scholarly journals Prospective Teachers’ Metaphors as a Lens to Understand How They Perceive ‘Web 2.0’

2020 ◽  
Vol 12 (1) ◽  
pp. 58-68
Author(s):  
Mevlüt Aydoğmuş ◽  
Süleyman Arslantaş
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Evaluation Tool ◽  
Web 2.0 Tools ◽  
Educational Sociology ◽  
Development Platform ◽  
Measurement And Evaluation

Abstract Technology should be used in teaching and learning in universities. It is seen that studies on the use of Web 2.0 tools in education faculties are limited. Teachers who will integrate information and communication technologies into education at schools must first of all have prerequisite knowledge and skills on this subject. However, the effective use of technological tools in learning environments also depends on teachers’ perspectives on technology. This study aimed to determine the perceptions of pre-service teachers towards Web 2.0 applications through metaphors. The authors of the study effectively used web 2.0 tools during the semester in Educational Sociology, Attention Deficit and Hyperactivity, and Integration in Special Education courses. In the study, phenomenology design, one of the qualitative research approaches, was used, and semi-structured interview form was used to collect the data. Participants of the study consisted of 123 pre-service teachers who took this course. In light of the findings, it was observed that the majority of the participants (98%) used positive metaphors about Web 2.0 applications, and 2% used negative metaphors. Metaphors were then classified into 7 categories and tables were created. Categories ‘Web 2.0 as a source and producer of information,’ ‘Web 2.0 as a measurement and evaluation tool,’ ‘Web 2.0 as an Innovation and Development Platform,’ ‘Web 2.0 as a social / fun environment,’ ‘Web as a helpful and supportive platform 2.0, ‘Web 2.0’ and ‘other’ as a stimulating and relaxing platform. The abstract is to be in fully-justified text. Use the word ‘Abstract’ as the title, in 11-point Times, bold, initially capitalized. The abstract is to be in 10-point, single-spaced type, and up to 200 words in length.

scholarly journals Creative Networks of Practice Using Web 2.0 Tools

2011 ◽  
Vol 2 (1) ◽  
pp. 37-53
Author(s):  
Jukka Orava ◽  
Pete Worrall
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Web 2.0 Tools ◽  
Interdisciplinary Approaches ◽  
The Media ◽  
Media Learning ◽  
Networks Of Practice ◽  
Learning Event

This paper examines the professional implications for teachers and managers in new and evolving forms of professional development using Web 2.0 tools in a European context. Research findings are presented from the “Creative Use of Media” learning event developed through a European eTwinning Learning Lab initiative in spring of 2009. The Creative use of the Media online learning event supported a series of initiatives celebrating the European Year of Creativity and Innovation and involved 135 participants from 27 countries. The key objective was to introduce a range of learning themes constructed around a phenomenon-based inquiry model, which supported interdisciplinary approaches and collaborative online learning methodologies to stimulate new teaching and learning rationales. Digital Web 2.0 technology was used as an independent creative medium and as a powerful facilitating tool to enhance and blend with the more traditional forms of visual, audiovisual and multimedia inquiry. In developing models encapsulating risk taking and experimentation this online learning project supported a general principle that future education models and professional development would be based on social learning and “customer-driven collaborative knowledge building” in relation to open source materials.

Web 2.0 Tools: awareness and extent of use among visually impaired students

2020 ◽  
Vol 13 (2) ◽  
pp. 121-132
Author(s):  
S. Khowaja ◽  
◽  
N. Fatima ◽  
Keyword(s):  
Web 2.0 ◽  
Visually Impaired ◽  
Structured Interview ◽  
Daily Basis ◽  
Web 2.0 Tools ◽  
Screen Readers ◽  
Interview Method ◽  
Job Opportunities ◽  
Survey Technique ◽  
Visually Impaired Students

The article discusses a study conducted at Aligarh Muslim University to identify the awareness and use of Web 2.0 Tools by visually impaired students. The survey technique was employed in which structured interview method was followed to collect data from 83 visually impaired students and analysed using SPSS (Version 23). Findings of the study reveal that these students were aware about Web 2.0 Tools. Among these, 32.5% students possessed membership of these tools for more than 3 years and majority were using WhatsApp (89.2%), YouTube (87.9%), and Facebook (85.5%) on daily basis. These tools were used by students for different purposes, for instance 91.6% students utilized these tools for academic purposes, 84.3% for seeking job opportunities, and 81.9% for sharing knowledge. It also came to light that the major problem faced by visually impaired users was in the form of compatibility issues with screen readers (85.5%) and non-availability of JAWS software in all languages (66.3%). Further, the study also put forth certain suggestions for enhancing the use of Web 2.0 Tools among visually impaired students.

The Integration of Educational Technology for Classroom-Based Formative Assessment to Empower Teaching and Learning

2018 ◽  
pp. 321-341
Author(s):  
Asli Lidice Gokturk Saglam
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Teacher Assessment ◽  
Assessment Practices ◽  
Web 2.0 Tools ◽  
Classroom Activities ◽  
The Face ◽  
Everyday Classroom

As educational technology continues to change the face of educational contexts in the digital age, the way in which teachers can incorporate various existing online resources and applications within their everyday classroom activities deserves closer attention. In particular, it is important to explore how interactive Web 2.0 tools might be integrated into classroom-based assessment practices. This way, the efficacy of online tools and their ability to both facilitate teacher assessment practices and empower student learning can be adequately assessed. This chapter aims to explore, showcase and discuss how Web 2.0 tools can be integrated into teachers' classroom-based language assessment to get information that can be used diagnostically to adjust teaching and learning with reference to current literature, explore challenges and focus on suggestions and avenues for further research. Furthermore, examples of web tools that could be used for formative assessment will be briefly enlisted.

Framework for Developing and Assessing Business Education Wikis

2012 ◽  
pp. 13-26
Author(s):  
Sunil Hazari ◽  
Tiffany Penland
Keyword(s):  
Web 2.0 ◽  
Business Education ◽  
Teaching And Learning ◽  
New Technology ◽  
Learning Objectives ◽  
Web 2.0 Tools ◽  
Business Educators ◽  
Interactive Tools ◽  
Research And Design ◽  
Specific Learning

The use of Web 2.0 tools is becoming widespread in business education and educators are increasingly exploring the use of Blogs, Wikis, and Podcasts in their courses. For teaching and learning to be effective in new technology-based environments, there is a need to research and design Web 2.0 learning systems that are effective platforms for incorporating interactive tools to engage students in learning. Although Web 2.0 assignments are usually tailored to meet specific learning objectives of courses and instructions can be made available to students to address the technical nature of the environment, development and assessment of Web 2.0 assignments remains a challenge for most business educators. Using the context of wikis, this article proposes a framework for development and assessment of business education wikis to assist educators who want to explore the use of wikis in their courses.

Self-Regulation of Learning Supported by Web 2.0 Tools

2010 ◽  
pp. 295-314 ◽  
Author(s):  
Maria Luisa Sanz de Acedo Lizarraga ◽  
Oscar Ardaiz Villanueva ◽  
Maria Teresa Sanz de Acedo Baquedano
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Self Regulation ◽  
Functional Relation ◽  
Communication Technologies ◽  
Theoretical Description ◽  
Web 2.0 Tools ◽  
Information And Communication ◽  
Pilot Intervention ◽  
Creativity And Innovation

Our main purpose in this chapter is to examine the possibility of stimulating self-regulation of learning (SRL) by means of Information and Communication Technologies (ICTs), more specifically, Web 2.0 technologies. Web 2.0 is commonly associated with applications that facilitate interactive information sharing and collaboration on the World Wide Web. To that end, the authors first present a theoretical description of the topics that are relevant to this chapter: SRL and ICTs. Second, they compare SRL and ICTs characterizing features, establishing functional relation between both sets of variables. Third, they define the Web 2.0 and two tools, Wikideas, and Creativity Connector, which were designed by us according to Web 2.0 technology. Fourth, the authors briefly report a pilot intervention they carried out in order to support SRL, using these two applications to perform some tasks that required competence in “creativity and innovation”. Lastly, after summarizing these ideas, the authors suggest further study topics that may promote interesting lines of research.

scholarly journals Teachers’ Views on the Availability of Web 2.0 Tools in Education

2019 ◽  
Vol 14 (22) ◽  
pp. 70 ◽  
Author(s):  
Semih Caliskan ◽  
Zafer Guney ◽  
Regina G. Sakhieva ◽  
Dinara G. Vasbieva ◽  
Natalia A. Zaitseva
Keyword(s):  
Data Collection ◽  
Web 2.0 ◽  
Prospective Teachers ◽  
Quantitative Research ◽  
Teaching Practice ◽  
Data Collection Tool ◽  
Web 2.0 Tools ◽  
Educational Environments ◽  
Faculty Of Education ◽  
Faculties Of Education

Abstract—This research was conducted in 2018 to determine the opinions of prospective teachers about the usability of Web 2.0 tools in education. Quantitative research method was used in the research. The research was conducted in the spring term of 2018–2019. The study group consisted of prospective teachers studying at the faculties of education of the foundation university. 114 prospective teachers participated in the study. The data collection tool called Son The Problems of the Last Year Students of the Faculty of Education and Their Problems in Teaching Practice gelistiril developed by Aylin Demirhan and Meryem Yakut was applied to the teacher candidates. The data were collected by the researchers. The collected data were analysed using the SPSS program. To analyse the data obtained from the data collection tool, frequency, percentage, average, standard deviation, minimum and maximum values, T-test and analysis of variance applied. According to the results of the study, prospective teachers’ opinions about the use of Web 2.0 tools are highly positive. It is thought that the students' ability to create content with active participation, support social interaction, and creativity in educational environments, and it is seen in the results of the research that the prospective teachers reported positive opinions. Web 2.0 tools are thought to have a positive effect on learning due to their rich content and may be useful in increasing the prospective teachers' communicative abilities with their common workspaces. Therefore, it is predicted that teachers' use of Web 2.0 tools in their courses will contribute to the development of prospective teachers. In addition, it is thought that the training to be provided by educators who have an important role in guiding prospective teachers and guiding them for a better education will enable prospective teachers to use Web 2.0 tools more frequently and efficiently.

scholarly journals Integrating Web 2.0 Tools in Writing Class to Promote Assessment for Learning

2019 ◽  
Vol 4 (2) ◽  
pp. 53
Author(s):  
Movi Riana Rahmawanti ◽  
Amalul Umam
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Assessment For Learning ◽  
Learning Assessment ◽  
Structured Interviews ◽  
Web 2.0 Tools ◽  
English As Foreign Language ◽  
Course Content ◽  
Writing Class ◽  
Language Classroom

Technology has been implemented for instruction with various resources to explore course content and assess students’ learning. In this study, Web 2.0 tools was implemented in writing classroom for Higher education students. A Web 2.0 tools that was used was because it is known as an online means and has been used to perpetuate interactions and communication within a collaborative learning. Assessment is central to teaching and learning, from which a decision whether or not the goals of education are being met. At the same time, the demand of today’s era makes it quite challenging for educators to find the best way to assess their students. Action research method was employed in the study in which observation and individual semi-structured interviews we re used to collect the data. The result of the study is the knowledge of implementation of Web 2.0 tools in EFL (English as foreign language) classroom, from which a guidance of using Web 2.0 tools to promote assessment for learning will be arrived at. This study concludes that Web 2.0 tools can be applied to promote Assessment for learning, and it has several benefits to the student s to improve their learning quality.

Sign in / Sign up

Export Citation Format

Share Document