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Perceptions of pedagogical formation students about Web 2.0 tools and educational practices

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Abstract

This study aims to examine pedagogical formation students’ perceptions about Web 2.0 tools and educational practices. A case study approach forms the methodological framework of this study. This study was conducted with 42 pedagogical formation students of an Instructional Technology and Material Design course during the 2014–2015 spring semester. During the course, the students created digital materials such as puzzles, concept maps, worksheets, presentations and posters by using software including Prezi, Glogster, and Webspiration. Furthermore they were introduced to numerous Web 2.0 tools which were required learning for the purpose of the course. The data for this study was collected by the researcher through a questionnaire and open-ended questions developed in order to identify students’ views on Web 2.0 tools and educational practices they will face in their future professional life. Content analysis, frequency and percentage were used in the analysis of data. Answers to the following were sought from the data analysis: (1) which Web 2.0 tools do students use or planned to use in their current and future professional life (teaching profession); (2) what are the reasons students want to use Web 2.0 tools in their professional life as a teacher; (3) what are the views of students about their use of Web 2.0 tools in the educational context; and (4) what are students’ views about Web 3.0 technologies and the changes and innovations that will be brought about by these technologies in the field of education.

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Authors and Affiliations

  1. Department of Computer Education and Instructional Technology, Faculty of Education, Baskent University, Baglica, 06810, Ankara, Turkey

    Ümmühan Avcı Yücel

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  1. Ümmühan Avcı Yücel
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Avcı Yücel, Ü. Perceptions of pedagogical formation students about Web 2.0 tools and educational practices. Educ Inf Technol 22, 1571–1585 (2017). https://doi.org/10.1007/s10639-016-9508-7

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  • DOI: https://doi.org/10.1007/s10639-016-9508-7

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