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K-12 teachers' perceptions of Web 2.0 applications in the United Arab Emirates?

机译：K-12老师对阿拉伯联合酋长国Web 2.0应用程序的看法？

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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 couid 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.
机译：目的-本文旨在调查152名职前和在职学校教师对Web 2.0应用及其在阿拉伯联合酋长国（UAE）中的使用的看法。使用了五点李克特量表。使用描述性统计数据和独立样本t检验对数据进行定量分析。描述性统计数据用于确定教师对Web 2.0应用程序及其使用的看法。 t检验用于调查由于性别导致的群体之间的观念差异以及使用计算机和互联网的经验。结果表明，教师对Web 2.0工具和服务有很高的认知度，但是他们使用Web 2.0应用程序的程度在某种程度上是适度的。此外，由于性别或使用计算机和互联网的经验，未发现对Web 2.0的感知上有统计学上的显着差异。提出了一些建议和建议，以改进Web 2.0与教学的集成。设计/方法/方法-这项研究采用了定量研究方法，即使用调查表进行数据收集。该问卷旨在调查教师对使用Web 2.0应用程序作为教学目的的看法。调查结果-结果表明，教师对Web 2.0的自我认知度很高，并且可以提高学生的学习表现，这可以归因于他们对Web 2.0重要性和教育意义的认识。另一方面，结果表明大多数Web 2.0工具的使用率较低，例如微博，音频文件共享，照片共享和内容开发。同样，这些发现可以归因于缺乏使用Web 2.0的专业培训。此外，除两个项目外，结果并未显示男女教师在使用Web 2.0应用程序方面的显着差异。结果也没有显示初学者使用计算机的老师和互联网与高级老师之间的任何显着差异。这是因为计算机和互联网的初学者与从事教学的高级用户具有相同的动机。原创性/价值-必须对教师进行广泛的培训，使他们了解如何使用Web 2.0工具来增强其教学水平。互联网的基础结构应该可用，以便教师可以使用Web 2.0，而不必担心学校的技术基础结构。老师和学生都应该对Web 2.0的使用进行更多的研究。在研究Web 2.0的不同方面时，应使用定性和定量的数据收集方法。在使用Web 2.0进行教育方面，应该对K-12教师和高等教育教职员工进行比较。应该对职前和在职教师进行比较研究，以研究出于教育和个人目的的Web 2.0工具。

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