Öğretmenlerin web 2.0 araçlarını kullanma yeterliliklerinin incelenmesi
Open accessAbstract
Bu araştırma, öğretmenlerin Web 2.0 araçlarını kullanım deneyimlerini, bu araçların öğrenciler üzerindeki etkilerini ve öğretmenlerin daha etkili kullanım için ihtiyaç duyduğu destekleri incelemektedir. Araştırma, 2024-2025 eğitim-öğretim yılında Malatya ilinde görev yapan 17 öğretmenle gerçekleştirilmiştir. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmış ve 2024 yılının Ekim, Kasım ve Aralık aylarında yüz yüze görüşmeler yapılmıştır. Araştırma bulguları, öğretmenlerin Web 2.0 araçlarını öğrencilerin katılımını artırmak, ders materyallerini görselleştirmek ve etkileşimli öğrenme ortamları oluşturmak amacıyla kullandığını göstermektedir. Ancak, öğretmenler bu araçları kullanırken uygulamalı eğitim ve teknik destek ihtiyacı hissettiklerini belirtmişlerdir. Ayrıca, Web 2.0 araçlarının öğrencilerin motivasyonunu artırdığı, derse olan ilgilerini çoğalttığı ve sosyal becerilerini geliştirdiği vurgulanmıştır. Öğretmenler, dijital becerilerinin geliştirilmesi, teknik altyapının güçlendirilmesi ve dijital araçlarla ilgili sürekli mesleki gelişim fırsatlarına ihtiyaç duyduklarını ifade etmişlerdir. Sonuç olarak, öğretmenlerin Web 2.0 araçlarını daha verimli kullanabilmesi için eğitim içeriklerinin, teknik desteğin ve altyapının iyileştirilmesi gerektiği belirtilmiştir.
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Across Turkish and international contexts, teachers are increasingly familiar with digital platforms such as Canva, Kahoot, and Wordwall.
“Across both Turkish and international contexts, teachers are increasingly familiar with digital platforms such as Canva, Kahoot, and Wordwall (Akbaş & Yünkül, 2024;Kiraz, 2024;Lim & Wardrip, 2024).”
From From Digital Consumers to Knowledge Creators: Reconceptualizing Web 2.0 Integration through a Pedagogical Maturity Continuum in Primary Education (2026) · cites this paper as Kiraz, 2024
The abstract (p. 134) reports that 17 teachers in Malatya use Web 2.0 tools, supporting the general point that some Turkish teachers are familiar with digital tools. The passages do not establish increasing familiarity over time, identify Canva, Kahoot, or Wordwall, or provide evidence about teachers in international contexts. (LLM, conf=0.83)
Experimental — accuracy not yet measuredClassroom teachers in Türkiye increasingly integrate Web 2.0 tools into instructional practice, particularly for assessment and presentation purposes.
“Empirical studies conducted in Türkiye demonstrate that classroom teachers increasingly integrate such tools into instructional practice, particularly for assessment and presentation purposes (Akbaş & Yünkül, 2024;Kiraz, 2024;Şengür & Anagün, 2021).”
From From Digital Consumers to Knowledge Creators: Reconceptualizing Web 2.0 Integration through a Pedagogical Maturity Continuum in Primary Education (2026) · cites this paper as Kiraz, 2024
The abstract (p. 134) reports that 17 teachers in Malatya use Web 2.0 tools to increase participation, visualize lesson materials, and create interactive learning environments. This supports instructional use and is close to presentation use, but it does not establish increasing use over time, identify the participants specifically as classroom teachers, or report assessment as a particular purpose. (LLM, conf=0.85)
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Gürhan, E. (2026) · Muallimun: Jurnal Kajian Pendidikan dan Keguruan · doi:10.23971/muallimun.v6i1.11267
- Authors
- KİRAZ, Y.
- Affiliations
- Şehit Ahmet Şeker İlkokulu
- Corresponding author
- KİRAZ, Yıldız
- ORCID
- KİRAZ, Yıldız
- Venue
- Zenodo
- Publisher
- Zenodo
- Published
- 2024-06-15
- ISSN
- 2630-6166 (ISSN-L)
- OpenAlex
- W6893148731
- Cited by
- 0
- References
- 0
- FWCI
- 0.00
- Type
- journal article
- Language
- tr
- Open access
- hybrid
- doi.org
- Licence
- Locations
- JOURNAL OF INSTITUTE OF ECONOMIC DEVELOPMENT AND SOCIAL RESEARCHES (cc-by)
- Topics
- Physical Sciences › Computer Science › Information Systems › Digital literacy in education
- Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
- Social Sciences › Education › Education and Technology Integration
- Keywords
- Web 2.0 tools, teacher competence, teacher use of digital tools, student engagement, student motivation, digital skills development, teacher professional development, interactive learning environment
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