Awareness and digital literacy levels of science teachers regarding web 2.0 tools

Designing learning and teaching processes aligned with technology and contemporary approaches is crucial in today's information societies, where 21st-century skills are highly valued. Individuals' ability to analyze, access, and present data is an essential competence expected from educators. This research utilized a sequential explanatory design, a mixed method approach, to investigate the topic. The study involved 121 science teachers from public secondary schools in Kırsehir province during the 2021-2022 academic year. The participants were selected through simple random sampling. The research aimed to determine teachers' awareness levels and digital literacy regarding Web 2.0 Tools. Quantitative data were collected using the "Web 2.0 Tools Use Competency Scale" and the "Digital Literacy Scale." Qualitative data were gathered through open-ended questions and semi-structured interviews. Descriptive analysis, difference tests, and content analysis were employed to analyze the data. The findings indicated that science teachers faced challenges in various technological and pedagogical aspects when using Web 2.0 Tools. It was observed that teachers had limited knowledge about these tools and predominantly utilized platforms like MORPA and EBA in their classrooms. Their reluctance to integrate Web 2.0 Tools into their lessons stemmed from insufficient knowledge on tool usage and preparation, as well as internet speed and access issues. The reasons for their preference for these tools included their enjoyable nature, ready availability, the advantages of distance education, rich visual content, and enhanced course effectiveness. Additionally, the research emphasized teachers' expressed eagerness for in-service training on these tools.