Assessing the B.ED. Pre-Service Teachers’ Knowledge, Skills and Attitude toward Integrating Web 2.0 Technologies in their Prospective Teaching Careers

Abstract

Web 2.0 technologies are becoming more crucial for improving teaching and learning interactivity. Blogs, wikis, Google applications, and educational online portals are technologies that may assist educators in rendering their classes more interactive and engaging, therefore shifting students' focus towards active learning rather than passive participation. Nonetheless, in Pakistan, the use of technology in classrooms is still restricted, especially in public institutions. This research aimed to assess the B.Ed. students' current knowledge, abilities, and attitudes about Web 2.0 technologies for classroom instruction. The research design used in this study was a descriptive survey. A total of 550 B.Ed. Students involved in the study were from the first, second, or third year of the Faculty of Education. Using Krejcie and Morgan's sample size table, this study selected a sample of n=226 pre-service teachers by random sampling technique; the sample return rate was 200 pre-service teachers. This study employed a 30-item questionnaire on a five-point Likert scale to gather data. The tool was adopted. Experts reviewed the tool, and factor analysis also confirmed its validity. Cronbach's alpha was reliable, as it was 0.80. The procedure of data analysis using the mean, standard deviation, and factor analysis.  The results clearly showed three areas, e.g., Attitude, Skills, and Knowledge. Mostly, pre-service teachers had good attitudes and average skills. 80% of the pre-service teachers who answered were female, and 20% were male. 82% of pre-service teachers thought that WhatsApp is a good way to communicate with colleagues, classmates, teachers, and students, with an average attitude score of m=3.81. The average score for skills was m=3.48. 76% were sure they could use the internet well, but less than forty percent <40% were sure they could create advanced content. Knowledge scores showed that 68% had a good understanding of the concepts, but <50% less than half could use Web 2.0 tools well in the classroom. They were better at using the internet for basic tasks and for personal use, and worse at making advanced content for classroom teaching and learning.  To sum up, pre-service teachers require additional instruction and inspiration to effectively utilize Web 2.0 resources. The main suggestion is to add hands-on Web 2.0 training to B.Ed. programs that teach prospective teachers how to use technology more effectively for both technical and instructional objectives, particularly in public schools.