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dc.contributor.authorArabaci, Aybige
dc.contributor.authorOrbay, Keziban
dc.date.accessioned2024-03-12T19:34:34Z
dc.date.available2024-03-12T19:34:34Z
dc.date.issued2022
dc.identifier.issn1822-7864
dc.identifier.issn2538-7111
dc.identifier.urihttps://doi.org/10.33225/pec/22.80.52
dc.identifier.urihttps://hdl.handle.net/20.500.12450/2641
dc.description.abstractIn this study, the impact of activity designing experiences with Web 2.0 tools on prospective math teachers was examined. The aim of the study was to examine the impact of activity design experiences organized with Web 2.0 tools in the mathematics teaching course on the technological pedagogical content efficacy of prospective teachers, their attitude towards teaching technologies, and rapid content development self-efficacy with Web 2.0 tools. In the study, a nested mixed method was employed. In the study conducted with 33 prospective teachers from the primary mathematics teaching department, the quantitative data was collected using the scales Technological Pedagogical Content Knowledge, Self-Sufficiency for Web 2.0 Rapid Content Development and 'Attitude to Teaching Technologies. Qualitative data was collected using an interview form. Within the scope of the distance education and Teaching numbers course, different Web 2.0 tools were introduced for a period of 10 weeks, and it was presented how to create activity examples that could be used in mathematics teaching. According to the quantitative results, the prospective mathematics teachers 'self-efficacy increased for rapid content development with Web 2.0 tools. In addition, it was observed that the Attitude towards Teaching Technologies scale had a significant effect on the sub-dimensions such as believing in the use of teaching technologies in lessons, enjoying the use of teaching technologies in lessons, and not enjoying the use of teaching technologies. In line with the opinions of prospective mathematics teachers, it was concluded that the study raised awareness about technology integration, enabled content production with Web 2.0 tools, and developed positive attitudes, new knowledge, and skills about technology.en_US
dc.language.isoengen_US
dc.publisherScientia Socialisen_US
dc.relation.ispartofProblems Of Education In The 21st Centuryen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectmathematics educationen_US
dc.subjectteaching numbersen_US
dc.subjectdistance educationen_US
dc.subjectteaching technologyen_US
dc.subjectweb 2.0 toolsen_US
dc.titleIMPACT OF EXPERIENCING EVENT DESIGN WITH WEB 2.0 TOOLS ON PROSPECTIVE MATHEMATICS TEACHERSen_US
dc.typearticleen_US
dc.departmentAmasya Üniversitesien_US
dc.authoridORBAY, KEZIBAN/0000-0002-7642-4139
dc.identifier.volume80en_US
dc.identifier.issue1en_US
dc.identifier.startpage52en_US
dc.identifier.endpage68en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.identifier.doi10.33225/pec/22.80.52
dc.department-temp[Arabaci, Aybige; Orbay, Keziban] Amasya Univ, Fac Educ, Math Educ Dept, Amasya, Turkeyen_US
dc.identifier.wosWOS:000761907300004en_US


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