FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2893593435> ?p ?o ?g. }

• W2893593435 endingPage "261" @default.
• W2893593435 startingPage "238" @default.
• W2893593435 abstract "Purpose This paper aims to investigate 152 pre-service and in-service school teachers’ perceptions toward Web 2.0 applications and their usage in the United Arab Emirates (UAE). A five-point Likert scale questionnaire was used. The data were analyzed quantitatively using descriptive statistics and independent sample t -tests. The descriptive statistics were used to identify teachers’ perceptions toward Web 2.0 applications and their usage. The t -test was used to investigate the differences in perceptions between groups due to gender, and experience using computers and the Internet. The results showed that teachers have high perception toward Web 2.0 tools and services, but the extent to which they use Web 2.0 applications is somehow moderate. Moreover, no statistically significant differences in perception toward Web 2.0 were detected due to gender or experience using computers and the internet. Recommendations and suggestions for improving Web 2.0 integration into teaching and learning are proposed. Design/methodology/approach This study adopted the quantitative research approach using a questionnaire for data collection. The questionnaire was designed to investigate teachers’ perceptions of using Web 2.0 applications as a method for teaching and learning purposes. Findings The results showed high self-perception of teachers toward Web 2.0 and their use for improving students’ performance, which can be attributed to their awareness of Web 2.0 importance and benefit in education. On the other hand, results indicated a low use of most of Web 2.0 tools such as microblogging, audio file sharing, photo sharing and content developing. Again, these findings can be attributed to the lack of professional training on using Web 2.0. In addition, the results did not show significant differences between male and female teachers in using Web 2.0 applications with the exception of two items. Neither did the results show any significant differences between teachers who are beginners in using computers and the internet and teachers who are advanced. This could be because beginner users of computers and the internet have the same motivation as the advances users pertaining to teaching. Originality/value There must be an extensive training for teachers on how to use Web 2.0 tools to enhance their teaching. Infrastructure for the internet should be available so that teachers can use Web 2.0 without worrying about the technology infrastructure at their schools. More research studies should be conducted regarding the use of Web 2.0 by teachers and students alike. A qualitative and quantitative method of data collection should be used when investigating different aspects of Web 2.0. A comparison between K-12 teachers and higher education faculty members should be conducted pertaining to the use of Web 2.0 for education. A comparison study between pre-service and in-service teachers should be conducted to investigate Web 2.0 tools for educational and personal purposes." @default.
• W2893593435 created "2018-10-05" @default.
• W2893593435 creator A5057912567 @default.
• W2893593435 creator A5080999947 @default.
• W2893593435 date "2018-09-28" @default.
• W2893593435 modified "2023-09-26" @default.
• W2893593435 title "K-12 teachers’ perceptions of Web 2.0 applications in the United Arab Emirates?" @default.
• W2893593435 cites W107543325 @default.
• W2893593435 cites W1535618319 @default.
• W2893593435 cites W1963644220 @default.
• W2893593435 cites W1965720480 @default.
• W2893593435 cites W1972873717 @default.
• W2893593435 cites W1991160819 @default.
• W2893593435 cites W1997054397 @default.
• W2893593435 cites W2005882120 @default.
• W2893593435 cites W2017000695 @default.
• W2893593435 cites W2019354461 @default.
• W2893593435 cites W2019522918 @default.
• W2893593435 cites W2019970556 @default.
• W2893593435 cites W2031282991 @default.
• W2893593435 cites W2035212897 @default.
• W2893593435 cites W2041896140 @default.
• W2893593435 cites W2043632710 @default.
• W2893593435 cites W2058222736 @default.
• W2893593435 cites W2080578710 @default.
• W2893593435 cites W2097000295 @default.
• W2893593435 cites W2105234483 @default.
• W2893593435 cites W2118025067 @default.
• W2893593435 cites W2119679964 @default.
• W2893593435 cites W2153126618 @default.
• W2893593435 cites W2157849491 @default.
• W2893593435 cites W2164532974 @default.
• W2893593435 cites W2273387967 @default.
• W2893593435 cites W2294144967 @default.
• W2893593435 cites W2366572706 @default.
• W2893593435 cites W580975706 @default.
• W2893593435 doi "https://doi.org/10.1108/itse-11-2017-0060" @default.
• W2893593435 hasPublicationYear "2018" @default.
• W2893593435 type Work @default.
• W2893593435 sameAs 2893593435 @default.
• W2893593435 citedByCount "9" @default.
• W2893593435 countsByYear W28935934352019 @default.
• W2893593435 countsByYear W28935934352020 @default.
• W2893593435 countsByYear W28935934352021 @default.
• W2893593435 countsByYear W28935934352022 @default.
• W2893593435 crossrefType "journal-article" @default.
• W2893593435 hasAuthorship W2893593435A5057912567 @default.
• W2893593435 hasAuthorship W2893593435A5080999947 @default.
• W2893593435 hasConcept C105776082 @default.
• W2893593435 hasConcept C105795698 @default.
• W2893593435 hasConcept C110875604 @default.
• W2893593435 hasConcept C118643609 @default.
• W2893593435 hasConcept C133462117 @default.
• W2893593435 hasConcept C136699151 @default.
• W2893593435 hasConcept C136764020 @default.
• W2893593435 hasConcept C138496976 @default.
• W2893593435 hasConcept C143275388 @default.
• W2893593435 hasConcept C15744967 @default.
• W2893593435 hasConcept C169760540 @default.
• W2893593435 hasConcept C185592680 @default.
• W2893593435 hasConcept C198531522 @default.
• W2893593435 hasConcept C26760741 @default.
• W2893593435 hasConcept C33923547 @default.
• W2893593435 hasConcept C39896193 @default.
• W2893593435 hasConcept C41008148 @default.
• W2893593435 hasConcept C43617362 @default.
• W2893593435 hasConcept C49774154 @default.
• W2893593435 hasConcept C518677369 @default.
• W2893593435 hasConceptScore W2893593435C105776082 @default.
• W2893593435 hasConceptScore W2893593435C105795698 @default.
• W2893593435 hasConceptScore W2893593435C110875604 @default.
• W2893593435 hasConceptScore W2893593435C118643609 @default.
• W2893593435 hasConceptScore W2893593435C133462117 @default.
• W2893593435 hasConceptScore W2893593435C136699151 @default.
• W2893593435 hasConceptScore W2893593435C136764020 @default.
• W2893593435 hasConceptScore W2893593435C138496976 @default.
• W2893593435 hasConceptScore W2893593435C143275388 @default.
• W2893593435 hasConceptScore W2893593435C15744967 @default.
• W2893593435 hasConceptScore W2893593435C169760540 @default.
• W2893593435 hasConceptScore W2893593435C185592680 @default.
• W2893593435 hasConceptScore W2893593435C198531522 @default.
• W2893593435 hasConceptScore W2893593435C26760741 @default.
• W2893593435 hasConceptScore W2893593435C33923547 @default.
• W2893593435 hasConceptScore W2893593435C39896193 @default.
• W2893593435 hasConceptScore W2893593435C41008148 @default.
• W2893593435 hasConceptScore W2893593435C43617362 @default.
• W2893593435 hasConceptScore W2893593435C49774154 @default.
• W2893593435 hasConceptScore W2893593435C518677369 @default.
• W2893593435 hasIssue "3" @default.
• W2893593435 hasLocation W28935934351 @default.
• W2893593435 hasOpenAccess W2893593435 @default.
• W2893593435 hasPrimaryLocation W28935934351 @default.
• W2893593435 hasRelatedWork W149140206 @default.
• W2893593435 hasRelatedWork W1598428145 @default.
• W2893593435 hasRelatedWork W2003784512 @default.
• W2893593435 hasRelatedWork W2068571273 @default.
• W2893593435 hasRelatedWork W2294397642 @default.
• W2893593435 hasRelatedWork W2415114730 @default.

• next