Dengan pertambahan populariti dan kesan teknologi Web 2.0 di kalangan
pelajar ... dan pembelajaran, penerimaan Web 2.0 teknologi dan hubungan yang
...
PSZ 19:16 (Pind. 1/97)
UNIVERSITI TEKNOLOGI MALAYSIA
BORANG PENGESAHAN STATUS TESIS JUDUL:
WEB 2.0 TECHNOLOGY IN EDUCATION
SESI PENGAJIAN: Saya
2009/2010
NUR ATIQAH BINTI SEPRI
mengaku membenarkan tesis (PSM/Sarjana/Doktor Falsafah)* ini disimpan di Perpustakaan Universiti Teknologi Malaysia dengan syarat-syarat kegunaan seperti berikut: 1. 2. 3. 4.
Tesis adalah hakmilik Universiti Teknologi Malaysia. Perpustakaan Universiti Teknologi Malaysia dibenarkan membuat salinan untuk tujuan pengajian sahaja. Perpustakaan dibenarkan membuat salinan tesis ini sebagai bahan pertukaran antara institusi pengajian tinggi. **Sila tandakan ( ) SULIT
TERHAD
√
(Mengandungi maklumat yang berdarjah keselamatan atau kepentingan Malaysia seperti yang termaktub di dalam AKTA RAHSIA RASMI 1972) (Mengandungi maklumat TERHAD yang telah ditentukan oleh organisasi/badan di mana penyelidikan dijalankan)
TIDAK TERHAD Disahkan oleh
__________________________________
_____________________________________
(TANDATANGAN PENULIS)
(TANDATANGAN PENYELIA)
Alamat Tetap: 23, JALAN SRI DUTA 2, TMN MUZAFFAR SHAH, AIR KEROH,
PROF MADYA DR. JAMALLUDIN BIN HARUN
75450 MELAKA. Tarikh:
CATATAN:
Tarikh:
* Potong yang tidak berkenaan. ** Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai SULIT atau TERHAD. Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Sarjana secara penyelidikan, atau disertasi bagi pengajian secara kerja kursus dan penyelidikan, atau Laporan Projek Sarjana Muda (PSM).
“I hereby declare that I have read this report and in my opinion this report is sufficeient in terms of scope and quality for the award of the degree of Bachelor of Science and Computer with Education (Physics) .”
Signature
:
_______________________________
Supervisor Name
:
PROF MADYA DR. JAMALLUDIN HARUN
Date
:
21 April 2010
WEB 2.0 TECHNOLOGIES IN EDUCATION
NUR ATIQAH BINTI SEPRI
A thesis submitted in fulfillment of the Requirement for the award of the degree of Bachelor of Science and Computer with Education (Physics)
Faculty of Education Universiti Teknologi Malaysia 2010
ii
“I declare that the report submitted in partial fullfilment of the requirements for the award of the degree of Bachelor of Science and Computer with Education (Physics) .”
Signature
:
_______________________________
Name
:
NUR ATIQAH BINTI SEPRI
Tarikh
:
_______________________________
iii
ACKNOWLEDGEMENT
I owe a great deal of thanks to the following people: Associate Professor Dr. Jamalludin Harun, Senior Lecturer, Faculty of Education, Universiti Teknologi Malaysia, who was my supervisor that has provided me with support and guidance throughout this study, who initially provided the opportunity and inspired me to travel this journey at crucial times of the study; My special friends, KF and colleagues at the Faculty of Education who constantly had to listen to my trials and tribulations and still managed to smile, continue to encourage me and more importantly always make me laugh. My mother, Hjh Hayati Binti Sepri, my father, Hj Sepri bin Rahman, my brothers and sisters, Nur Hakimah, Mohd Ikram, Abdul Hadi and Nur Asilah who have travelled the journey with me and who, without their constant love and support with emotionally and financially, the journey would have been far greater; My eternal and warmest gratitude to all of you, Nur Atiqah binti Sepri
iv
Abstrak
Dengan pertambahan populariti dan kesan teknologi Web 2.0 di kalangan pelajar universiti, telah mendapat perhatian dalam pengkajian terhadap penggunaan di masa depan. Perkongsian Media, Jaringan Sosial, Blog dan juga Wiki dan Kolaborasi telah digunakan.Dalam kajian kuantitatif ini,para bakal guru terdiri daripada Fakulti Pendidikan telah diselidiki tahap kesedaran teknologi Web 2.0, tahap penggunaan Web 2.0, ciri-ciri utama yang mendorong penggunaan teknologi Web 2.0 dalam pengajaran dan pembelajaran, penerimaan Web 2.0 teknologi dan hubungan yang signifikan antara ciri-ciri utama yang mendorong penggunaan teknologi Web 2.0 dalam pengajaran dan pembelajaran dan penerimaan Web 2.0 teknologi. Analisis statistik deskriptif, peratusan, purata dan sisihan piawai antara yang telah digunakan dalam menganalisis data. Kajian menunjukkan tahap kesedaran dan penggunaan yang tinggi terhadap aplikasi Web 2.0 seperti Facebook, Wikipedia and YouTube. Fleksibal dalam intaraksi adalah ciri utama mendorong penggunaan teknologi Web 2.0. Tambahan lagi, dengan menggunakan Model Penerimaan Teknologi, Kesenangan Penggunaan adalah faktor utama menentukan penggunaan Web 2.0 dalam pengajaran dan pembelajaran. Akhir sekali, pekali korelasi Spearman’s rho membuktikan hubungan yang kuat antara ciri-ciri utama yang mendorong penggunaan teknologi Web 2.0 dalam pengajaran dan pembelajaran dan penerimaan Web 2.0 teknologi dengan nilai rs = 0.735.
v
Abstract
The growing popularity and impact of Web 2.0 technology among university students makes it attractive for studying the practices in future. Popular Web 2.0 application which are Media Sharing, Social Networking, Blogging and Wikis and Collaboration Tools has been used in this reserach.Thus, in this quantitative research, pre-services teacher Faculty of Education,were examined the level of awareness , the level of usage, main characteristics that encourage the usage of Web 2.0 in teaching and learning (TNL), acceptance of Web 2.0 technology and significance relationship between characteristics that encourage the usage of Web 2.0 and acceptance of Web 2.0. Descriptive statictics in the form of percentage, mean and standard deviation was used in the data analysis. Result showed that there is high level of awareness and usage to Web 2.0 application in Facebook, Wikipedia and YouTube. Flexible to interact is a main reason that encourage the usage of Web 2.0 technology among pre-services teacher to use in TNL.Next, by using Technology Accepptance Model, Perceive of Ease of Use is main factor that will determine acceptance of Web 2.0 in TNL. Finally, Spearman’s rho correlation coefficient prove that a high significance relationship between that encourage the usage of Web 2.0 and acceptance of Web 2.0, rs = 0.735.
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TABLE OF CONTENTS
CHAPTER
TITLE
PAGE
INTRODUCTION THESIS STATUS SUPERVISOR
1
TITLE
i
DECLARATION
ii
ACKNOWLEDMENT
iii
ABSTRACT
iv
TABLE OF CONTENTS
v
LIST OF TABLE
xi
LIST OF FIGURES
xiv
INTRODUCTION 1.1 Introduction
1
1.2 Background of The Problems
3
1.3 Statement of The Problems
6
1.4 Research Objectives
7
vii
2
1.5 Research Questions
9
1.6 Research Rationality
9
1.7 Significance of the Study
10
1.8 Scope of the Study
12
1.9 Definition of Terms
12
1.10 Conclusion
13
LITERATURE REVIEWS 2.0 Introduction
14
2.1 Web Based Learning
15
2.1.1Introduction to Educational Web-Publishing
16
2.1.2 Foundation to Effective Educational Web-
16
Publishing 2.1.3 Characteristics of Web-based Learning 2.1.4 Why use Web-based learning? 2.2 Web 2.0 Technology 2.2.1Changing Technologies and Educational Change 2.2.2 Applying of Web 2.0 Learning Environment 2.2.3 Web 2.0 and Web Based Learning 2.2.4 Advantages and disadvantages of the Web 2.0 Technology
18 19 20 21 22 23 23
2.2.5 Prospects for Long Term Web 2.0 Technology Revolutions 2.3 Teacher in Web 2.0 Learning Environment 2.3.1 Perspectives of teacher towards Web 2.0 Learning
24 24 27
viii
Environment 2.3.2 Acceptance of teacher towards Web 2.0 Learning
29
Environment 2.3.3 Roles of teacher in Web 2.0 Learning Environment 2.4. Web 2.0 Tools 2.4.1 Media Sharing and Example of Educational Uses and Application
30 31 32
2.4.2 Social Networking and Example of Educational Uses and Application 2.4.3 Blogging and Example of Educational Uses and
33 35
Application 2.4.4 Wikis and Collaboration Tool and Example of
37
Educational Uses and Application 40 2.5 Conclusion 3
RESEARCH METHODOLOGY
41
3.1 Introduction
41
3.2 Research Design
41
3.3 Research Procedure
43
3.4 Sampling
45
3.5 Research Instrument
47
3.5.1 Respondents Background
49
3.5.2 Awareness of Pre-Services Teacher towards Web
49
2.0 technology
ix
3.5.3: Usage of Pre-Services Teacher towards the Web
51
2.0 technology 3.5.4: Characteristics of Web 2.0 technology that encourage pre-services teacher use in TNL
53
3.5.5 Acceptance of Pre-Services Teacher towards Web 56
2.0 technology in TNL 3.6 Pilot Study
58
3.7 Data Analysis
59
3.7.1 Analysis on Demography
59
3.7.2 Analysis on Awareness of Pre-Services Teacher
60
towards Web 2.0 technology 3.7.3 Analysis of Usage of Pre-Services Teacher
62
towards the Web 2.0 technology 3.7.4 Analysis of Characteristics of Web 2.0 technology that encourage pre-services teacher
64
use in TNL 3.7.5 Analysis of Acceptance of Pre-Services Teacher towards Web 2.0 technology in TNL
65
3.7.6 Analysis relationship between the characteristics of Web 2.0 technology and the acceptance in
67
TNL.
4
3.8 Conclusion
68
4.1 Introduction
69
4.2 Demographic Data
70
x
4.3 Analysis on Level of Awareness of Pre-Services Teacher towards Web 2.0 Technology 4.4 Analysis on Level of Usage of Pre-Services Teacher
71 74
towards Web 2.0 Technology 4.5 Analysis of Main Characteristics of Web 2.0
76
Technology that Encourage Pre-Services Teacher Use in TNL. 4.6 Analysis on Acceptance of Pre-Services Teacher
79
towards Web 2.0 Technology Use in TNL. 4.7 Analysis on relationship between the Characteristics
81
Web 2.0 applications and Acceptance of pre-services teacher in TNL. 4.8 5
Conclusion
84
5.1 Introduction
86
5.2 Discussion on Respondents’ Demographics
87
5.3Discussion on Level Awareness of Pre-Services Teacher
87
towards Web 2.0 Technology 5.4 Discussion on Level Usage of Pre-Services Teacher
90
towards Web 2.0 Technology 5.5 Discussion on Main Characteristics of Web 2.0
90
Technology that Encourage Pre-Services Teacher Use in TNL. 5.6 Discussion on Acceptance of Pre-Services Teacher
92
towards Web 2.0 Technology Use in TNL. 5.7 Discussion of relationships between characteristics of
94
Web 2.0 Technology and the acceptance of Web 2.0 Technology in TNL 5.8 Conclusions
95
5.9 Recommendations
96
5.10 Closure
97
xi
REFERENCES
98
APPENDIX
104
xii
LIST OF TABLES
TABLE NO.
TITLE
PAGE
2.0
WEB 2.0 – Opportunities and Limitations
25
2.1
Summary of instructor and students’ perception
28
3.1
Quantitative Research Design Based on the Data Being
42
Collected. 3.2
Research Implementation
44
3.3
The number of the final year students as the sample of the
46
research according to the program taken. 3.4
The numbers of items according to the sections of the
48
questionnaire. 3.5
The Likert Scale
50
3.6
Awareness of Pre-Services Teacher Towards Web 2.0
50
technology 3.7
Frequency of Usage
52
3.8
Usage of Pre-Services Teacher towards the Web 2.0
52
technology
xiii
3.9
Likert Scale
54
3.10
Characteristics of Web 2.0 technology that encourage pre-
54
services teacher use in TNL 3.11
Acceptance of Pre-Services Teacher towards Web 2.0
57
technology in TNL 3.12
Gender analysis
60
3.13
Programs Analysis
60
3.14
Percentage Interpretations
61
3.15
Analysis on Awareness of Pre-Services Teacher towards
61
Web 2.0 technology 3.16
Analysis of Usage of Pre-Services Teacher towards the
62
Web 2.0 technology 3.17
Mean Score Interpretations
63
3.18
Analysis of Characteristics of Web 2.0 technology that
64
encourage pre-services teacher use in TNL 3.19
Analysis of Acceptance of Pre-Services Teacher towards
66
Web 2.0 technology in TNL 3.20
Guilford Guideline
68
4.1
Respondents Based on Gender
70
4.2
Respondents Based on Programs
70
4.3
Frequency of Level Awareness of Pre-Services Teacher
71
towards Web 2.0 technology 4.4
Analysis Level of the Usage of Pre-Services Teacher
74
xiv
towards Web 2.0 Technology 4.5
Mean and SD of Characteristics of Web 2.0 Technology
77
that Encourage Pre-Services Teacher Use in TNL 4.6
Overall mean of Characteristics of Web 2.0 Technology
78
that Encourage Pre-Services Teacher Use in TNL 4.7
Mean and SD of Acceptance of Pre-Services Teacher
80
towards Web 2.0 Technology 4.8
Overall Mean of Acceptance of Pre-Services Teacher
80
towards Web 2.0 Technology Use in TNL 4.9
Spearman’s rho Correlation Coefficient for Media Sharing
82
4.10
Spearman’s rho Correlation Coefficient for Social
82
Networking 4.11
Spearman’s rho Correlation Coefficient for Blogging
83
4.12
Spearman’s rho Correlation Coefficient for Wikis and
83
Collaboration Tools 4.13
Spearman’s rho Correlation Coefficient for Overall
83
Characteristics 4.14
Summary of Spearman’s rho Correlation Coefficient for all Web 2.0 application
84
xv
LIST OF FIGURES
FIGURES NO.
TITLE
PAGE
2.0
A model for the development of learning materials
18
2.1
Framework for knowledge work analysis
24
2.2
Perception of Role
31
CHAPTER 1
INTRODUCTION
1.1
Introduction
An advancement of communication technology since the last decade has bring an impact to the education aspects. In our country, the proliferation of the Web-based technologies may have given the new impression of widespread changes in educational practices. In fact, we have begun to scratch the surfaces of experiencing the vast impact of these technologies could have done to our education system. Since the beginning of the internet age, marvelous opportunity was unveiled for all students and teachers to improve teaching and learning. Advocated for the Web-based learning and teaching have insist that it will transform each of the classroom aspects life by inventing a new and rich opportunities to meet all the learners’ need.
2 The Malaysian Smart School for instance is a learning institution that has been conduct systemically since 1995 to reinvent new era of teaching and learning as well as in order to help students cope and leverage on the Information Age. Here, the national curriculum and pedagogy given the highest importance, with the role played by teachers, administrators, parents and the community to enhanced the education of the Malaysian students. Individuality, creativity and initiative amongst the students were prioritized. Yet, the web technology is critical in making the teaching and learning processes easier, more fun and effective for students to master the subjects. Undoubtedly, the web is a powerful tool that has a potential to improve teaching and learning.
K-12, which designed for the sum of primary and secondary education, used in the United States, Canada, and some parts of Australia offers outstanding, have highly effective curriculum that enables mastery of core concepts and skills for all of the kinds of minds especially using the Web-based learning . According to the Blanchard and Marshall (2004), by almost every K-12 public school in United States have a broadband access do not guarantee acquisition of the knowledge among the students. By the way, he also stated that Web-based learning still has the potential to offer meaningful and long-term solutions for schools to achieve the mission of the school in teaching and learning. In consequence, chronicles of opportunity and challenge that have been emerged in Web-based learning and should be study seriously according to the content area such as a sciences, mathematics and social studies.
As a web technology more advanced each day, the expression of Web 1.0 created retrospectively after the arrival of Web 2.0. Web 1.0, which is, refers to the first version of the web, was essentially a source of information authored by a small number of people (usually an expert of the subjects) for a very large number of users. According
3 O'Reilly, characteristics of Web 1.0, which can consider as a Web 1.0 such sites, are static. The web contains information that might be useful, but there is no reason for a teacher or students to return to the site later. Next, Web 1.0 sites are not interactive. The teacher or students can only visit these sites; they cannot give or contribute to the sites. Web 1.0 also act as a “one way” interaction, driven by expert, have a naïve design, heavy text, slow and isolated. As we can see all of this weakness’, so, there is an appearance of new vision of the Web that enables greater interactivity, “two-way” interaction, more user control of information, radical personalization and the development of online communities, which is Web 2.0 technology.
Web 2.0 technology, have digital natives living such as crisp, clear, sculpted, assessable and more collaborative compare to Web 1.0. Web 2.0 also an open source program, which means the source code for the program is freely available. This new Web 2.0 technology brings a lot of impact to the educational Web-based learning. Here the students or teacher can see how the application works and make modifications or even build new applications based on earlier programs. For instance, Netscape Navigator was a proprietary Web browser of the Web 1.0 era. In addition, Firefox also follows the Web 2.0 characteristics and provides developers with all the tools they need to create new Firefox applications. The main questions and shall be concern are that, does technological study aids in which are an Web 2.0 really enhance education and do the teachers realizing potential of web-usage can support both of learning and teaching?
1.2
Background of The Problems
For the past couple of years, there have been the innovative and creative teachers who always played with new technologies and brought them into their classrooms. From
4 the traditional ways of teaching by using the chalk and talk into the modern way of teaching by using the cd-rom and web, no doubt that Web-based learning played a role for the teachers to achieve the objective of teaching. The teachers may also include the Web 2.0 tool with realizing or not of the existence of Web 2.0 in their teaching process. The integration of the multimedia elements such as an audio, graphic, video, animation and interactivity in the Web-based learning can give a greater effect for the students to learn. In the traditional education, it emphasizes on learning contents. Compare to the information age now, requires students who are competent learners, who understand the process of learning, the "how’ compare to “what”.
Media Sharing, Social Networking, Blogging and Wikis and Collaborative way in the Web 2.0 are category of services that have been used and talked about the value of it in education for a few years .Nowadays, there is a growing swell of regular teachers beginning to discover their power. Web 2.0 demonstrates the increasing standing of the individual as anyone can create and upload print, audio, and video to the Internet. Not too long ago, adding Web content was the province of Internet designers who had the necessary knowledge and time to create Web pages using complicated computer programming. But now, easy-to-use Internet sites encourage students to post their own materials to the Internet without having to know HTML programming codes.
Furthermore, through Web-based applications and services such as Web logs (blogs), video blogs (vlogs), podcasts, and wikis, anyone that have a computer that connected to the Internet can be part of those who experiencing of the Web 2.0. Miller (2007) stated that more than 100 million clips were viewed on the sites each day with more than 65,000 new videos uploaded every 24 hours. Besides, such technologies have all greatly contributed to the Web 2.0 phenomena as social networking sites such as MySpace.com and Facebook.com, which have had a particularly strong influence in the lives of millions of students. These sites enable members to create their own Web pages, complete with personal profiles, descriptions of their interests, photos, blogs, and a
5 growing array of other features that help members connect with others that having a similar interests. The online MySpace community has increased to more than 160 million members in just a few years. Over 200,000 new members sign up each day, it is one of the most visited Internet sites in the world. The social networking site of choice for most students is Facebook.com, which describes itself, as "a social utility that helps people better understand the world around them.
Facebook develops the technologies that facilitate and assist the spread of information through social networks, allowing people to share information online the same way they do in the real world" (Facebook.com 2006, 1). Even though Facebook has only been in existence since February 2004, when several graduates from Harvard University invented it, it now has over 19 million registered users and ranks among the top 10 most visited Internet sites. The success of MySpace, Facebook, and other popular networking sites such Friendster.com, Tagged.com, Xanga.com, and Orkut.com has prompted the development of hundreds of social networking sites. According to Thompson (2007), TagWorld.com, Zaadz.com, and Cyworld.com are among a growing list poised to attract thousands or millions of members of their own.
So, as Web 2.0 tools in education gain wider implementation in the teaching and learning process, it becomes more popular. This is maybe because those tools provide great professional aids for the teachers themselves to prepare for their content for delivering the subject. It is also introducing them effectively outside of the classroom and giving the teachers a chance to discover the powerful learning potential, can find examples of how other teachers are using Web 2.0 in the classroom and connect with other teachers who provide a virtual support community as they begin to implement new practices.
6 Since Web 2.0 brought into the classroom, the nature of student works changes. When their peer or parents sees a student’s work, commented on, and collaboratively enhanced by a larger participative audience, those students drawn into extended educational "conversations." Therefore, the relationship and connectivity of the student with the ideas and contents are no longer constrained to the narrow way of interaction with their teachers, but they are suddenly interacting with their peers and others in the discovery, exploration, and clarification of knowledge. Sometimes that may appropriately just be with an audience of their immediate classmates and others all over the world. Nevertheless, either way, it involves the students in a very proactive learning environment too.
Although there are a lot of new Web-based benefits and applications that are often lump into the catch-phrase "Web 2.0," not all of them provide for high levels of user contribution, collaboration, and "conversation." Here, does the teacher really know about the Web 2.0 are being questioned. There are no such advantages of the advanced technology in Web 2.0 if the teacher themselves do not aware of appearance of Web 2.0. Moreover, there are no reasons why Web 2.0 should be used in the teaching and learning process if the teachers do not accept the Web 2.0 in teaching and learning process. Thus, the teacher must know and have knowledge of the Web 2.0 so they can use it effectively in teaching and students get the benefits of the using of Web 2.0 to students.
1.3 Statement of The Problems
7 Learning in Web 2.0 are divided in few categories , which are the media sharing, social networking, blogging and wikis and collaboration tools. There are much of the literature proved that by using these Web 2.0 tools and apply into the teaching and learning allow students to explore the content together in an good manner. However, if the pre-service teachers do not have awareness towards the application of the Web 2.0, it will bring an impact to the delivering content of the subjects. The awareness towards the application of the Web 2.0 in education is important, as it will encourage the teachers to perform to the best of their abilities in all aspect. With creating an useful course or subject plan with aids by Web 2.0, the teacher can begin the class with clear guidance as it give the guidelines for teacher that act as a n initial structured for the course and provide information for the students.
Next, by examine the usage of Web 2.0 let us know the variety of learning activities and how will they demonstrate instructional method by using the Web 2.0 technology. According to Kirsi and Anne (2007), it is important that the tool that has been designed able to answer the questions and provide appropriate guidelines without need for being an expert in usability. Moreover, as the teachers do accept the Web 2.0 technology, it will bring out the learning styles and cultures by varied course activities and approach to the topic. Therefore, the study been done to identify all of these aspects as teacher play a critical role in the success of Web 2.0 usage in education, as they are the ones who support the students especially for the Malaysian learners and determine the successfulness of Web-based learning environment.
1.4
Research Objectives
8
There are the several objectives of this study, which are:
1.4.1
To identify the level of awareness of the pre-services towards the Web 2.0 technology.
1.4.2
To examine the level of usage of Web 2.0 technology for the pre-services teacher in aspect of:
1.4.3
a)
Frequency of use
b)
Types of Web 2.0 tool that being used
To recognize the main characteristic of Web 2.0 technology that being encourage pre-service teacher to use in teaching and learning process.
1.4.4
To determine the acceptance Web 2.0 technology of pre-services teacher for the teaching and learning process.
1.4.5
To examine is there any significance relationship between the characteristics of Web 2.0 technology and the acceptance of Web 2.0 technologies for the pre-services teacher in teaching and learning.
