Cooperative Learning is a Relevant Instructional Approach for Developing Content with Web 2.0s in Pre-Service Teachers Training? : A Phenomenological Research

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Year-Number: 2022-Volume 14, Issue 3
Number of pages: 683-704
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Abstract

Collaboration and technology literacy skills are among the basic skills that must be acquired by pre-service teachers in pre-service teacher training programs to prepare them for the digital learner and digital teacher roles they will encounter in the 21st century. Studies show that pre-service teachers usually graduate from pre-service teacher training programs without gaining the ability to use technology and develop teaching materials using technology, and they work in learning-teaching environments that do not encourage cooperation in this process. This article, which refocuses on technology literacy skills by collaborating as a result of training in itself and developing content with Web 2.0 tools, explores what pre-service teachers think about both the collaborative approach used in content development with Web 2.0 tools and Web 2.0 tools. This study, conducted in Turkey, aimed to examine pre-service teachers' views both on the use of a collaborative learning approach in developing content with Web 2.0 tools and Web 2.0 tools. This type of insight can offer valuable knowledge about how Web 2.0 tools and collaboration in developing content with Web 2.0 tools are understood and might impact practice in teacher training programs. A qualitative study was conducted on the phenomenological design. The participants consisted of pre-service teachers from a department of a university teacher training program, and the data were collected through individual, semi-structured interviews. The data were analyzed using thematic analysis methods. The results of the research revealed that CLA is a relevant approach for developing content Web 2.0s as it improves learning. In addition, Web 2.0s are tools that can be used in professional life as these tools have benefits for students, teachers, learning environment and course content. The limitations of the study and implications for future research were discussed.

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