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

Abdurrahman G. Almekhlafi, Enas Said Ali Abulibdeh

Research output: Contribution to journalArticlepeer-review

9 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)238-261
Number of pages24
JournalInteractive Technology and Smart Education
Issue number3
Publication statusPublished - Oct 15 2018


  • Diploma teachers
  • K-12 school
  • Teaching methods
  • Technology integration
  • Web 2.0

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education


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