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Recently, the widespread use of information and communication technologies (ICTs) as well as Web 2.0 tools has brought about a paradigm shift in the teaching/learning process from teacher-centeredness into learner-centeredness in which EFL learners are able to cultivate their own intercultural communicative competence (ICC). These mobile devices provide a virtual space that can act as a catalyst to facilitate communication, exchanging messages, sharing knowledge, and interacting with others regardless of geographical boundaries. Stated differently, online platforms, such as Facebook, WhatsApp, and Twitter enable EFL students to communicate and interact with otherness from divergent linguistic and cultural backgrounds with just a couple of mouseclicks, thereby bolstering their intercultural communication. To this end, a plethora of studies attempted to investigate the effectiveness of online world in cultivating EFL learners' ICC. Accordingly, the paper at hand endeavored to discuss the effect of social media on ICC by reviewing the most relevant literature. [ABSTRACT FROM AUTHOR]

The study focuses on conducting a web content analysis of 28 library websites and webpages of NIRFranked South Indian Pharmacy Institutes of India. Data collection utilised the observation and survey methods of the concerned websites and webpages. The analysis reveals that two libraries (7.14 %) utilise open-source content management systems (WordPress and Webs) to develop their dedicated library websites. A large majority (96.43 %) of libraries provided information about the library, printed books and journals, and copyright statements on their websites/webpages. Information regarding subscribed e-journals and e-books was found on 24 (85.71 %) libraries’ websites. Additionally, fifty percent of libraries offered information relevant to ILL/document delivery, remote access, and reprographic services as core services. E-learning platforms such as CourseWare, Edx, Swayam Prabha, NPTEL, and Swayam were mentioned on 12 (42.86 %) libraries’ websites, while eight (28.57 %) libraries provided plagiarism checkingfacility. The study also highlights that only a few libraries are familiar with implementing Web 2.0 technologies. The overall results found that even the top scoring websites/webpages have only fifty percent of the web contents present based on the predefined criteria. The findings of this study can assist librarians and webmasters in restructuring their library websites with user-friendly designs and features to provide essential content about their libraries, collections and services. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Instructional Technology & Lifelong Learning is the property of Instructional Technology & Lifelong Learning and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The proliferation of Web 2.0 tools in visual arts education has ushered in multifaceted learning environments that cater to diverse sensory experiences. Among these tools, Canva for Education application stands out, offering an array of visual assets, content, and templates for diverse design endeavors. This tool not only augments learning experiences but also enhances creativity by piquing students' engagement through its myriad features. Nonetheless, the efficacy of such a tool is augmented when intertwined with active learning methodologies in pedagogical settings. Specifically, when Canva for Education is embedded within a collaborative learning framework, it fosters a distinct learning milieu, promoting peer-to-peer interactions. In this paper, activities that can be implemented in collaborative groups with Canva for Education application in middle school visual arts class were introduced. These activities were prepared within the framework of the objectives related to the use of technology in visual arts curriculum in Türkiye. Within the scope of this study, products developed with different design types are presented to guide teachers. It is thought that these activities will provide insights for practitioners and students on the use of Canva for Education. [ABSTRACT FROM AUTHOR]

New teaching and learning practices related to gamified tools in online learning environments have become even more important during the pandemic and will continue to reshape educational processes, including higher education institutions, in the post-pandemic period. In line with this, the present study aimed to investigate the effects of gamification with Web 2.0 tools including Kahoot!, Socrative, Quizizz, and Mentimeter on EFL learners' motivation and academic achievement levels in online learning environments through a quasi-experimental research method and was based on a mixed-method sequential explanatory research design. The participants of the study are 60 freshman learners studying at a state university in Türkiye. The data were obtained through a scale, an Achievement Test, and a semi-structured interview. The quantitative data were analyzed via statistical measures, and the qualitative data were analyzed through content analysis. The findings indicated that the treatment via gamifiedWeb 2.0 tools had a statistically significant difference in favor of the experimental group in terms of the participants' motivation/course interest levels and the experimental group scored higher on the Achievement Test compared to the control group. [ABSTRACT FROM AUTHOR]

Copyright of Novitas-ROYAL is the property of Novitas Royal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Academic Social Resources is the property of Journal of Academic Social Resources and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: The present study describes the utilization frequency and competencies of educational technologies among academics at a university in Turkey during the COVID-19 pandemic. Methods: Participants were 391 faculty members and lecturers working in the faculties and vocational schools of a Turkish university during the 2020-2021 academic year. A survey included questions regarding the use of educational technologies and perceived competency in the use of those technologies. Results: Academics are more familiar with distance education than hybrid or blended learning. Academics reported that blended learning, hybrid learning, and distance education provide more effective education on integrating technology but report that they mostly prefer face-to-face teaching after the COVID-19 pandemic. The top three self-reported competencies are MS Office, the university academic information system, and meeting and course management tools. More information is needed about educational technology approaches and various applications such as augmented reality, simulations, assessments, and video tools. Conclusion: Faculty use of digital tools is limited, they experience significant deficiencies in using various digital tools and systems, and they are less competent in applying these tools. Academics still consider traditional face-to-face teaching as the primary choice if they are free to make decisions in the context of education and training. Thus, there is a need for professional development focused on pedagogical educational technology approaches, models, and methodologies. Implications: Various factors such as the course type, subject matter, education level, technical infrastructure, and technological and methodological support should be evaluated within the context of digitizing universities. [ABSTRACT FROM AUTHOR]

The aim of this research is to find out how the eTwinning project prepared to prevent bread waste is evaluated from the students' perspective. The research was conducted within the scope of qualitative research. The research was carried out with 6th grade students consisting of six people who voluntarily participated in the eTwinning project. In line with the main purpose of the research, semi-structured interviews were conducted with the students at the end of the project and data were collected. The data obtained were subjected to content analysis, and codes and themes were created. At the end of the research, it was revealed that the students found the ŞEBİT eTwinning project educational, instructive and entertaining. In addition, it was determined that the project contributed to awareness of bread waste, learning web 2.0 tools, taking responsibility, teamwork and communication. In addition, it was determined that students had difficulties in using web 2.0 tools and time within the scope of the project. In line with the students' opinions, it is suggested that the eTwinning platform should be made more functional for both teachers and students within the scope of this research. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Studies in Mathematics (IJESIM) is the property of International Journal of Educational Studies in Mathematics (IJESIM) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper investigated the awareness and use of Web 2.0 tools by students at BA ISAGO University, Botswana. Structured questionnaires were used to collect data from the targeted respondents. The results revealed that students are quite familiar with most Web 2.0 tools, such as Facebook, Twitter, media sharing tools, Google Drive, and instant messaging. Even though students are very familiar with and aware of the identified tools, the study found that most students hardly used them. Some of the reasons given by the students include inadequate numbers of computers available to be used by the students in the computer laboratories and limited access to Internet services as well as power failures. Based on these findings, the study recommended integrating a large part of using Web 2.0 tools in the curricula and improving the university infrastructures to facilitate higher uptake and improvement in student skills and the drive to use the tools. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, it was aimed to examine the effects of inquiry-based activities supported by web 2.0 tools on the attitudes of students towards the chemistry lesson in the unit of 'Acids, Bases and Salts' in the 10th grade chemistry lesson. Considering the relevant achievements in the 2018 chemistry curriculum and using the web 2.0 tools Padlet and Quizizz, the activities prepared were implemented, and the "Chemistry Lesson Attitude Scale", which was adapted into Turkish by Şenocak, was used as a data collection tool. The study, which was carried out with a quasiexperimental design with pretest-posttest control group, was carried out in the second term of the 2021-2022 academic year, in a high school in the Germencik district of Aydın, with a total of 51 students, one experimental (n=26) and one control (n=25) group. In the seven-week study, while the experimental group and the web 2.0 tools Padlet and Quizizz were used, the lessons were taught according to the current curriculum in the control group. As a result of the research, no significant difference was reached in the attitudes of the students towards the chemistry course. When the sub-dimensions of the chemistry attitude scale were examined, a significant difference was determined in favor of the pretest only in the "evaluative beliefs about school chemistry" of the control group. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Information and communication technologies (ICT) used in education, particularly Web 2.0 tools, have become vital for today's language teaching environment. Learners and instructors employ these tools to enhance engagement and motivation in the classroom. Optimal experience and heightened focus associated with Web 2.0 tools align with the flow theory. This study explores the flow experience of English as a Foreign Language (EFL) learners and instructors while utilizing Web 2.0 tools and the factors influencing this experience. The Flow Short Scale and semi-structured interviews were employed for data collection. The findings indicate that EFL learners and instructors experienced flow while using Web 2.0 tools, and their perspectives on using these tools were revealed. Furthermore, the study emphasizes effectively integrating Web 2.0 tools into language lessons to enhance in-class flow experience and learning performance. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction:Today, thanks to information technologies including Web 2.0 technology, educators can make their lessons more efficient and understandable. In addition, they can encourage active participation of students in this way. With the increase of online education applications during the Covid-19 epidemic in the world, the use of Web 2.0 tools in education has also increased.

Web 2.0 araçlarını etkin bir biçimde kullanmak, her öğretmen ya da öğretmen adayının başvurduğu bir usul değildir. Bununla birlikte Web 2.0 araçlarıyla hazırlanan içerikler, öğrencilerin ve öğretmenlerin motivasyonlarının artmasında önemli rol oynamaktadır. Bu çalışmanın amacı, coğrafya öğretmenlerinin ve coğrafya öğretmen adaylarının hangi Web 2.0 araçlarına ne amaçla başvurduklarını ve Web 2.0 kullanım yetkinliklerini tespit etmektir. Araştırmaya Türkiye’nin farklı il ve okul türlerinde çalışmakta olan 172 coğrafya öğretmeni ve Türkiye’nin farklı üniversitelerinde öğrenim gören veya mezun 510 coğrafya öğretmen adayı katılmıştır. Çalışmada veri toplama aracı olarak 2 bölümden oluşan ve çevrimiçi uygulanacak şekilde hazırlanan bir anket formu kullanıldı. Bu anket formunun birinci bölümünde, demografik bilgi ile katılımcıların Web 2.0 araçlarını kullanma amaçlarına yönelik 2 adet açık uçlu soru bulunmaktaydı. Anket formunun ikinci bölümünde ise 39 maddeden oluşan ve beşli likert tipinde hazırlanan Web 2.0 Araçları Kullanım Yetkinliği Ölçeği (WAKYÖ) bulunmaktaydı. Çalışmadan elde edilen veriler Excel ve SPSS programlarıyla analiz edilmiştir. Açık uçlu sorulara verilen cevaplar kategorilere ayrılarak bir Excel dosyası üzerinde sayısallaştırılmıştır. Bu veriler ifadelerle ve frekans değerleriyle yorumlanmıştır. Analiz sonuçları WAKYÖ verilerinin normal dağılım göstermediğini açıkladığı için nonparametrik testler tercih edildi. İkili grup karşılaştırmalarında Man Whitney-U, üç ve daha fazla gruplardın karşılaştırılmasında ise Kruskal Wallis testi kullanıldı. Araştırma sonuçları katılımcıların Web 2.0 kullanma yetkinliklerinin düşük olduğunu ve Web 2.0 araçlarını kullanım yetkinliği açısından öğretmenlerde yaşın; öğretmen adaylarında ise mezun ya da son sınıf öğrencisi olmanın ve eğitim fakültesi öğrencisi/mezunu olmanın anlamlı bir farklılık oluşturduğunu ortaya koymaktadır.

The aim of this study is to determine the effects of Web 2.0 supported environmental education on self-efficacy belief regarding environmental education and environmental awareness of teacher candidates studying in the primary school teacher program. The study took on a quasi-experimental design with a pre-test and post-test control group. There were 33 teacher candidates in the experimental group and 32 teacher candidates in the control group. The study was carried out with teacher candidates studying in their first year and enrolled in the Environmental Education course. While environmental education was carried out in the Web 2.0 environment with the students in the experimental group, environmental subjects were covered in the school environment in the control group. Data were collected with the Scale of Self-Efficacy Belief Regarding Environmental Education (SEEE) and the Environmental Awareness Scale. In data analysis, independent sample t-tests and two-way ANOVA were used for repeated measurements. The results of the analysis showed that Web 2.0 supported environmental education led to a statistically significant difference in the academic competence perception of SEEE, although Web 2.0 supported teaching did not have an effect on environmental awareness. The findings present different perspectives on the use of Web 2.0 technologies in environmental education. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In our age, the ways of obtaining information have changed compared to the past years and the process of digitalization of education has gained speed with internet providers. It is known that students benefit from various digital learning contents for Turkish lessons. The aim of this research is to determine the use of Youtbe and EBA, which are Web 2.0 tools, by students in Turkish lessons. The study group of the research consists of 20 secondary school students, 12 girls and 8 boys, studying in the eighth grade. Case study, one of the qualitative research methods, was used in the research. Descriptive analysis was used in the analysis of the data. According to the results obtained from the research; When students want to learn a subject, they primarily prefer face-to-face education, and they see online education environments as a helpful resource. Students use YouTube on a weekly and monthly basis for educational purposes. In addition, students watch lecture videos on YouTube in order to learn a new subject, to repeat the subject or to prepare for writing. It is seen that students mostly prefer Tonguç Academy channel and they mainly watch grammar topics on YouTube. In the study, it was determined that none of the students benefited from the EBA platform. Students mostly explain the reasons for not preferring EBA because the lectures are boring and plain. [ABSTRACT FROM AUTHOR]

This study aims to investigate the process of designing infographics through participants' knowledge construction in the assessment and evaluation process of IB Educator Certificate (IBEC) educational technologies education. The study, in which the case study method was used, was conducted with 12 participants who attended the educational technologies and material design course in IBEC education. 7 infographic assignments were given in 14 weeks and 42 hours of online training and analyzed according to the relevant analytical rubric. To measure the development in the training process, pre-test and post-test were measured with the Web 2.0 tools usage competencies scale. At the end of the training, the participants' views on the effect of infographics on their learning processes and its use in education were analyzed by descriptive analysis. Accordingly, it was observed that the participants produced designs with effective content in their infographic assignments during the process. At the end of the training, there was a significant increase in their use of web 2.0 tools, which is the scope of the course, in support of this. According to the participants' views, results such as facilitating learning, permanent learning and having fun while learning were also obtained. [ABSTRACT FROM AUTHOR]

Today, it is widely acknowledged that the use of the Internet and the development, production, and sharing of content over the web have become widespread. Web technologies that provide these conveniences are commonly referred to as Web 2.0 tools. This study aims to develop the skills of pre-service teachers who will teach Turkish as a mother tongue to produce digital content for mother tongue teaching with Web 2.0 tools. The research was conducted using action research, one of the qualitative research methods. The participants developed their digital content production skills through the research using many different Web 2.0 tools. With these different Web 2.0 tools, the participants developed instructional content such as puzzles, online quizzes, presentations, video preparation and editing, blogs and websites, and concept maps. The various digital contents developed by the participants with different Web 2.0 tools are digital teaching materials for reading, writing, listening, watching, and speaking skills that form the basis of mother tongue teaching. The participants' thoughts about feeling inadequate about Web 2.0 tools before the implementation changed after the implementation. The participants could produce content with Web 2.0 tools, improve their teaching skills, and benefit from these tools in their teaching practicum. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Ahmet Kelesoglu Educational Faculty is the property of Journal of Ahmet Kelesoglu Educational Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, it is aimed to develop the technology - enriched "My Hero Water Drop" activity for use in synchronous distance education courses and to gather student opinions about this interactive activity. The activity focused on natural phenomena such as earthquakes, floods, volcanic eruptions, landslides, hurricanes and tornados, aiming to facilitate learning through research. In addition, the development of social skills such as cooperation within the group in order to get rewards is embedded in the activity, developing a sense of responsibility by sharing different tasks, and showing respect by waiting for the other team's turn when the turn passes were taken into consideration. The participants of the research were determined by convenience sampling, and the study was conducted with ten 5th-grade students (six girls, four boys) during five class hours. Following the implementation of the activity, semi-structured interviews were conducted with five students to evaluate their opinions on the activity. Descriptive analysis method was used in the analysis of the data. The results of the research indicated that the students found the technology - enriched "My Hero Water Drop" activity beneficial for learning about precautions against natural disasters, and they also expressed that the activity was enjoyable. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study it is aimed to examine the effect of using web 2.0 tools in algebra teaching on student achievement and attitude. The research was carried out with 42 students studying in the 6th grade of a public secondary school in Rize in the second term of the 2022-2023 academic year. In the study, in which an unequal quasi-experimental design with the pretest-posttest experiment-control group was used, there were 22 students in the experimental group and 20 students in the control group. In the study, quantitative and qualitative research designs were used together. "Algebraic Expressions Achievement Test (CIBT)" developed by Okuducu (2020) and "Attitude Scale Towards Mathematics Lesson (MDKTÖ)" developed by Baykul (1990) were used as data collection tools. In addition, the "Semi-Structured Interview Form" developed by the researchers was used. While the lesson plan containing learning activities supported by web 2.0 tools was applied to the experimental group, no intervention was made in the control group. CIBT and MDKTÖ were applied to these groups as a pre-test before the application and as a post-test after the application. In addition, at the end of each web 2.0 tools activity, the experimental group students were given opinion forms and their thoughts were taken. As a result of the statistical studies, it was concluded that the use of web 2.0 tools in algebra teaching contributed positively to the academic success of the students and positively affected the students' attitudes in mathematics teaching. In addition, when we look at the results of the semi-structured interview forms, it is concluded that algebra teaching, which is processed with web 2.0 tools, is more fun, increases interest and motivation and is permanent. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Language learning and teaching as an integrated process has incorporated the use of technology as virtual environments into this field. The nature of education has gained another dimension particularly after the pandemic, and the world has come to understand that it may not necessarily take place in the classroom; therefore, the use of virtual teachers has increased, which seems to open a new age of digital learning. With the issues on the agenda, the aim of this study is to describe the attitudes of the candidate teachers and those of the students towards Web 2.0 tools. The study intends to reveal the extent these tools are considered to be important by the two parties of language learning. The study also aims to underline the issue of cross-linguistic research to be considered while utilizing these virtual platforms. The participants are 152 students of a state school and 30 candidate teachers studying at the ELT Department of an Education Faculty. Four research tools, a survey, a translation test, an open-ended attitude questionnaire and a software program have been used for this mixed-methods research. According to the research findings, the majority of teacher candidates do not find the use of web 2.0 tools as the primary source for language teaching; rather, they think that these tools can be used as very effective means to engage the students into the task of learning. As for the learners; however, the virtual teacher created did the job of teaching successfully as it can be seen from the test results, and findings show that most of the learners have a positive attitude towards using Web 2.0 tools in all learning platforms. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the effect of Voki, one of the web 2.0-based technology applications, on Turkish learners’ speaking skills and speaking anxiety. In the study, exploratory sequential design, one of the mixed design types in which quantitative and qualitative approaches are used together, was adopted. The study group of the research consisted of 61 students at A2 level (31 experimental group, 30 control group) who learn Turkish as a foreign language at the Turkish Language Teaching Center of a university located in the south of Turkey. Speaking Anxiety Scale and Speaking Skill Assessment Form were used as data collection tools. During the 6-week intervention, the experimental group used Voki in speaking lessons, while the control group did not use any technology-based web 2.0 tool. Descriptive statistics, chi-square analysis, dependent and independent groups t-test were used to analyze the quantitative data collected in the study. Descriptive analysis and content analysis were used to analyze the qualitative data collected through a semi-structured interview form. As a result of the study, it was determined that the Voki application improved the speaking skills of the students in the experimental group and reduced their speaking anxiety. It was also determined that the students in the experimental group expressed positive opinions about the application. Therefore, the use of Voki application in speaking activities in foreign language teaching is recommended. [ABSTRACT FROM AUTHOR]

This study aims to determine the contribution of the digital story form prepared by web 2.0 tools of Garibnâme, which is one of the ancient works of Turkish culture, to education within the framework of students' opinions. Eight stories suitable for the age and development of students in Garibnâme have been turned into digital stories by Turkish teachers and field experts. Skill-based Turkish questions have been added to the end of the stories. Prepared digital story 6, who is studying at an official public secondary school in Istanbul. and 7. it was applied to 58 students at grade level. As a result of the application, student opinions were collected through Google Surveys through a questionnaire developed by the researchers. The research data were interpreted by content analysis. As a result of the research, it has been determined that digital Garibnâme contributes to students in terms of education, perspective on life, religious value education, character development, friend selection and cultural development. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study, carried out during COVID-19, aimed at evaluating the effects of music lesson activities prepared with blended learning and the ASSURE instructional design model on both students and music teachers. 10th grade students (n=30) in a public school participated in the study. An action research design was prepared with a combination of learning at stations method, mobile games (Rhythm Cat, NoteWorks) and Web 2.0 tools (Thinglink, Plickers, Kahoot). "Teacher diary" and "semi-structured interview protocol" were used as data collection tools. The data were analyzed by content analysis with Maxqda software. Interrater reliability of the two experts asked to code the qualitative data was calculated to increase the reliability of the study. Following the implementation, the findings showed that the students' independent learning, motivation, collaboration, making learning fun, interaction, communication, competition, socialization and productivity improved intensively. It was understood that the emerged negativities were not related to the teaching tools used in the action research procedure but were generally related to the negative learning conditions due to the pandemic. The most notable negative aspects were difficulty in technological competence, difficulties in self-regulation, temporary anxiety, digital access and some short-term technological malfunctions. The study concludes with several recommendations and highlights the points that need further attention in such innovative research. [ABSTRACT FROM AUTHOR]