The Experiences of Pre-service Science Teachers in Educational Content Development Using Web 2.0 Tools

Abstract

The present study aimed to improve the experiences of pre-service science teachers incontent development using Web 2.0 tools and to determine the effects of theseexperiences on their self-efficacy beliefs in content development via Web 2.0 tools. Thepresent study was conducted with a mixed design that included empirical andphenomenological methods. Forty-two pre-service science teachers participated in thestudy. During the implementation, pre-service teachers developed content using Web 2.0tools such as Kahoot, Quizizz, Powtoon, Emaze, MindMeister and Toondoo and shared thecontent with the class using Edmodo. “Self-Efficacy Belief Scale on Fast ContentDevelopment via Web 2.0” was used as pre- and post-tests. Findings demonstrated thatpre-service teachers’ self-efficacy beliefs and all sub-dimensions of content developmentvia Web 2.0 tools improved as a result of the implementation. The views of them weregrouped under seven themes; prejudice, satisfaction, awareness, fun, infrastructureproblems, language problems and tool problems. Additionally, when the mean of itemresponses were examined, it was seen that the highest one was about preparingworksheet self-efficacy belief. Furthermore, it was determined that pre-service teacherswere happy to participate in the implementation, recognized ways to integratetechnology in their fields, and had fun while developing content.