The impact of instruction on Web 2.0 tools on pre-service mathematics teachers' self-efficacy beliefs and their activity development experiences

Abstract

The purpose of this study is to determine the impact the training has had on pre-service mathematics teachers' beliefs and opinions regarding Web 2.0 tools, and to determine their views about the use of Web 2.0 tools. The study employs the explanatory sequential design of mixed methods research with 37 sophomore pre-service mathematics teachers as participants. The data collected through the use of Web 2.0 Practical Content Development Self-Efficacy Belief Scale and semi-structured interviews were analyzed using content analysis. The quantitave findings of the study showed that the implementation in the experimental process had an impact on pre-service mathematics teachers’ self-efficacy beliefs for Web 2.0 content development and its subdimensions which are preparation, presentation and evaluation. The qualitative findings also revealed the views of pre-service mathematics teachers towards the benefits of use of Web 2.0 tools for students, teachers and in terms of functionality. Benefits for students include benefits for learning, and affective and aptitudinal contribution, while benefits for teacher consist of contribution for instruction and professional development. On the other hand, the study also revealed the negative features of Web 2.0 tools in addition to their positive contributions and advantages. The main findings of negative aspects include requiring internet, lack of language support, and having paid services for some extra features. Furthermore, Kahoot and Puzzle Maker were the most preferred tools by pre-service mathematics teachers.