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Web 2 araçları kullanıcıların içerik geliştirip, işbirliği yapıp, fikir alışverişinde bulunup sosyal ve özgün ortamlar yaratan ürettiklerini karşı tarafla paylaşabildikleri platformdur. Öğretmenler web 2.0 araçlarını diğer yöntem ve tekniklerle entegre edip kullanarak öğrenmeyi geleneksel kalıplar dışına çıkarıp daha verimli öğrenme ortamları oluşturur. Araştırma nitel araştırma yaklaşımında olup fenomenoloji deseni kullanılmıştır. Verilerin elde edilmesinde ise görüşme tekniğinden yararlanılmıştır. Görüşme verilerini toplamak amacıyla araştırmacılar tarafından 7 sorudan oluşan yarı yapılandırılmış görüşme formu hazırlanmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim-öğretim yılında Elazığ il merkezinde MEB’e bağlı devlet kurumlarında görev yapmakta olan 22 (16 kadın, 6 erkek) öğretmen oluşturmuştur. Araştırma verileri iki veri kodlayıcısı tarafından betimsel analiz yöntemi kullanılarak analiz edilmiştir. Çalışma sonucunda öğretmenlerin web 2.0 araçlarından haberdar oldukları, derslerde en fazla kullandıkları web 2.0 aracının canva olduğu, tüm derslerde web 2.0 aracını kullandıkları, web 2.0 araçlarının eğlenerek öğrenme ortamı yarattığı ve ders verimliliğini arttırdığı sonucuna ulaşılmıştır. Ayrıca web 2.0 araçları kullanılırken internet sıkıntısı yaşandığı ve teknolojik bağımlılığa sebep olduğu tespit edilmiştir. Öğretmenlerin web 2.0 araçlarına yönelik farkındalıklarını arttırmak için gerekli eğitimler verilmelidir. Öğretmenler web 2.0 araçlarının kullanımının karışıklığından bahsetmişlerdir. Türkçe destekli materyaller programlar yaygınlaştırılmalıdır. Web 2 araçlarıyla ilgili üniversitelerde teorik ve uygulamalı dersler verilebilir. Bu dersler öğretmen adaylarına web 2.0 araçlarının nasıl kullanıldığına dair ayrıntılı ve uygulamalı olarak verilmelidir.
Web 2 tools are platforms where users can develop content, cooperate, exchange ideas and share with the other side what they produce creating social and original environments. Teachers integrate and use web 2.0 tools with other methods and techniques to remove learning from traditional patterns and create more efficient learning environments. The research is based on a phenomenological approach. The data was used by the interview technique. For the purpose of collecting the interview data, the researchers prepared a semi-configured interview form consisting of 7 questions. The research work group was formed by 22 (16 women, 6 men) teachers who are working in the MEB-related state institutions in the educational and educational year 2021-2022. The research data was analyzed by two data coders using the visual analysis method. The study concluded that teachers were aware of the web 2.0 tools, that the web 2.0 tool they most use in classes was canva, that they used the web 2.0 tool in all classes, that the web 2.0 tools created a learning environment by entertaining and improved the efficiency of the lesson. In addition, the Web 2.0 tool has been found to have a lack of internet and to have a technological dependence. The Teacher’s Web 2. The necessary training should be provided to increase their awareness of the 0 vehicles. Teachers talked about the confusion of the use of web 2.0 tools. Turkish supported materials programs should be spread. Theoretical and practical courses can be provided at the universities related to the Web 2 tools. These courses should be given to teachers candidates in detail and practically on how the web 2.0 tools are used.
Web 2 is a platform where users can develop content, collaborate, exchange ideas and share what they create in social and unique environments with third parties. Teachers integrate and use web 2.0 tools with other methods and techniques to take learning out of traditional boxes and create more efficient learning environments. In this study, the opinions of teachers about web 2.0 tools were examined. The research was based on qualitative research approach and phenomenology pattern was used. The data was obtained using interview technique. In order to collect interview data, a semi-structured interview form consisting of 7 questions was prepared by the researchers. The study group of the study consisted of 22 (16 female, 6 male) teachers working in the state institutions affiliated to the Ministry of National Education in the city center of Elazığ in the 2021-2022 academic year. The research data was analyzed by two data coders using descriptive analysis method. As a result of the study, it was concluded that, teachers were aware of web 2.0 tools, the web 2.0 tool they used the most in lessons was canva, they used web 2.0 tools in all lessons, web 2.0 tools do create a fun learning environment and increase the efficiency of the lessons. In addition, it has been found that there was a shortage of internet utilities when using web 2.0 tools and the general use of web 2.0 tools also causes technological dependence. Necessary trainings should be given to increase the awareness of teachers about web 2.0 tools. Teachers have mentioned the complexity of using web 2.0 tools. Turkish-language materials and programs should be more widespread. Theoretical and practical courses related to web 2 tools can be given at universities. These courses should train prospective teachers in detailed and hands-on about how web 2.0 tools can be used.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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