The ubiquity of Internet infrastructure and its use in K-12 public schools allows teachers and students to utilize diverse Web 2.0 tools for teaching and learning. Web 2.0 tools have become prevalent among the digital generation, or so-called Digital Natives (Prensky, 2001). The integration of Web 2.0 tools benefits learners by offering them interactive and collaborative environments, through which they can interact with instructors, peers, friends and people worldwide (Tu, Blocher, & Roberts, 2008b). As this is a relatively phenomenon, it is unclear how Web 2.0 tools are being implemented in classrooms to facilitate learning. This study investigated the use of Web 2.0 tools in American K-12 public schools in order to identify the factors influencing the integration of these tools into classrooms.
A quantitative research design was adopted and a Web survey was conducted to elicit data regarding the use of Web 2.0 tools in the aforementioned environments. A nationwide sample frame was administered to collect the data in January 2010. A total of 559 in-service teachers responded to the research invitation and reminder letters (a response rate of 17%). Of these respondents, 78% reported on the use of Web 2.0 tools in classrooms, 68% reported demographic information, and 44% of the respondents were included in multiple regression analysis tests to predict possible outcomes in Web 2.0 applications.
The results indicate that teachers rarely use Web 2.0 tools in their classrooms and are uncertain in using these tools. This study reveals several factors which influence the integration of Web 2.0 tools in K-12 school classrooms: teachers' self-efficacy in using Web 2.0 tools; professional development and school administrative support. Teachers' self-efficacy is the primarily predictor for the use of Web 2.0 tools in school classrooms. Professional development and school administrative support are additional significant predictors of the use of Web 2.0 tools. Other factors such as limited access to the Internet, a lack of training and confidence, the need for technology resources, and e-safety are issues of concern emerging from short open-ended questions.