Prospective Teachers’ Metaphors as a Lens to Understand How They Perceive ‘Web 2.0’

Abstract Technology should be used in teaching and learning in universities. It is seen that studies on the use of Web 2.0 tools in education faculties are limited. Teachers who will integrate information and communication technologies into education at schools must first of all have prerequisite knowledge and skills on this subject. However, the effective use of technological tools in learning environments also depends on teachers’ perspectives on technology. This study aimed to determine the perceptions of pre-service teachers towards Web 2.0 applications through metaphors. The authors of the study effectively used web 2.0 tools during the semester in Educational Sociology, Attention Deficit and Hyperactivity, and Integration in Special Education courses. In the study, phenomenology design, one of the qualitative research approaches, was used, and semi-structured interview form was used to collect the data. Participants of the study consisted of 123 pre-service teachers who took this course. In light of the findings, it was observed that the majority of the participants (98%) used positive metaphors about Web 2.0 applications, and 2% used negative metaphors. Metaphors were then classified into 7 categories and tables were created. Categories ‘Web 2.0 as a source and producer of information,’ ‘Web 2.0 as a measurement and evaluation tool,’ ‘Web 2.0 as an Innovation and Development Platform,’ ‘Web 2.0 as a social / fun environment,’ ‘Web as a helpful and supportive platform 2.0, ‘Web 2.0’ and ‘other’ as a stimulating and relaxing platform. The abstract is to be in fully-justified text. Use the word ‘Abstract’ as the title, in 11-point Times, bold, initially capitalized. The abstract is to be in 10-point, single-spaced type, and up to 200 words in length.