Determination of social studies teachers' competencies in using web 2.0 tools and their opinions on web 2.0 tools

This research aimed to examine social studies teachers' competencies in using Web 2.0 tools and their opinions about Web 2.0 tools. In the study, a convergent parallel design was used, in which quantitative and qualitative data collection processes were carried out simultaneously or within a short time interval, and data was collected from social studies teachers working in Kütahya. In the quantitative dimension of the research, the "Web 2.0 Tools Usage Competency Scale (WAKYÖ)" developed by Çelik (2021) was applied to social studies teachers and the teachers' competency in using Web 2.0 tools was determined. In the quantitative dimension of the research, data obtained from 130 social studies teachers were used. In the qualitative dimension of the research, social studies teachers' opinions about Web 2.0 tools were collected through "semi-structured interviews" conducted in line with the form developed by the researcher. In this context, nine teachers were interviewed. The quantitative data of the research were analyzed using the SPSS package program. Mann Whitney-U and Kruskal Wallis tests, which are non-parametric tests, were used in the analysis of quantitative data. As a result of the analysis of quantitative data, when the highest and lowest scores that could be obtained from the scale were taken as criteria, it was determined that teachers' competence in using Web 2.0 tools was at a low level. It was concluded that gender, graduation, education level, and daily internet usage time did not affect the variance of teachers' WAKYÖ scores. According to the results of the test, it was observed that as age and seniority increased, teachers' WAKYÖ scores rank averages decreased. It was concluded that teachers who have high skill levels in using information and communication technologies, who received training on Web 2.0, who received training on computer use, who frequently follow new technologies that can be used in education, and who have a high level of familiarity with Web 2.0 tools, have high WAKYÖ score rank averages. It was concluded that the majority of teachers believe that Web 2.0 tools are effective in education and should be used frequently. Looking at the results obtained in the qualitative dimension of the research, it was seen that teachers developed a positive perspective towards Web 2.0 tools. It has been concluded that Web 2.0 tools increase students' interest and desire in the social studies course, facilitate learning, ensure permanence, reinforce the subjects, increase motivation, and make learning fun. Moreover, when the results are evaluated in general, it is seen that the qualitative findings of the research support and complement the quantitative findings. In connection with the research findings, teachers made suggestions such as increasing professional development programs regarding the problems they encountered during the use of Web 2.0 tools, improving infrastructure and equipment, improving student and teacher opportunities, and making protocols and agreements for free use of applications. Finally, the most important problems encountered during the use of Web 2.0 tools in education are listed as lack of technical and infrastructure, teachers' reluctance to use the applications, lack of adequate in-service training, lack of knowledge about the applications, economic impossibilities, and crowded schools and classrooms. The relevant recommendations were primarily aimed at eliminating these problems. Keywords: Social Studies, Educational Technologies, Web 2.0, Web 2.0 Tools