Investigation of teachers' interesting levels and Web 2.0 tools usage competences in terms of various variables

After technology began to take place in the field of education, teachers gained experience in maintaining the course and preparing new materials by using technological tools. Internet-based applications where all kinds of content can be uploaded, and users can interact with this content and each other are called Web 2.0. tools. The effective use of these tools in the educational process is possible, first, when teachers become competent in using these tools. In this direction, teachers Web 2.0. It is thought that one of the variables that encourage people to use their tools is curiosity, especially epistemic curiosity which is defined as the desire to obtain knowledge. In this research, the level of curiosity of teachers and Web 2.0. 366 teachers working in different secondary schools in Istanbul were reached to determine whether there is a relationship between their competencies in using tools. In the research, Personal Information Form, Web 2.0 Tools Usage Competency Scale (WAKYÖ; Çelik, 2020) Curiosity Scale developed by Erwin (1998) were used. Research findings indicated that when curiosity has taken together with participants' sociodemographic characteristics such as weekly course hours, seniority, and the number of trainings they attend, curiosity is a significant predictor of competence in using Web 2.0 tools. However, owning a high level of one type of curiosity (depth or breadth) negatively predicted the level of competence.