.0 learning environments: A theatrical metaphor. Educational Media International, 45(4), 253-269.
  • Usta, E. & Korkmaz, O. (2010). Ogretmen adaylarinin bilgisayar yeterlikleri ve teknoloji kullanimina iliskin algilari ile ogretmenlik meslegine yonelik tutumlari. Uluslararasi İnsan Bilimleri Dergisi, 7(1), 1335-1349.
  • Ward, S. (2015). The impact of self-efficacy and professional development on implementation of web 2.0 tools in elementary classrooms. Education Dissertations and Projects. 140. Retrieved from https://digitalcommons.gardner-webb.edu/education_etd/140 at 20 December 2018.
  • Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D. & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers & Education, 58(1), 365-374.
Yıl 2019, Cilt: 10 Sayı: 4, 338 - 357, 17.10.2019
https://doi.org/10.30935/cet.634168

Öz

Kaynakça

  • Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamalari. Istanbul: İdeal Kultur Yayincilik.
  • Arikan, Y. D. & Altun, E. (2007). Sinif ve okuloncesi ogretmen adaylarinin cevrimici odev sitelerini kullanimina yonelik bir arastirma. İlkogretim Online, 6(3), 366-376.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandura, A. (1999). Social cognitive theory of personality. In L. Pervin & John, O. P. (Eds.), Handbook of personality: Theory and research (2. ed). New York: Guilford.
  • Birisci, S., Kul, U., Aksu, Z., Akaslan, D. & Celik, S. (2018). WEB 2.0 hizli icerik gelistirme oz-yeterlik inanci belirlemeye yonelik olcek (W2OYİO) gelistirme calismasi. Egitim Teknolojisi Kuram ve Uygulama, 8, 187-208. doi: 10.17943/etku.335164
  • Buchem, I. & Hamelmann, H. (2011). Developing 21st century skills: Web 2.0 in higher education: A case study. E-learning papers, (24). Retrieved on 27 March 2019 from https://issuu.com/gfbertini/docs/developing_21st_century_skills_-_web_2.0_in_higher
  • Bush, L. & Hall, J. (2011). Transforming teaching with technology: Using web 2.0 tools to enhance on-line communication, collaboration, and creativity. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 3887-3890) Chesapeake, VA: AACE.
  • Buyukozturk, S., Kilic Cakmak, E., Akgun, O.E., Karadeniz, S. & Demirel, F. (2014). Bilimsel arastirma yontemleri (17. baski). Ankara: Pegem.
  • Cakır, R. & Yildirim, S. (2009). What do computer teachers think about the factors affecting technology integration in schools. İlkogretim Online, 8(3), 952-964.
  • Cresswell, J. W. (2017). Karma yontem arastirmalarina giris (Trans. Ed. M. Sozbilir). Ankara: Pegem Akademi.
  • Dochy, F. & Segers, M. (2018). Creating impact through future learning: The high impact learning that lasts (HILL) model. London: Routledge.
  • Domingo, M. G. & Gargante, A. B. (2016). Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom. Computers in Human Behavior, 56, 21-28.
  • Erdemir, N., Bakirci, H. & Eyduran, E. (2009). Ogretmen adaylarinin egitimde teknolojiyi kullanabilme ozguvenlerinin tespiti. Turk Fen Egitimi Dergisi, 6(3), 99-108.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E. & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
  • Evers, W. J. G., Brouwers, A. & Tomic, W. (2002). Burnout and self-efficacy: A study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72(2), 227-243.
  • Gomleksiz, M. N. & Pullu, E.K. (2018). Toondoo ile dijital hikayeler olusturmanin ogrenci basarisina ve tutumlarina etkisi, Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(32), 95-110.
  • Grant J. S. & Davis L. L. (1997) Selection and use of content experts for instrument development. Res Nurs Health, 20, 269-274.
  • Gray, K., Waycott, J., Clerehan, R., Hamilton, M., Richardson, J., Sheard, J. & Thompson, C. (2012). Worth it? Findings from a study of how academics assess students’ Web 2.0 activities. Research in Learning Technology, 20(1), 1-15.
  • Grosseck, G. (2009). To use or not to use Web 2.0.0 in higher education? Procedia Social and Behavioral Sciences. 478-482.
  • Gunuc, S. (2017). Egitimde teknoloji entegrasyonunun kuramsal temelleri. Ankara: Ani.
  • Heermann, B. (1988). Teaching and learning with computers. San Francisco: Jossey-Bass.
  • Ipek, C. & Acuner, H. (2011). Sinif ogretmeni adaylarinin bilgisayar oz-yeterlik inanclari ve egitim teknolojilerine yonelik tutumlari. Ahi Evran Universitesi Kırsehir Egitim Fakultesi Dergisi, 12(2), 23-40.
  • Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Merrill.
  • Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.
  • Knoblauch, D. & Hoy, A. W. (2008). “Maybe I can teach those kids.” the influence of contextual factors on student teachers’ efficacy beliefs. Teaching & Teacher Education, 24(1), 166-179.
  • Koehler, M. & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Kompen, R. T., Edirisingha, P., Canaleta, X., Alsina, M., & Monguet, J. M. (2019). Personal learning Environments based on Web 2.0 services in higher education. Telematics and Informatics, 38, 194-206.
  • Lee, J. J. & Hammer, J. (2011). Gamification in education: What, how, why bother? Definitions and uses. Exchange Organizational Behavior Teaching Journal, 15 (2), 1-5.
  • Lemke, C., Coughlin, E., Garcia, L., Reifsneider, D., & Baas, J. (2009). Leadership for Web 2.0 in Education: Promise and reality. Culver City, CA: Metiri Group.
  • Loving, C. C., Schroeder, C., Kang, R., Shimek, C. & Herbert, B. (2007). Blogs: Enhancing links in a professional learning community of science and mathematics teachers. Contemporary Issues in Technology and Teacher Education, 7(3), 178-198.
  • Lumpe, A. T. & Chambers, E. (2001). Assessing teachers’ context beliefs about technology use. Journal of Research on Technology in Education, 34(1), 93-107.
  • O'Bannon, B.W. & Britt, V.G. (2012). Creating/developing/using a wiki study guide: Effects on student achievement. Journal of Research on Technology in Education, 44(4), 293-312.
  • Ozerbas, M. A. & Can, O. (2018). Ogretim yazilimlarinin onemi ve uygulanabilirligine yonelik sinif ogretmenlerinin gorusleri. Journal of Turkish Educational Sciences, 16(1), 26-41.
  • Ozmen, H. (2002). Fen bilimleri ogretmen adaylarinin teknolojik pedagojik alan bilgilerindeki ve ogretmenlik oz yeterlik inanclarindaki degisimlerin incelenmesi. The Turkish Online Journal of Educational Technology, 3(1), 100-111.
  • Pan, S. C. & Franklin, T. (2011). In service teachers' self-efficacy, professional development, and Web 2.0 tools for utilization. New Horizons in Education, 59(3), 28-40.
  • Partnership21. (2015). P21 framework definitions. Retrieved on 27 March 2019 from http://www.p21.org/storage/documents/docs/P21_Framework_Definitions_New_Logo_2015.pdf at 30 August 2018.
  • Rioseco, M., Paukner, F., & Ramirez, B. (2017). Incorporating Powtoon as a learning activity into a course on technological innovations as didactic resources for pedagogy programs. Int. J. Emerg. Technol. Learn.,12, 120-131.
  • Saka, A. & Yilmaz, M., (2005). Bilgisayar destekli fizik ogretiminde calisma yapraklarina dayali materyal gelistirme ve uygulama. The Turkish Online Journal of Educational Technology, 4(3), 120-131.
  • Sendag, S , Erol, O , Sezgin, S. & Dulkadir, N. (2015). Preservice teachers’ critical thinking dispositions and web 2.0 competencies. Contemporary Educational Technology, 6(3), 172-187.
  • Sokal, R. R. & Rohlf, F. J. (1995). Biometry: The principles and practice of statistics in biological research. New York: WH Freeman and Company
  • Syafitri, A., Asib,A. & Sumardi,S. (2018). An application of Powtoon as a digital medium: Enhancing students’ pronunciation in speaking. International Journal of Multicultural and Multireligious Understanding, 5(2), 295-317
  • Tavares, N. J., Chu, D., Ho, S. Y., Chow, K., Siu, F. L. C. & Wong, M. (2012). Developing upper primary students' 21st century skills: Inquiry learning through collaborative teaching and Web 2.0 technology. Hong Kong: Centre for Information Technology in Education, Faculty of Education, The University of Hong Kong.
  • Tatli, Z., Ipek-Akbulut, H. & Altinisik, D. (2016). Ogretmen adaylarinin teknolojik pedagojik alan bilgisi ozguvenlerine web 2.0 araclarinin etkisi. Turk Bilgisayar ve Matematik Egitimi Dergisi, 7(3), 659-678.
  • Trentin, G. & Repetto, M. (2013). Using network and mobile technology to bridge formal and informal learning. Oxford, UK: Woodhead/Chandos.
  • Tu, C., Blocher, M. & Roberts, G. (2008). Constructs for Web 2.0 learning environments: A theatrical metaphor. Educational Media International, 45(4), 253-269.
  • Usta, E. & Korkmaz, O. (2010). Ogretmen adaylarinin bilgisayar yeterlikleri ve teknoloji kullanimina iliskin algilari ile ogretmenlik meslegine yonelik tutumlari. Uluslararasi İnsan Bilimleri Dergisi, 7(1), 1335-1349.
  • Ward, S. (2015). The impact of self-efficacy and professional development on implementation of web 2.0 tools in elementary classrooms. Education Dissertations and Projects. 140. Retrieved from https://digitalcommons.gardner-webb.edu/education_etd/140 at 20 December 2018.
  • Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D. & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers & Education, 58(1), 365-374.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Gulden Gursoy Bu kişi benim 0000-0002-4886-7645

Derya Orhan Goksun 0000-0003-0194-0451

Yayımlanma Tarihi 17 Ekim 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 10 Sayı: 4

Kaynak Göster

APA Gursoy, G., & Goksun, D. O. (2019). The Experiences of Pre-service 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
AMA Gursoy G, Goksun DO. The Experiences of Pre-service Science Teachers in Educational Content Development Using Web 2.0 Tools. Contemporary Educational Technology. Ekim 2019;10(4):338-357. doi:10.30935/cet.634168
Chicago Gursoy, Gulden, ve Derya Orhan Goksun. “The Experiences of Pre-Service Science Teachers in Educational Content Development Using Web 2.0 Tools”. Contemporary Educational Technology 10, sy. 4 (Ekim 2019): 338-57. https://doi.org/10.30935/cet.634168.
EndNote Gursoy G, Goksun DO (01 Ekim 2019) The Experiences of Pre-service Science Teachers in Educational Content Development Using Web 2.0 Tools. Contemporary Educational Technology 10 4 338–357.
IEEE G. Gursoy ve D. O. Goksun, “The Experiences of Pre-service Science Teachers in Educational Content Development Using Web 2.0 Tools”, Contemporary Educational Technology, c. 10, sy. 4, ss. 338–357, 2019, doi: 10.30935/cet.634168.
ISNAD Gursoy, Gulden - Goksun, Derya Orhan. “The Experiences of Pre-Service Science Teachers in Educational Content Development Using Web 2.0 Tools”. Contemporary Educational Technology 10/4 (Ekim 2019), 338-357. https://doi.org/10.30935/cet.634168.
JAMA Gursoy G, Goksun DO. The Experiences of Pre-service Science Teachers in Educational Content Development Using Web 2.0 Tools. Contemporary Educational Technology. 2019;10:338–357.
MLA Gursoy, Gulden ve Derya Orhan Goksun. “The Experiences of Pre-Service Science Teachers in Educational Content Development Using Web 2.0 Tools”. Contemporary Educational Technology, c. 10, sy. 4, 2019, ss. 338-57, doi:10.30935/cet.634168.
Vancouver Gursoy G, Goksun DO. The Experiences of Pre-service Science Teachers in Educational Content Development Using Web 2.0 Tools. Contemporary Educational Technology. 2019;10(4):338-57.