Primary education teachers’ adoption of Web 2.0 tools in educational practices and the impact of the pandemic COVID-19

Abstract

In recent years, the question of the use of Web 2.0 applications and tools by teachers in their teaching practice has come to the fore as Web 2.0 applications can offer several advantages when used by teachers, as they are tools for interaction, collaboration, and communication. This study aims to investigate the acceptance of Web 2.0 applications and tools by in-service primary School teachers in the framework of a qualitative research design. Thirteen (13) participants including primary education teachers, school directors, coordinators of educational work and B-level trainers in the field of ICTs in education interviewed. Semi-conducted interview used as research tool consisted of questions based on the Technology Acceptance Model 2 (TAM 2) and external factors as well as of questions related to the use of Web 2.0 tools during the COVID-19 pandemic. For the purposes of the study the acceptance of Web 2.0 applications and tools was investigated in terms of perceived usefulness, perceived ease of use, perceived enjoyment, self-efficacy, subjective norm, facilitating conditions and intention to use. From the thematic analysis of the data collected and analyzed, emerged that the degree of perceived usefulness, perceived ease of use, perceived enjoyment, and intention to use of teachers for the utilization of Web 2.0 applications and tools in their teaching are satisfactory. Self-efficacy of the teachers in using Web 2.0 tools, subjective norm, facilitating conditions and the pandemic period influence the levels and ways of acceptance.