hacettepe university
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PROSPECT I VE TEACHERS’ AWARENESS OF COLLABORAT I VE WEB 2.0 TOOLS. WWW/INTERNET 2009. Hacettepe University. Usluel, Y. K., Mazman, S.G. & Arıkan, A. WWW/INTERNET 2009. Hacettepe University. Usluel, Y. K., Mazman, S.G. & Arıkan, A. Introduction. - PowerPoint PPT PresentationTRANSCRIPT
Hacettepe University
Usluel, Y. K., Mazman, S.G. & Arıkan, A.
PROSPECTIVE TEACHERS’ AWARENESS OF COLLABORATIVE WEB 2.0 TOOLS
WWW/INTERNET
2009
Introduction
Technology demand in learning environments for;
cooperation and interaction
two-way interaction
personal reflection and critical thinking
active integration of learners to the learning process
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Web 2.0 Tools
Blog
Wiki
RSS
PodcastSocial Networks
Youtube
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Blogs in Education
• Enhance writing skills, • Facilitate self reflection and self expression,• Encourage critical thinking,• Provide collaborative and active learning,• Provide feedback,• E-portfolios that keep records of personal
development.• ……
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Wikis in Education
• Support collaborative learning and writing• Support group project • Support inquiry based learning• Encourage critical searching• Forming discussion boards and virtual
rooms for group study• Provide easy online updating content• ………………….
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Podcast in Education
• A variant of mobile learning with mobile devices
• Eliminating cost and time limitations of mobile learning
• Feel connected to learning community
• Students can create their own podcasts for peers
• Reviewing lectures before exams• Listen in on classes missed
lessons• …………………..
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Language Teaching and Web 2.0
• Web 2.0 tools are important in education at all levels, but they are especially important for prospective teachers of English.
• Especially in locales where English language is not the mother tongue, these prospective teachers have little chance to make use of their language in natural-social ways.
• It can be claimed that a successful online learning experience in the target language is most likely to promote their linguistic skills.
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Language Teaching and Web 2.0
Foreign language learning is a process that requires learners’
active participation.
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Language Teaching and Web 2.0
• Technological developments required to chances in;
responsibilities of language teachers opportunities to learn foreign languages language learning options
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Language Teaching and Web 2.0
Because face-to-face communication can best be ensured through communication tools in the absence of the community of native speakers, the importance of making use of Web tools is obvious.
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Language Teaching and Web 2.0
• Web 2.0 tools, in that sense, are considered to be valuable tools because they provide these future teachers with student-centered and collaborative work fostering a sense of community and collaboration in the classroom.
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Language Teaching and Web 2.0
• Many Websites have been established to provide foreign language learners with chances to practice the language with other learners:
– Italki, – babel, – livemocha, – busuu etc.
are the examples of these which people find each other using the site and then connect via chat, IM, voice/Skype, etc.
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Language Teaching and Web 2.0
As the fundamental elements of foreign language learning strategies;
• learning of vocabulary, • listening comprehension,• written and oral production, • implicit learning can be supported by collaborative Web 2.0 tools.
wikis in the learning of vocabulary and concepts, podcasts in audio activities like listening comprehension
and oral production, blogs in implicit learning strategies and written production
can be seen as effective tools.
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Problem
• Prospective teachers’ knowledge of, interest in, and participation into Web 2.0 tools is important because these future teachers will have to power of applying these tools in their future teaching contexts.
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Purpose
• The present study aims to examine the perceptions of prospective English teachers in regard to the use of blogs, wikis, and podcasts in setting up effective learning environments. How much informed are prospective English language
teachers about Web 2.0 tools? How do prospective teachers of English learn to use
Web 2.0 tools? What is the duration of prospective English language
teachers’ usage of the Web 2.0 tools?
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Participants
• 162 prospective English language Teaching teacher
• First, second, and third year students
• 121 (75%) females and 41(%25) males
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Data Collection Tool
• 5 likert type questionnaire developed by the researchers to identify the learners’ relationships with blogs, wikis, and podcasts.
• Options ranging from;
“I have never heard”,
I don’t use them”,
“I used to use, but not anymore”,
“I am still using them”
“I also taught my friends”.
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Data Analysis
• Frequencies and percentages were used to show a descriptive analysis of the results.
• For the duration of time, arithmetic means were calculated.
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Results
• Research question 1: How much informed are prospective English language teachers about Web 2.0 tools?
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Results Blogs
Table 1 . Blog use according to the sexes
BLOGS
Never heard Not using Used to use Still using
Sex
Femalef 36 62 7 16
% 29,8 51,2 5,8 13,2
Malef 11 17 4 9
% 26,8 41,5 9,8 22
Total
f 47 79 11 25
% 29 48,8 6,8 15,4
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Results Wikis
Table 2 . Wiki use according to the sexes
WIKIS
Never heard Not using Used to use Still using
Sex
Femalef 35 18 1 67
% 28,9 14,9 0,8 55,4
Malef 10 6 0 25
% 24,4 14,6 %0 61
Total
f 45 24 1 92
% 27,8 14,8 0,6 56,8
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Results Podcasts
Table 3 . Podcast use according to the sexes
PODCASTS
Never heard Not using Used to use Still using
Sex
Femalef 95 25 0 1
% 78,5 20,7 0 0,8
Malef 27 10 1 3
% 65,9 24,4 2,4 7,3
Total
f 122 35 1 4
% 75,3 21,6 0,6 2,5
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Results
• Number of current active Web 2.0 tool users; 25 blog, 92 wiki, 4 podcast
These numbers clearly demonstrate that as one of the cooperative Web
tools, podcasts do not seem to have been embraced by prospective
language teachers. Moreover, most of those prospective teachers do not
seem to be informed about the existence of this tool usage.
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Results
• Wikis are the most widely used tools among the three.
• Application of podcasts requires special software and hardware, the perceived difficulties in their application and the fact that they are not well-known with their present names can also be counted among the reasons why podcasts are used less than the other three.
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Results
• Although blogs are tools that reflect individuals’ thoughts, feelings, and comments and in fact there are a lot of sites that use blogs for a wide range of topics, students still do not seem to be as well-informed about blogs as they are with wikis.
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Results
• Research question 2. How do prospective teachers of English learn to use Web 2.0 tools?
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
In courses On my own
From friends
From media
From family
Other Total
Blog f 8 53 9 1 1 5 77
% 10,4 68,8 11,7 1,3 1,3 6,5 100
Wiki f 5 73 7 0 0 1 86
% 5,8 84,9 8,1 0 0 1,2 100
Podcast f 0 13 2 0 0 0 15
% 0 86.7 13,3 0 0 0 100
On my own
53
68,8
73
84,9
13
86.7
Table 4. Sources
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Results
Results
• Research question 3. What is the duration of prospective English language teachers’ usage of the Web 2.0 tools?
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Results
Duration of usage f Months
Blogs 18 27
Wikis 66 32
Podcasts 2 15
Table 5. Duration of usage
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Conclusion
• Prospective language teachers must keep abreast of any technological innovation in that technological innovations are also incorporated in these prospective
teachers’ future teaching contexts.
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Conclusion
• The tools examined above, namely blogs, wikis, and podcasts, may also have a lot to offer to language teachers and learners.
• Therefore, their potential must be examined and analyzed in regard to how they can be used in the area of language teaching.
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Conclusion
• Since these tools are rather recent and may not be well-known by prospective teachers, it will be wise to research their popularity among prospective language teachers especially to shed light on how these prospective teachers can benefit from them.
• While doing that, one of the major foci should be on how these tools affect prospective teachers’ knowledge of the language and teaching skills.
WWW/INTERNET
2009
Hacettepe UniversityUsluel, Y. K., Mazman, S.G. & Arıkan, A.
Hacettepe UniversityUsluel, Y. K. & Mazman, S.G.
WWW/INTERNET
2009