How Competent are the Classroom Teachers in Using Web 2.0 Tools? Sample of Science Course

Melis İrem Can; Ümit İzgi Onbaşılı; Feride Ercan Yalman

Makale detayları

How Competent are the Classroom Teachers in Using Web 2.0 Tools? Sample of Science Course

Yazarlar:

Melis İrem Can | Ümit İzgi Onbaşılı | Feride Ercan Yalman

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.597-625

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001314408

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 This study was conducted so as to find how competent classroom teachers were in using Web 2.0 tools in teaching science. This study was conducted in convergent parallel design- one of the mixed research model. 113 classroom teachers teaching in schools located in Mersin were given the scale of competence in using web 2.0 tools on the quantitative dimension of the study. Semi-structured interviews were held with 8 classroom teachers on the qualitative dimension of the study. Besides, the in-class applications of the eight participants participants products were also put to document analysis. While the quantitative data reached were analysed on the SPSS 23 package programme, the qualitative data were put to content analysis. The results obtained in the scale were analysed in terms of a number of variables such as gender, educational status, professional experience, types of school, frequency in using the internet, in-service training, etc.. This current study found that the participants rate of using web 2.0 tools was high. It was concluded that variables such as gender, professional experience and types of school did not cause significant differences in competence in web 2.0 tools. However, such factors as participation in e-Twinning project frequency in using the internet, receiving post-graduate education and in-service training were found to have positive effects on and to cause significant differences in using the tools. Majority of the participants stated in the interviews held for the qualitative part of the study that the science course was one of the most suitable courses in using web 2.0 tools. The participants mentioned the positive characteristics of web 2.0 tools in ensuring active learning and motivation. On the other hand, the qualitative data also indicated such negative points as inadequate infrastructure, time limitation and teachers low literacy in technology. An examination of participants products demonstrated that such applications as Kahoot and Learning Apps- web 2.0 tools- were chosen for use more frequently.

 This study was conducted so as to find how competent classroom teachers were in using Web 2.0 tools in teaching science. This study was conducted in convergent parallel design- one of the mixed research model. 113 classroom teachers teaching in schools located in Mersin were given the scale of competence in using web 2.0 tools on the quantitative dimension of the study. Semi-structured interviews were held with 8 classroom teachers on the qualitative dimension of the study. Besides, the in-class applications of the eight participants participants products were also put to document analysis. While the quantitative data reached were analysed on the SPSS 23 package programme, the qualitative data were put to content analysis. The results obtained in the scale were analysed in terms of a number of variables such as gender, educational status, professional experience, types of school, frequency in using the internet, in-service training, etc.. This current study found that the participants rate of using web 2.0 tools was high. It was concluded that variables such as gender, professional experience and types of school did not cause significant differences in competence in web 2.0 tools. However, such factors as participation in e-Twinning project frequency in using the internet, receiving post-graduate education and in-service training were found to have positive effects on and to cause significant differences in using the tools. Majority of the participants stated in the interviews held for the qualitative part of the study that the science course was one of the most suitable courses in using web 2.0 tools. The participants mentioned the positive characteristics of web 2.0 tools in ensuring active learning and motivation. On the other hand, the qualitative data also indicated such negative points as inadequate infrastructure, time limitation and teachers low literacy in technology. An examination of participants products demonstrated that such applications as Kahoot and Learning Apps- web 2.0 tools- were chosen for use more frequently.

 This study was conducted so as to find how competent classroom teachers were in using Web 2.0 tools in teaching science. This study was conducted in convergent parallel design- one of the mixed research model. 113 classroom teachers teaching in schools located in Mersin were given the scale of competence in using web 2.0 tools on the quantitative dimension of the study. Semi-structured interviews were held with 8 classroom teachers on the qualitative dimension of the study. Besides, the in-class applications of the eight participants participants products were also put to document analysis. While the quantitative data reached were analysed on the SPSS 23 package programme, the qualitative data were put to content analysis. The results obtained in the scale were analysed in terms of a number of variables such as gender, educational status, professional experience, types of school, frequency in using the internet, in-service training, etc.. This current study found that the participants rate of using web 2.0 tools was high. It was concluded that variables such as gender, professional experience and types of school did not cause significant differences in competence in web 2.0 tools. However, such factors as participation in e-Twinning project frequency in using the internet, receiving post-graduate education and in-service training were found to have positive effects on and to cause significant differences in using the tools. Majority of the participants stated in the interviews held for the qualitative part of the study that the science course was one of the most suitable courses in using web 2.0 tools. The participants mentioned the positive characteristics of web 2.0 tools in ensuring active learning and motivation. On the other hand, the qualitative data also indicated such negative points as inadequate infrastructure, time limitation and teachers low literacy in technology. An examination of participants products demonstrated that such applications as Kahoot and Learning Apps- web 2.0 tools- were chosen for use more frequently.

 Bu araştırma sınıf öğretmenlerinin fen bilimleri dersinde Web 2.0 araçları kullanımında ne kadar yetkin olduğunu belirlemek amacıyla yapılmıştır. Çalışma karma araştırma yöntemlerinden yakınsayan paralel desene göre yürütülmüştür. Çalışmanın nicel boyutunda Mersin ilinde görev yapan 113 sınıf öğretmenine Web 2.0 Araçları Kullanım Yetkinliği Ölçeği uygulanmıştır. Araştırmanın nitel boyutunda sekiz katılımcı ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Ayrıca sekiz sınıf öğretmeninin yaptığı sınıf içi uygulamalar katılımcı ürünleri doküman inceleme kapsamında incelenmiştir. Nicel veriler SPSS 23 istatistik programı ile nitel veriler de içerik analizi ile analiz edilmiştir. Web 2.0 Araçları Kulanım Yetkinliği Ölçeğinden elde edilen sonuçlar bazı değişkenler cinsiyet, eğitim durumu, mesleki kıdem, okul türü, internet kullanım sıklığı, hizmetiçi eğitim vb. açısından incelenmiştir. Katılımcıların genel olarak Web 2.0 kullanımlarının yüksek düzeyde olduğu tespit edilmiştir. Cinsiyet, mesleki kıdem ve okul türü gibi değişkenlerin Web 2.0 araçlarına yetkin olmada anlamlı düzeyde bir farklılık oluşturmadığı sonucuna ulaşılmıştır. Bununla birlikte eTwinning projesinde yer alma, internet kullanım sıklığı, lisansüstü eğitim ve hizmetiçi eğitim alma gibi faktörlerin Web 2.0 araçlarını kullanmada olumlu etkilerinin olduğu ve anlamlı düzeyde farklılıklar oluşturduğu söylenebilir. Araştırmanın nitel boyutundaki görüşmeler sonucunda katılımcıların büyük çoğunluğu Fen Bilimleri dersinin Web 2.0 araçlarını kullanmada en uygun derslerden birisi olduğunu dile getirmiştir. Katılımcılar tarafından Web 2.0 araçlarının aktif öğrenme ve motivasyon sağlama açısından olumlu özellikleri ifade edilmiştir. Buna karşın altyapı yetersizliği, zaman sınırlılığı ve öğretmenlerin düşük teknoloji okuryazarlığı gibi noktalar da olumsuz özellikler olarak dile getirilmiştir. Katılımcı ürünleri incelendiğinde Web 2.0 araçlarından Kahoot ve LearningApps gibi değerlendirme uygulamalarının daha çok tercih edildiği görülmüştür.

Makale detayları

How Competent are the Classroom Teachers in Using Web 2.0 Tools? Sample of Science Course

Yazarlar:

Melis İrem Can | Ümit İzgi Onbaşılı | Feride Ercan Yalman

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.597-625

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001314408

pISSN:

2602-2850

web 2.0 tools

competence

classroom teacher

science courseweb 2.0 araçları

yetkinlik

sınıf öğretmeni

fen bilimleri dersi

Sayı

Makale detayları

Yazarlar: Melis İrem Can | Ümit İzgi Onbaşılı | Feride Ercan Yalman

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Sınıf Eğitimi

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.597-625

Belge Tipi: Makale

Yayın Tarihi: 3/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001314408

pISSN: 2602-2850

Sayı

Yazarlar:

Melis İrem Can | Ümit İzgi Onbaşılı | Feride Ercan Yalman

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.597-625

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001314408

pISSN:

2602-2850