The investigation of views of classroom teachers on the usage of web tools

The research aims to examine the classroom teachers' views regarding the use of Web 2.0 tools in terms of different variables and dimensions. Teachers' use of Web 2.0 tools level were investigated to find out whether there are any significant differences according to gender, age, seniority, education level, class size and where they teach. In the research, a mixed research methodology, in which quantitative and qualitative data are combined, was adopted. The "Semi-Structured Interview Form" developed by the researcher was used for the qualitative dimension of the "Demographic Information Form" and "Primary School Teachers' Web 2.0 Usage Scale at Primary School Level", which was developed by the researcher for the quantitative dimension of the study. In the quantitative part of the research, 181 classroom teachers working throughout the province of Siirt participated in the 2022-2023 academic year, and the research was carried out on a voluntary basis and through an online survey. For the qualitative part, 8 teachers were interviewed. In the analysis of quantitative data, both descriptive statistics, by the provision of frequency and percentage values, and Correlation Analyzes were used. Furthermore, a content analysis of the interviews was provided. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to analyze the scale. As a result of the quantitative data of the research; primary school teachers' use of Web 2.0 tools; While there was no significant difference in terms of gender variable, it was concluded that there was a significant difference in terms of seniority, educational status, and where he taught. Primary school teachers' use of Web 2.0 tools; It was concluded that there is a significant relationship between age and class size variables. As a result of the analysis of the qualitative data of the research, it was concluded that teachers generally try to use Web 2.0 tools in their lessons, but some factors such as curriculum and workload, professional inadequacies, equipment, and infrastructure affect their use.