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What Teachers Think About Web 2.0Technologies in Education?

Steve C. Yuen, Ph.D.

The University of Southern Mississippi

and

Patrivan K. Yuen, M.A., M.Ed., & M.L.I.S

William Carey University

16th Annual Sloan Consortium International Conference on Online Learning

Orlando, Florida, November 4, 2010

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Source: Alec Couros (2008), Networked Possibilities,http://www.slideshare.net/courosa/networked-possibilities

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Background

The digital native students have already found many Web 2.0tools integral to their daily life

Many researchers have found that perceived usefulness, or theextent to which an individual believes that the use of technology

will enhance performance, has a positive influence on behavioralintention (Davis, 1989; Hartshorne, Ajjan, and Ferdig, 2010;Roger 2003; Taylor & Todd, 1995)

The greater the perceived usefulness of a technologicalapplication, the more likely it is for the individual to use the new

technology (Hartshorne, Ajjan, and Ferdig, 2010; Rogers, 2003). Studies of teachers perceptions and opinions are critical because

teachers perceptions are significant to the implementation oftechnology innovations in teaching and learning.

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Pilot Study

Conducted in July 2009. A total of 35 participants intwo graduate classes in a public university in Taiwan.Most of the participants were K-12 teachers.

Participants show positive perceptions of thepedagogical benefits of Web 2.0 tools in teaching andlearning

Participants have positive experience in using blogs,

social videos, social networking sites, wikis, andpodcasts

The most often used Web tools by teachers are blogs,social videos, social networking sites, and wikis

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Purposes

Examine teachers use of Web 2.0 tools ineducation

Assess teachers awareness and perceptionsof the pedagogical benefits of Web 2.0technologies in teaching and learning

Investigate teachers interests and willingness

of adopting Web 2.0 tools to support andsupplement classroom instruction

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Participants

Teachers at all levels in Mississippi

Participants at the 2010 MississippiEducational Computing Association (MECA)Conference

Participants at the 2010 Creating FuturesThrough Technology Conference (CFTTC)

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Design and Instrument

A quantitative approach was used to collect data from aquestionnaire

The questionnaire is comprised of three parts:

Part 1 includes 13 demographic items for respondents,including items such as age, gender, years of teaching,online habits, and general attitude of using technology ineducation

Part 2 contains 20 items exploring the participants use ofWeb 2.0 tools or services

Part 3 includes 32 five point Likert-scale items examiningteachers perceptions and interests of using Web 2.0 toolsin teaching and learning

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Reliability and Validity of the

Instrument Content validity

A jury of experts to determine theappropriateness and content validity of the

Section II and Section IIIComments and feedback were used to refine the

instrument

Reliability

A reliability was conducted for the 20 items ofSection III (Perceptions)

Cronbachs coefficient was 0.98, indicatingexcellent reliability

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ParticipantDemographics

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Own a cell phone that is capable of

accessing the Internet

19%

10%

71%

No, and don't plan to purchase one in a year

No, but plan to purchase one in a year

Yes

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Information and communication

technologies made my life:

91%

6% 3%

Easier

More Complicated

No Difference

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Use of Web 2.0 Tools

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Overall Experience withWeb 2.0 Tools

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Perceptions of Web 2.0 Tools

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Perceptions of Web 2.0 Tools

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Interested in LearningWeb 2.0 Tools

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Very Likely (43%)

Likely (40%)

Undecided (11%)

Unlikely (5%)Very Unlikely (1%)

Interested in Taking a Courseto Learn about Web 2.0 Tools

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Importance of Web 2.0 Tools

Overall, I feel it is important to learn thenew interactive Web tools for teaching andlearning

Strongly Agree (48%)

Agree (42%)

Neutral (8%)

Disagree (1%)Strongly Disagree (1%)

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ANOVA

Are there differences in teachers overall experience using Web2.0 tools in teaching and learning, teachers perception on Web2.0 in teaching and learning, teachers interest in learninginteractive Web 2.0 tools among various groups of teachers interms of their teaching levels and length of teachingexperience.

ANOVAs were performed to answer this question:

No significance differences were found on teachers perception onWeb 2.0 in teaching and learning and teachers interest in learninginteractive Web 2.0 tools among various groups of teachers interms of their teaching levels and length of teaching experience.

No significance differences were found on teachers overallexperience with Web 2.0 among various groups of teachers interms of their teaching levels.

Significance differences (p

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Conclusion

The most often used Web tools by teachers aresocial networking sites and social video tools

Teachers have positive experience in using socialvideos, social networking sites, and podcasts

Teachers show positive perceptions of thepedagogical benefits of Web 2.0 tools in teachingand learning

Teachers feel the importance of Web 2.0 tools andare interested in learning these tools to supportand supplement classroom instruction

The results confirm the findings in the pilot study.However, teachers in the pilot study used Web 2.0tools more often than the current study and hadbetter overall experiences with Web 2.0 tools

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The End

Questions or Comments?

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