Özet:

The purpose of this study is to explore the effect of technology supported collaborative learning in the instructional technology and material design course on experiences of pre-service teachers. The embedded research design, which is a type of the mixed methods, was employed in this study. Creativity, achievement and views about the learning environment of the pre-service teachers were investigated as experiences of the pre-service teachers in the study. In the quantitative part of the study, one group pretest-posttest experimental design was used while semi-structured interviews were conducted about the effectiveness of the experimental design for the qualitative part of the study. The data were collected by "How Creative Are You?" Scale which was originally developed by Whetton and Cameron (2002) and adapted into Turkish by Aksoy (2004), instructional material evaluation form and semi-structured interview form. 49 pre-service teachers at the department of art and music who were attended to the teaching certification program in 2017 summer semester at a public university in Turkey participated in the study. The results indicated that there was no significant difference in terms of creative thinking skills of pre-service teachers from pre-test to post-test. However there was no correlation between pre-service teachers' creative thinking skills and achievement scores. Furthermore, pre-service teachers evaluated this environment favourable in terms of collaborative learning and Web 2.0 technologies, gaining personal and professional skills. But pre-service teachers expressed that they had difficulties in the learning environment in terms of collaborative learning and using Web 2.0 technologies. According to the results, some implications were presented for the researchers and practitioners.