1. Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A. PROSPECTIVE TEACHERS’ AWARENESS OF COLLABORATIVE WEB 2.0 TOOLS WWW/INTERNET 2009

2. Introduction Technology demand in learning environments for; cooperation and interaction two-way interaction personal reflection and critical thinking active integration of learners to the learning process WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

3. Web 2.0 Tools Blog Wiki RSS Podcast Social Networks Youtube WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

4. Blogs in Education Enhance writing skills, Facilitate self reflection and self expression, Encourage critical thinking, Provide collaborative and active learning, Provide feedback, E-portfolios that keep records of personal development. …… WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

5. Wikis in Education Support collaborative learning and writing Support group project Support inquiry based learning Encourage critical searching Forming discussion boards and virtual rooms for group study Provide easy online updating content …………………. WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

6. Podcast in Education A variant of mobile learning with mobile devices Eliminating cost and time limitations of mobile learning Feel connected to learning community Students can create their own podcasts for peers Reviewing lectures before exams Listen in on classes missed lessons ………………….. WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

7. Language Teaching and Web 2.0 Web 2.0 tools are important in education at all levels, but they are especially important for prospective teachers of English. Especially in locales where English language is not the mother tongue, these prospective teachers have little chance to make use of their language in natural-social ways. It can be claimed that a successful online learning experience in the target language is most likely to promote their linguistic skills. WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

8. Language Teaching and Web 2.0 Foreign language learning is a process that requires learners’ active participation. WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

9. Language Teaching and Web 2.0 Technological developments required to chances in;  responsibilities of language teachers  opportunities to learn foreign languages  language learning options WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

10. Language Teaching and Web 2.0 Because face-to-face communication can best be ensured through communication tools in the absence of the community of native speakers, the importance of making use of Web tools is obvious. WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

11. Language Teaching and Web 2.0 Web 2.0 tools, in that sense, are considered to be valuable tools because they provide these future teachers with student-centered and collaborative work fostering a sense of community and collaboration in the classroom. Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

12. Language Teaching and Web 2.0 Many Websites have been established to provide foreign language learners with chances to practice the language with other learners: –Italki, –babel, –livemocha, –busuu etc. are the examples of these which people find each other using the site and then connect via chat, IM, voice/Skype, etc. Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

13. Language Teaching and Web 2.0 As the fundamental elements of foreign language learning strategies; learning of vocabulary, listening comprehension, written and oral production, implicit learning can be supported by collaborative Web 2.0 tools.  wikis in the learning of vocabulary and concepts,  podcasts in audio activities like listening comprehension and oral production,  blogs in implicit learning strategies and written production can be seen as effective tools. WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

14. Problem Prospective teachers’ knowledge of, interest in, and participation into Web 2.0 tools is important because these future teachers will have to power of applying these tools in their future teaching contexts. WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

15. Purpose The present study aims to examine the perceptions of prospective English teachers in regard to the use of blogs, wikis, and podcasts in setting up effective learning environments.  How much informed are prospective English language teachers about Web 2.0 tools?  How do prospective teachers of English learn to use Web 2.0 tools?  What is the duration of prospective English language teachers’ usage of the Web 2.0 tools? WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

16. Participants 162 prospective English language Teaching teacher First, second, and third year students 121 (75%) females and 41(%25) males WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

17. Data Collection Tool 5 likert type questionnaire developed by the researchers to identify the learners’ relationships with blogs, wikis, and podcasts. Options ranging from; “I have never heard”, I don’t use them”, “I used to use, but not anymore”, “I am still using them” “I also taught my friends”. WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

18. Data Analysis Frequencies and percentages were used to show a descriptive analysis of the results. For the duration of time, arithmetic means were calculated. WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

19. Results Research question 1: How much informed are prospective English language teachers about Web 2.0 tools? WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

20. Results Blogs Table 1. Blog use according to the sexes BLOGS Never heardNot usingUsed to useStill using Sex Female f 3662716 %29,851,25,813,2 Male f 111749 %26,841,59,822 Total f 47791125 %2948,86,815,4 WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

21. Results Wikis Table 2. Wiki use according to the sexes WIKIS Never heardNot usingUsed to useStill using Sex Female f 3518167 %28,914,90,855,4 Male f 106025 %24,414,6%061 Total f 4524192 %27,814,80,656,8 WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

22. Results Podcasts Table 3. Podcast use according to the sexes PODCASTS Never heardNot usingUsed to useStill using Sex Female f 952501 %78,520,700,8 Male f 271013 %65,924,42,47,3 Total f 1223514 %75,321,60,62,5 WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

23. Results Number of current active Web 2.0 tool users;  25 blog,  92 wiki,  4 podcast These numbers clearly demonstrate that as one of the cooperative Web tools, podcasts do not seem to have been embraced by prospective language teachers. Moreover, most of those prospective teachers do not seem to be informed about the existence of this tool usage. WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

24. Results Wikis are the most widely used tools among the three. Application of podcasts requires special software and hardware, the perceived difficulties in their application and the fact that they are not well-known with their present names can also be counted among the reasons why podcasts are used less than the other three. WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

25. Results Although blogs are tools that reflect individuals’ thoughts, feelings, and comments and in fact there are a lot of sites that use blogs for a wide range of topics, students still do not seem to be as well-informed about blogs as they are with wikis. WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

26. Results Research question 2. How do prospective teachers of English learn to use Web 2.0 tools? WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

27. In coursesOn my own From friends From media From family OtherTotal Blogf853911577 %10,468,811,71,3 6,5100 Wikif573700186 %5,884,98,1001,2100 Podcastf013200015 %086.713,3000100 On my own 53 68,8 73 84,9 13 86.7 Table 4. Sources WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A. Results

28. Research question 3. What is the duration of prospective English language teachers’ usage of the Web 2.0 tools? WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

29. Results Duration of usagefMonths Blogs 1827 Wikis 6632 Podcasts 215 Table 5. Duration of usage WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

30. Conclusion Prospective language teachers must keep abreast of any technological innovation in that technological innovations are also incorporated in these prospective teachers’ future teaching contexts. WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

31. Conclusion The tools examined above, namely blogs, wikis, and podcasts, may also have a lot to offer to language teachers and learners. Therefore, their potential must be examined and analyzed in regard to how they can be used in the area of language teaching. WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

32. Conclusion Since these tools are rather recent and may not be well- known by prospective teachers, it will be wise to research their popularity among prospective language teachers especially to shed light on how these prospective teachers can benefit from them. While doing that, one of the major foci should be on how these tools affect prospective teachers’ knowledge of the language and teaching skills. WWW/INTERNET 2009 Hacettepe University Usluel, Y. K., Mazman, S.G. & Arıkan, A.

33. Hacettepe University Usluel, Y. K. & Mazman, S.G. WWW/INTERNET 2009