The effects of activities carried out with Web 2.0 tools on some field competencies of mathematics teacher candidates

The aim of this study is to investigate the effects of design experiences of mathematics teaching course activities organized with Web 2.0 tools in accordance with the 5E model on technological pedagogical content proficiency of teacher candidates', their attitudes towards instructional technologies, and their self-efficacy for rapid content development with Web 2.0 tools. This is a mixed-method study conducted by 33 teacher candidates studying in the 3rd year of the primary school mathematics teaching program during the fall semester of the 2020-2021 academic year. In the quantitative part of the study, a single-group pre-test-post-test design was used, and the case study approach in the qualitative part. The study was carried out within the scope of "Teaching Numbers" module during 10 weeks. In this context, information about the use of Web 2.0 tools that address different stages of mathematics teaching to teacher candidates during distance education, the way of creating activities using these tools and the integration of the created activities into mathematics teaching were presented via video records. At the end of this intervention, teacher candidates were asked to prepare and present a suitable lesson plan in the 5E model integrated with Web 2.0 tools. The quantitative data were collected using the "Technological Pedagogical Content Knowledge", "Web 2.0 Practical Content Development Self-Efficacy Belief" and "Attitudes Towards Instructional Technologies" scales, and then analyzed with using the IBM-SPSS 20.00 program. The qualitative data were collected with a structured form and analyzed based on content analysis method. According to the results of the quantitative part, there was a statistically significant increase in "Web 2.0 Practıcal Content Development Self-Effıcacy Belıef" and its sub-dimensions of, "preparation" and "evaluation" scores of teacher candidates. Although no significant difference was observed at the level of "attitude towards instructional technologies", statistically significant differences were observed in its sub-dimensions of ''belief regarding usage of instructional technology in lesson", " appreciation to usage of instructional technology in lesson " and "unappreciated using instructional technology". There was no statistically significant increase in the levels of teacher candidates' "Technological pedagogical content knowledge" and its sub-dimensions. Based on the teacher candidates' opinions, it was concluded that the tools they consider themselves sufficient with are more than the tools they consider themselves inadequate with and they are willing to use Web 2.0 tools in their professional life. It was concluded that the study increased the awareness of teacher candidates about integration of technology, taught the way of using Web 2.0 tools in mathematics teaching, enabled to produce content with Web 2.0 tools, and developed a positive attitude, new knowledge and skills about technology use. The study also concluded that teacher candidates had difficulties in creating activities, preparing questions and finding appropriate teaching methods for the students.