scholarly journals Teachers’ Opinions on Web 2.0 Tools used for Measurement and Evaluation Purposes in Distance Education

2021 ◽  
Vol 18 (2) ◽  
pp. 167-178
Author(s):  
Arzu AYDOGAN YENMEZ ◽  
◽  
Semirhan GOKCE ◽  
Keyword(s):  
Distance Education ◽  
Web 2.0 ◽  
Web 2.0 Tools ◽  
Measurement And Evaluation

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.

Choosing Web 2.0 Tools for Instruction

2014 ◽  
Vol 10 (2) ◽  
pp. 25-35 ◽  
Author(s):  
Saurabh Gupta
Keyword(s):  
Distance Education ◽  
Web 2.0 ◽  
Digital Natives ◽  
Traditional Education ◽  
Discussion Boards ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Demand Pull

The growth of technology and the inclusion of “digital natives” as students in the education world have created a demand pull for the use of Web 2.0 technologies in education. Dominant among these tools have been wikis, blogs and discussion boards. Distance education experts view the use of these tools as differentiators when compared to traditional education methods. However, the research in this area has yet to provide clear guidelines on usage. In this paper, the authors aim to provide a theory-driven model to outline the application and impact of these technologies in education. The authors focus on the education tasks and technologies characteristics to evaluate the underlying fit. The authors use the extant research to substantiate the model and provide practitioner guidelines.

scholarly journals Adoption of Web 2.0 tools in distance education

2009 ◽  
Vol 1 (1) ◽  
pp. 818-823 ◽  
Author(s):  
Yasemin Koçak Usluel ◽  
Sacide Güzin Mazman
Keyword(s):  
Distance Education ◽  
Web 2.0 ◽  
Web 2.0 Tools

scholarly journals Formação Continuada de Professores de Biologia e o Uso de Ferramentas da Web 2.0 na Prática Docente

EAD em FOCO ◽  
2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Luiz Gustavo Ribeiro Rolando ◽  
Maurício Roberto Motta Pinto da Luz ◽  
Daniel Fábio Salvador
Keyword(s):  
Distance Education ◽  
Web 2.0 ◽  
Education Program ◽  
Teaching Practice ◽  
Positive Impact ◽  
Knowledge Bases ◽  
Online Questionnaire ◽  
Biology Teachers ◽  
Web 2.0 Tools ◽  
Distance Education Program

O presente estudo apresenta o relato do uso de ferramentas da Web 2.0 feito por professores de Biologia em sua prática docente, seis meses após participarem de um programa de formação continuada a distância. As atividades práticas realizadas durante esse programa propiciaram aos professores experimentar possibilidades de uso das ferramentas da Web 2.0 para fins de ensino e aprendizagem. Os dados aqui analisados foram obtidos por meio de um questionário online respondido por 93 professores de Biologia. A maior parte deles declarou ter feito uso de pelo menos uma ferramenta da Web 2.0 em sua prática docente. As ferramentas mais utilizadas foram as redes sociais, seguidas de fórum de discussão e blogs. Esse uso foi realizado principalmente a distância, fora do horário da aula. Os professores responderam que conseguiram ensinar melhor o conteúdo e se mantiveram mais motivados a lecionar. De forma geral, eles consideraram que o uso das ferramentas da Web 2.0 teve impacto positivo sobre os alunos. Os achados desta pesquisa sugerem que o programa de formação continuada de professores com foco na integração de tecnologias às bases de conhecimento do conteúdo e pedagógicas do professor pode contribuir positivamente para a integração das ferramentas da Web 2.0 na prática docente.Palavras-chave: Formação continuada de professores, Educação a Distância, Prática docente, Web 2.0. In-service Biology Teachers Education and the Use of Web 2.0 Tools in Teaching Practice AbstractThe present study presents the report of the use of Web 2.0 tools made by biology teachers in their teaching practice, six months after participating in a distance education program. Practical activities performed during the program provided teachers with opportunities to use Web 2.0 tools for teaching and learning purposes. The data analyzed were obtained through an online questionnaire answered by 93 teachers. Most of them said they made use of at least one Web 2.0 tool in their teaching practice. The most used tools were social networks, followed by discussion forum and blogs. This use was made mainly at a distance, outside the class time. Teachers responded that they could better teach content and were more motivated to teach. In general, they felt that the use of Web 2.0 tools had a positive impact on students. The findings of this research suggest that the distance education program, focusing on the integration of technologies into the knowledge bases of the teacher content and pedagogic, can contribute positively to the teaching practice. Keywords: In-service teacher education, Distance education, Teaching practice, Web 2.0

scholarly journals From disconnected to connected: Insights into the Future of Distance Education and Web 2.0 Tools in Higher Education

2013 ◽  
Vol 10 (3) ◽  
pp. 6 ◽  
Author(s):  
Vivek Venkatesh ◽  
Jack Jedwab ◽  
Jihan Rabah ◽  
Tieja Thomas ◽  
Wynnpaul Varela ◽  
...  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web 2.0 ◽  
Web 2.0 Tools ◽  
The Future

CDC.Gov Features: The Use of Web 2.0 Tools to Repurpose Health Messages in Web 1.0 Format

2009 ◽  
Author(s):  
Maureen S. Marshall ◽  
Karen Morrione ◽  
Curtis Hendrickson ◽  
Sarah Logan Gregory ◽  
Joanne Stein ◽  
...  
Keyword(s):  
Web 2.0 ◽  
Health Messages ◽  
Web 2.0 Tools

EDUCATIONAL APPEAL OF WEB 2.0 TOOLS: ARE STUDENTS ENTHUSIASTIC?

2017 ◽  
Author(s):  
Gheorghe Macarie ◽  
Ana Voichita Tebeanu ◽  
Daniela Teodora Chicioreanu
Keyword(s):  
Web 2.0 ◽  
Web 2.0 Tools
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