Academic journal article International Education Studies

Motivating Pre-Service Teachers in Technology Integration of Web 2.0 for Teaching Internships

Academic journal article International Education Studies

Motivating Pre-Service Teachers in Technology Integration of Web 2.0 for Teaching Internships

Article excerpt

Abstract

The aim of this study was to examine the predictors of pre-service teachers' use of Web 2.0 tools during a teaching internship, after a course that emphasized the use of the tools for instructional activities. Results revealed that integrating Web 2.0 tools during their teaching internship was strongly predicted by participants' perceived enjoyment in using the tools in the communication technology course. The results of this study indicate the importance of active engagement and enjoyment in the integration and implementation of Web 2.0 technologies in teaching environments by pre-service teachers. As the comfort level and enjoyment increases by virtue of the employment of Web 2.0 tools by the pre-service teachers, teacher educators can expect from their students increased motivation, effectiveness, and competence in integrating technology into their curriculum.

Keywords: technology integration, teacher education, pre-service teacher, enjoyment

1. Introduction

Increasingly, technologies have offered new ways of learning and novel methods of teaching. Among those technologies, applications of Web 2.0 have been widely used among school children. For example, students now use Wikipedia for initial research instead of traditional encyclopaedias, YouTube instead of video tapes, and Facebook instead of written letters. Given its popularity and its social nature, Web 2.0 offers unique opportunities for use in the educative context. More specifically, Web 2.0 tools allow teachers and students to do more than just retrieve information. Instead, Web 2.0 tools use Web applications to foster collaboration, group contribution, information sharing, knowledge generation, and to facilitate communications with distant people (Grosseck, 2009; O'Reilley, 2005). By adapting Web 2.0 tools into their curriculum, it is possible to move from teacher-centered to student-centered learning (Williams & Chinn, 2009). The use of various Web 2.0 technologies increases students' abilities to learn in different ways and provides them access to technological tools that better meet their learning needs and preferences (Prensky, 2005; Kale, 2014), improving the chances for the students to learn via a student-centered approach. In addition, using Web 2.0 technologies facilitates the interaction and collaboration between students and teachers, increased motivation and participation, self-regulated learning processes, effective communication, and formal and non-formal learning (Redecker, Ala-Mutka, Bacigalupo, Ferrari, & Punie, 2009). In more practical terms, Web 2.0 technologies can be cost effective, flexible, and quick and easy to use. Simultaneously, this technology promotes the integration of teaching and learning, as well as sharing of cumulated information and resources. This technology also offers independence from a specific platform, a redistribution of effort, and the creation of digital content (Grosseck, 2009). These are some of the leading benefits of implementing Web 2.0 tools into the classroom for both teachers and students.

However, despite its benefits, the use of Web 2.0 technologies in the classroom have been quite limited arising from issues related to teaching practices and professional development. With the emergence of technology, teachers have faced many challenges, including the need to move from traditional teacher roles, competencies, and functions to newly defined ones (Balanskat, Blamire, & Kefala, 2006; Nussbaum-Beach & Hall, 2012). For example, in the student-centered learning model, teachers take on the role of facilitators and focus more on planning and supporting the students' learning; teaching is more purposeful and contributes more to students' learning progress; and teachers design learning tasks and create diverse teaching resources in line with different learning styles and purposes (State of Victoria, 2010). The challenge for teachers when integrating Web 2.0 into the curriculum lies in their understanding of the benefits of Web 2. …

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