Classroom teachers' use of Web 2.0 tools in education and their views on the use of these tools

The aim of this study is to determine the use of Web 2.0 tools in the teaching-learning process of classroom teachers and to reveal their views on preparing instructional materials with Web 2.0 tools and applying them in the teaching process. The study group of this descriptive survey model research consists of 152 classroom teachers working in 10 public primary schools in Bolu province. Data collection from 152 randomly selected 152 classroom teachers was carried out in two stages. In the first stage, "Web 2.0 Tools Usage Competency Scale" (WAKYÖ) was applied to the classroom teachers. In the second stage, the interview form developed by the researcher was applied to 31 classroom teachers selected from the research group. The WAKYÖ was sent to the participants via Google Forms. The interview form was applied face-to-face by the researcher. In the analysis of the data, T-Test, Kruskal Wallis-H Test, Welch ANOVA Test, percentage and frequency values were used. According to the results of the study, classroom teachers do not consider themselves sufficient in terms of the level of use of Web 2.0 tools. Classroom teachers mostly prefer Wordwall, Kahoot and Canva from Web 2.0 tools at every stage of the learning process in their lessons. In addition, more than half of the classroom teachers stated that they could design a teaching material using Web 2.0 tools. Among the reasons why teachers prefer to use Web 2.0 tools in their lessons, the most emphasized features are that they gamify the lesson, are fun, are remarkable and provide concrete learning. Teachers who stated that classroom teachers do not use Web 2.0 tools in their lessons stated the reasons for this as lack of knowledge, internet hardware and technological infrastructure problems and lack of language support. Teachers think that face-to-face in-service trainings on Web 2.0 tools and their use are necessary and important.