The analysis of secondary school music teachers' use of Web 2.0 tools

The innovations and changes that we encounter with the rapid development of technology have affected every aspect of our lives also the education-training processes . With the framework of 21st century skills, the curriculum in our country has been renewed and it aimed to integrate technology,which is the need of our age, and the internet into the education. In this process of change, students are expected to take an active role in accessing information; teachers are expected to direct their students' learning experiences by guiding them. With these changing dynamics, various tools and applications have been developed under the title of "educational technologies"; it is foreseen that teachers will use these technologies in the education process along with traditional teaching methods. The FATİH Project, which was initiated in our country to comply with this transformation, has ensured that technology and the internet are actively used in classroom environments. Also, the EBA platform, which provides technological support to the education-training process, provides significant contributions to both teachers and students. Through educational technologies supported by the Ministry of National Education, web tools and applications that can be used in lessons have been integrated with interactive boards and have begun to be implemented more effectively in the classroom environment. In this regard, one of the prominent tools is Web 2.0 technologies. As Web 2.0 tools allow individuals to create, share and collaborate in content, their use in the education-training process provides advantages to teachers and students.It can be said that Web 2.0 tools, which are innovative educational technologies, are among the important web- based resources that teachers use in addition to traditional teaching methods by providing rich content to the course environment. Web 2.0 tools offer many different areas of use in the educational environment. In this respect, it is important for the teacher to adopt the opportunities provided by Web 2.0 tools in education and to use them actively in the course process. In this context, it allows the teacher to guide students by adopting the principle of equal opportunity in education and to allow students to become acquainted with these technologies and use them actively. In this study, it was aimed to examine the usage of Web 2.0 tools by music teachers in secondary schools in Altınordu. The research was created according to the case study design model from one of qualitative research methods. The study group was created according to the easily accessible case sampling from purposeful sampling methods. The data was obtained with a semi-structured interview form prepared by the researcher. The semi-structured interview form, prepared by taking expert opinions, was composed of six questions and was applied to the teachers, and a voice recording was made with the teachers' knowledge. In the data analysis, descriptive and content analysis were used together. As a result of the data obtained, it was determined that the knowledge level of music teachers about Web 2.0 tools was not sufficient. It is observed that teachers generally prefer the tools they are familiar with in their daily lives and use tools that provide ready-made content instead of producing new content. In particular, the lack of information about how to use these tools effectively in their own branches is striking. In addition, the technological infrastructure and network connection adequacy levels of school environments directly affect teachers' effective use of Web 2.0 tools. In addition, it has been determined that high numbers of students in classes and limited lesson times are among the main factors that make it difficult for teachers to use these tools efficiently.