Paper—Teachers’ Views on the Availability of Web 2.0 Tools in Education Teachers’ Views on the Availability of Web 2.0 Tools in Education

This research was conducted in 2018 to determine the opinions of prospective teachers about the usability of Web 2.0 tools in education. Quantitative research method was used in the research. The research was conducted in the spring term of 2018–2019. The study group consisted of prospective teachers studying at the faculties of education of the foundation university. 114 prospective teachers participated in the study. The data collection tool called Son the Problems of the Last Year Students of the Faculty of Education and Their Problems in Teaching Practice gelistiril developed by Aylin Demirhan and Meryem Yakut was applied to the teacher candidates. The data were collected by the researchers. The collected data were analysed using the SPSS program. To analyse the data obtained from the data collection tool, frequency, percentage, average, standard deviation, minimum and maximum values, T-test and analysis of variance applied. According to the results of the study, prospective teachers’ opinions about the use of Web 2.0 tools are highly positive. It is thought that the students' ability to create content with active participation, support social interaction, and creativity in educational environments, and it is seen in the results of the research that the prospective teachers reported positive opinions. Web 2.0 tools are thought to have a positive effect on learning due to their rich content and may be useful in increasing the prospective teachers' communicative abilities with their common workspaces. Therefore, it is predicted that teachers' use of Web 2.0 tools in their courses will contribute to the development of prospective teachers. In addition, it is thought that the training to be provided by educators who have an important role in guiding prospective teachers and guiding them for a better education will enable prospective teachers to use Web 2.0 tools more frequently and efficiently. Keywords—Web 2.0, technology, education, teacher candidate. 70 http://www.i-jet.org Paper—Teachers’ Views on the Availability of Web 2.0 Tools in Education


Introduction
completely change the use of the Internet. Web 2.0 enables a person to create content easily and easily on the Internet and facilitates collaboration and social interaction by itself [13]. The usage areas of Web 2.0 technologies are increasing day by day. The main reason for this is that these technologies make the interaction between users, applications and access to information very easy on the internet. Due to these features, it becomes unavoidable to be used in education [14] [24]. It can be said that prospective teachers, who are described as the leaders and teachers of the future, should be more equipped, open to learning and to follow the innovations at all times.

Related research
Genc [15], in his study, presents evaluations about the use of Web 2.0 technologies in the field of education, which is among the innovations offered by Web 2.0 technology. Three undergraduate and one graduate course were selected in the sample application used in the study. As a result of the research, it has been concluded that the students have very positive thoughts about the application from their impressions so far and that Facebook is not only a social communication tool but also a learning tool.
Ozmen, Akuzum, Sunkur and Baysal [16] researched the functionality of social networking sites in educational environments in their studies and made necessary infrastructure studies related to the effective use of social networks at all the levels of education, and encouraged teachers to be more effective in educational field use of comprehensive research.
Ekici and Kiyici [17], in their studies, studied the effect of social networks on learning by developing an application on facebook social networking site for students aged 18-24 years. One hundred and two university students participated in the application. The students were divided into two groups as experimental and control groups. In order to reach the findings of the research, the tests were conducted with the achievement test prepared by the researchers. As a result of 4 weeks of practice, it was concluded that the experimental group students were more successful than the control group students who were academically traditionally educated.
Ada, Cicek, Gamze and Kaynakyreens [18], in their studies, aimed to investigate the motivating factors that affect the use of online social networking sites and to determine whether they differ in terms of demographic characteristics. As a result of the research, it was found that motivating factors, such as information search and connectivity differed in terms of gender, and factors, such as information search, problem-solving, content management and connectivity differed in terms of the class of the students. According to other findings, senior students in the department of business administration are more motivated by the use of online social networking sites by factors, such as information search, problem-solving, content management and connectivity than those who are relatively new to the university. Trends wear rates in Science, Technology, Engineering and Mathematics programs are of concern to educators and efforts to reduce this trend continue [19].
Yukselturk and Altiok [20] examined the perceptions of the Scratch tool, which is educational programming, in accordance with the study they prepared. At the end of the study, the opinions of prospective teachers were examined and it was seen that the use of Scratch tool was positive. Yukselturk and Altiok [20] stated that it was beneficial in terms of motivation and usefulness as a result of the study [20]. As a result of our research, it is seen that Web 2.0 tools increase school success, and in addition, it is stated in the survey results that it is motivating.

Purpose of the Study
The overall aim of this study is to determine teachers' opinions about the usability of Web 2.0 tools in education. The following questions were sought for the general purpose identified: • Are Web 2.0 tools useful in education?
• Is there a meaningful difference in terms of Web 2.0 usability by gender?
• Is there a significant difference between the branches of Web 2.0 usability?

Methods
In this section, determination of teachers' opinions about the use of Web 2.0 tools of university teacher candidates in education and teaching, findings related to the objectives, results and interpretations related to the findings are given.
The study was designed as a quantitative study based on the determination of university teachers' views on the availability of Web 2.0 tools in education and training.

Personal information form (demographic data)
Personal information form: Is gender, department, Web 2.0 useful in education? Data Collection Tool: The data collection tool developed by Aylin Demirhan and Meryem Yakut called Son the Problems of the Senior Students of the Faculty of Education and Their Problems in School Experience and Teaching Practice kullanilmis was used to collect the data.
The scale, consisting of 31 items and one dimension, was developed as a 5-point Likert type. The scoring of the scale is orum 'I do not agree', 'I do not agree', 'I am undecided', 'ind I do not agree' and orum 'I agree'. In the study, the reliability and validity coefficient of the scale was calculated as α = 0.91.

Participants
One hundred and fourteen volunteer teachers from the University participated in the study. The research was conducted in 2018-2019 Fall Semester. As can be seen in Table 1, 30.7% (35 people) of the teachers were male and 69.3% (79 people) were female teacher candidates. In the gender section, the findings reflect the actual gender distribution.

Gender
Branch: Table 2 shows the distribution of teachers by the branch. As can be seen in Table 2, the distribution of the working group teachers by departments is given. Among the most prominent findings of the study group, 21.93% (25 people) consisted of Computer and Instructional Technology Teaching, 13.16% (15 people) Classroom Teachers and 12.29% (14 people) English teachers. In the branch section, the findings reflect the actual section distribution.
Web 2.0 tools in education is useful? Table 3 shows whether the Web 2.0 tools of the teachers participating in the research are useful in education. As Table 3 shows, are the Web 2.0 tools of the working group teachers useful in education? 96.50% of the distributions on the question (110 people) Yes, 3.5% (10 people) It is seen that no answers. When Table 3 is examined, it can be said that 110 teachers answered yes and accordingly Web 2.0 tools are useful in education.

Results and Discussion
In this section, the opinions of university teachers about the usability of Web 2.0 tools in education and teaching and the results and interpretations related to the findings are given. When Table 4 Table 4 is examined, it is seen that the statements given to the other options are answered at the level of 'agree'.

4.1
Results of university teachers' use of Web 2.0 tools for gender criteria in education and training In Table 5, data on independent samples t-test results are given to determine whether there is a significant difference between the results of University teachers' Web 2.0 Tools for Education and Teaching. As can be seen in Table 5, among the results of the comparison of the university teachers' Web 2.0 tools in terms of gender criterion in education and training, the availability of male teachers' Web 2.0 tools in education and training was determined as ( = 1.74, SD = 53.20), while the female teachers' Web 2.0 Tools were found to be in the same way. Arithmetic mean and standard deviation scores ( = 1.57, SD = 53.20) of the Availability of Teaching were determined. From this finding, it was seen that there was no significant difference between the gender of university teachers (t = 3.046, p > 0.001).

4.2
One-way analysis of variance (ANOVA) results of university teachers' branch criteria for Web 2.0 tools Table 6 presents the results of the One-Way ANOVA results for the comparison of the use of Web 2.0 tools for the branch teachers' criterion. As can be seen in Table 6, a significant difference was found in the comparison results of the use of Web 2.0 tools for the branch criterion of university teachers in X X X education and training [χ 2 (9) = 0.770; p = .000; p < 0.05]. When the comparison results regarding the usability of Web 2.0 tools for the branch criterion of university teachers were evaluated, the highest value among the branches was CEIT and the lowest value was Science and Technology. According to these findings, it can be said that there is a significant difference between the branches in terms of the availability of Web 2.0 tools for the branch criteria of university teachers in education and training.

Conclusion and Discussion
According to the results of the study, are the Web 2.0 tools of the working group teachers useful in education? 96.50% of the distributions on the question (110 people) Yes, 3.5% (10 people) No answers, in this context, teachers find Web 2.0 tools useful in education, Web 2.0 tools combined with education, both education and It can be said to be useful to teacher candidates. In addition, Genc [15] presents evaluations on the use of Web 2.0 technologies in the field of education, which is among the innovations offered by Web 2.0 technology. Social Media is a group of Internet-based applications that are based on the ideological and technological basis of Web 2.0 and allow the creation and modification of the Internet [25] User Generated Content Three undergraduate and one graduate courses were selected in the sample application used in the study. As a result of the research, it has been concluded that the students have very positive thoughts about the application from their impressions so far and that Facebook is not only a social communication tool but also a learning tool. In this context, it can be said that pre-service teachers found the technology tools useful in education, they enjoyed using them in education, and finally, the pre-service teachers had positive thoughts.
When the other results of the study are taken into consideration, the availability of Web 2.0 tools for education and training ( = 1.74, SD = 53.20) of the male teachers was determined as the comparison of the availability of Web 2.0 tools for education and training to the gender criteria of university teachers. Arithmetic mean and standard deviation scores of the availability cases ( = 1.57, SD = 53.20) were determined. It was concluded that there was no significant difference between the gender of university teachers (t = 3.046, p > 0.001). In addition, when the literature is examined, it is stated that there is no significant gender-related difference in teachers' attitudes in some studies [21]. In this context, it can be said that teachers do not differ according to gender, whether male or female teachers welcome the use of Web 2.0 technology in education, and when the literature is evaluated, it is concluded that there is no difference between the genders in similar studies.
Finally, when we look at the results of the study, it is seen that there is a significant difference between the results of the comparison of the Web 2.0 tools for the use of the Web 2.0 tools for the branch criteria of university teachers [χ 2 (9) = 0.770; p = .000; p < 0.05]. When the comparison results regarding the usability of Web 2.0 tools for the university teachers' branch criterion are examined, the highest value among the branches is determined as CEIT while the lowest value is Science and Technology. X X According to these findings, it is seen that the usability of Web 2.0 tools in terms of the Branch Criterion of University Teachers in education-teaching is a significant difference between the departments. In this context, if we take the findings into consideration, it shows the importance of teachers' use of Web 2.0 tools in education. 95% of teachers stated that these tools should be used in education.
According to the results of the study, teachers' opinions about the use of Web 2.0 tools are highly positive. It is thought that the students' ability to create content with active participation, support social interaction and creativity in educational environments, and it is seen in the results of the research that the teachers expressed a positive opinion. Web 2.0 tools are thought to have a positive effect on learning due to their rich content and may be useful in increasing the prospective teachers' communicative abilities with their common workspaces. Therefore, it is predicted that preservice teachers' use of Web 2.0 tools in their courses will contribute to the development of prospective teachers. If we consider the results of the study, they can make some suggestions to the prospective teachers as follows • Innovative initiatives should be taken to meet the training needs and aspirations of prospective teachers about Web 2.0 technologies and applications, and if a planned training program is implemented, it should be provided with in-service training. • Due to the development of technology and the need to update Web 2.0 tools, it is recommended to update the studies in this context every year to other researchers who will contribute to the literature. • Last, it is thought that the training to be provided by educators who have an important role in guiding prospective teachers and guiding them for a better education will enable prospective teachers to use Web 2.0 tools more frequently and efficiently.