Evaluation of live lessons taught with Web 2.0 tools suitable for 5E model in function teaching: An action research

It is an important task for educators to carry out technology integration studies that aim to increase the permanence of knowledge by appealing to the sense organs of individuals in the education and training process. It has become a necessity, not a privilege, for educators to use technology-supported applications in the education of learners, whose needs are constantly changing and who have been intertwined with technology since birth(Önal, 2018). Especially with the opportunities and diversity it offers, Web 2.0 tools have started to be included in the education and training process rapidly. Web 2.0 tools offer many possibilities such as communication, interaction, information sharing and easy access to information, collaborative content creation, content storage and sharing, evaluation and visualization. During the pandemic bans of March 13-June 19, EBA's Live Lesson application and EBA TV have been applications that ensure that education is not interrupted and that the intensive use of technology in education is now a necessity. These studies show that educational institutions have started to solve problems in terms of technological infrastructure, but this situation is not enough for teachers to use technology(Akgün, Yılmaz & Seferoğlu, 2011). At this stage, the use of Web 2.0 technologies, which produce easier and more practical solutions to the deficiencies in teaching, will contribute to the literature in terms of mathematics teaching. In addition, how Web 2.0 tools, which have been developed, renewed and made suitable for use according to educational needs, should be integrated into education and training as today's new technologies will be one of the important results of this study. With this in mind, the aim of the study is to evaluate the integration process of Web 2.0 tools used in accordance with the steps of the 5E model in the teaching of functions in live lessons during the pandemic period into the mathematics lesson. The research was carried out with a total of 46 students studying in two different tenth grade classes and following the researcher's live lectures. Action research was used as the research design. Data analysis, interviews and answers given by the students to the questionnaires they filled out after the lesson were made using the invivo method. Looking at the analysis results and the answers given to the evaluation exam, it was concluded that the live lessons using Desmos and Quizziz are more interesting and more effective than the lessons made with traditional methods. In the light of the findings obtained in the research, suggestions were made about the teaching of the function subject. The concept of function chosen in the research has a complex content and this complexity is based on the fact that it contains many sub-concepts (Adams, 1997).There are many studies on the concept of function and its sub-concepts in the literature. In the study, function teaching will be carried out with Web 2.0 tools according to the 5E model. In this study, the first two gains of the function subject built on the 5E Model were explained using selected web 2.0 tools, and were also evaluated in accordance with the evaluation step in the 5E model. Throughout the process of the research, the focus was on the integration of web 2.0 tools into the mathematics course, both as observed by the researcher teacher throughout her teaching experience and as stated in the relevant literature. The course contents prepared using the selected Web 2.0 tools for each step of the 5E model were applied in a planned manner by the researcher teacher. There are video recordings of live lessons, reflective diaries kept by the researcher, student interview forms, lesson observation forms of the practice students following the lessons, and an online assessment exam as data collection tools.