PROSPECTIVE TEACHERS AWARENESS OF COLLABORATIVE WEB 2 0

PROSPECTIVE TEACHERS’ AWARENESS OF COLLABORATIVE WEB 2. 0 TOOLS WWW/INTERNET 2009 Hacettepe University Usluel, Y. K. , Mazman, S. G. & Arıkan, A.

Introduction WWW/INTERNET 2009 Technology demand in learning environments for; cooperation and interaction personal reflection and critical thinking two-way interaction active integration of learners to the learning process Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Web 2. 0 Tools WWW/INTERNET 2009 Blog RSS Wiki Youtube Podcast Social Networks Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Blogs in Education WWW/INTERNET 2009 • • • 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. • …… Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Wikis in Education WWW/INTERNET 2009 • • • 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 • …………………. Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Podcast in Education WWW/INTERNET 2009 • 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 • …………………. . Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Language Teaching and Web 2. 0 WWW/INTERNET 2009 • 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. Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Language Teaching and Web 2. 0 WWW/INTERNET Foreign language learning is a process that requires learners’ active participation. Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University 2009

Language Teaching and Web 2. 0 WWW/INTERNET • Technological developments required to chances in; § responsibilities of language teachers § opportunities to learn foreign languages § language learning options Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University 2009

Language Teaching and Web 2. 0 WWW/INTERNET 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. Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University 2009

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. Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

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. Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Language Teaching and Web 2. 0 WWW/INTERNET 2009 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. Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Problem WWW/INTERNET 2009 • 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. Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Purpose WWW/INTERNET 2009 • 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? Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Participants WWW/INTERNET 2009 • 162 prospective English language Teaching teacher • First, second, and third year students • 121 (75%) females and 41(%25) males Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Data Collection Tool WWW/INTERNET 2009 • 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”. Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Data Analysis WWW/INTERNET 2009 • Frequencies and percentages were used to show a descriptive analysis of the results. • For the duration of time, arithmetic means were calculated. Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Results WWW/INTERNET 2009 • Research question 1: How much informed are prospective English language teachers about Web 2. 0 tools? Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Results Blogs WWW/INTERNET 2009 Table 1. Blog use according to the sexes Female Sex Male Total f Never heard 36 BLOGS Not using Used to use 62 7 Still using 16 % f % 29, 8 11 26, 8 47 29 51, 2 17 41, 5 79 48, 8 13, 2 9 22 25 15, 4 Usluel, Y. K. , Mazman, S. G. & Arıkan, A. 5, 8 4 9, 8 11 6, 8 Hacettepe University

Results Wikis WWW/INTERNET 2009 Table 2. Wiki use according to the sexes WIKIS Female Sex Male Total f Never heard 35 Not using 18 Used to use 1 Still using 67 % f 28, 9 10 14, 9 6 0, 8 0 55, 4 25 % f % 24, 4 45 27, 8 14, 6 24 14, 8 %0 1 0, 6 61 92 56, 8 Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Results Podcasts WWW/INTERNET 2009 Table 3. Podcast use according to the sexes PODCASTS Never heard Not using Female Sex Male Total Used to use Still using f 95 % 78, 5 f 27 % 65, 9 f 122 25 20, 7 10 24, 4 35 0 0 1 2, 4 1 1 0, 8 3 7, 3 4 % 75, 3 21, 6 0, 6 2, 5 Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Results WWW/INTERNET 2009 • 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. Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Results WWW/INTERNET 2009 • 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. Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Results WWW/INTERNET 2009 • Although blogs are tools that reflect individuals’ thoughts, feelings, and comments and in fact there 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. Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Results WWW/INTERNET 2009 • Research question 2. How do prospective teachers of English learn to use Web 2. 0 tools? Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Results WWW/INTERNET 2009 Table 4. Sources On my In courses On my own From friends media From Other family Total 53 9 1 1 5 77 10, 4 68, 8 11, 7 1, 3 6, 5 100 f 5 73 7 0 0 1 86 5, 8 84, 9 8, 1 0 0 1, 2 100 f 0 13 13 2 0 0 0 15 % Podcast 8 % Wiki f % Blog 0 86. 7 13, 3 0 0 0 100 Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Results WWW/INTERNET 2009 • Research question 3. What is the duration of prospective English language teachers’ usage of the Web 2. 0 tools? Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Results WWW/INTERNET 2009 Table 5. Duration of usage f Months 18 27 Wikis 66 32 Podcasts 2 15 Blogs Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Conclusion WWW/INTERNET 2009 • Prospective language teachers must keep abreast of any technological innovation in that technological innovations are also incorporated in these prospective teachers’ future teaching contexts. Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Conclusion WWW/INTERNET 2009 • 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 analyzed in regard to how they can be used in the area of language teaching. Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

Conclusion WWW/INTERNET 2009 • Since these tools are rather recent and may not be wellknown 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. Usluel, Y. K. , Mazman, S. G. & Arıkan, A. Hacettepe University

WWW/INTERNET 2009 Usluel, Y. K. & Mazman, S. G. Hacettepe University