Preservice Teachers’ Critical Thinking Dispositions and Web 2.0 Competencies - Study

Oct 15, 2026

This study investigates associations between preservice teachers’ Web 2.0 competencies and their critical thinking disposition (CTD). An associational research design uses the California Critical Thinking Disposition Inventory (CCTD-I) and a Web 2.0 competency questionnaire covering Web 2.0 awareness, Web 2.0 use, and educational use. Survey data from 1335 participants show medium levels for most Web 2.0 aspects, with low educational use, very low blog/wiki/podcast competencies, and high social networking/YouTube competencies. Significant relationships emerge between Web 2.0 competencies and CTD, suggesting complementary tool use to strengthen CTD dimensions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Keywords

Introduction

Critical Thinking and Critical Thinking Disposition

CTD in Preservice Teacher Education

Preservice Teachers’ Critical Thinking Dispositions and Web 2.0 Competencies Serkan Sendag Akdeniz University, Turkey Osman Erol Mehmet Akif University, Turkey Sezan Sezgin Mehmet Akif University, Turkey Nihal Dulkadir Anadolu University, Turkey Abstract The aim of this study was to investigate the associations between preservice teachers’ Web 2.0 competencies and their critical thinking disposition (CTD) . The study employed an associational research design using California Critical Thinking Disposition-Inventory (CCTD –I) and a Web 2.0 competency questionnaire including items related to Web 2.0 awareness, Web 2.0 use, and educational use of Web 2.0 tools. Five different Web 2.0 tools included in the study: (a) blogs, (b) wikis, (c) social networking websites, (d) YouTube, (e) podcasts. A total of 1335 preservice teachers completed the survey. Findings indicated that participants had a medium level internet use, Web 2.0 awareness, Web 2.0 use and Web 2.0 skills while their educational Web 2.0 use level was low. In terms of competencies on certain Web 2.0 tools, their blog, wiki and podcast competencies were at a very low level, whereas their social networking and YouTube competency levels were high. Findings also showed that there were significant relationships between preservice teachers' Web 2.0 competencies and their critical thinking disposition. The results highlighted that the use of different Web 2.0 tools can be complementary to each other during certain instructional activities to improve different dimensions of critical thinking disposition. Keywords: Critical thinking; Higher order cognitive skills; Teaching-learning strategies; Web 2.0 awareness; Web 2.0 competencies; Preservice teacher education Introduction Recently, the role of future teachers seems more crucial than ever before for educational systems in terms of improvement of Critical Thinking (CT) . In this context, promoting and modeling higher order thinking, and CT are recognized as a key standard for teachers by some of the institutions establishing standards for teacher preparation such as ISTE’s NETS-T (International Society for Technology in Education, National Education Technology Standards for Teachers), NCATE (The Standard of Excellence in Teacher Preparation) . Teacher preparation programs should be addressed to improve preservice teachers’ CT skills and critical thinking disposition (CTD) . Moreover, teacher educators should seek ways to facilitate disposition toward CT since the employment of CT skills are highly related to the inclination of CT. Therefore, in this study, we examine whether there are significant associations between preservice teachers’Web 2.0 competencies and CTD. Critical Thinking and Critical Thinking Disposition “Critical thinking” is a concept which dates back to Socrates’ scholarly activities (Thayer-Bacon, 1998) . Ever since then, critical thinking has been discussed because of the complex nature of the thinking process as well as the interest in thinking itself. Major disagreement on the issue has been whether CT is ability or disposition. In fact, CT can be considered a combination of abilities and dispositions (Ennis, 1987; Halpern, 1998) . Ennis (1993) describes CT as, “reasonable reflective thinking that is focused on deciding what to believe or do” (p. 180). Paul (1988) defines CT as drawing conclusions from observations and knowledge. Consequently, CT requires an awareness of one’s own thinking and reflection on the thinking of one’s own self and others (Kuhn & Dean, 2004) . Therefore, taking responsibility for learning is a major component of CT, and can make individuals ready for understanding and acquisition of knowledge (Garrison, 1992; Garside, 1996) . Individuals accumulate many standards and criteria to analyze and evaluate what they think, and this process steadily improves their ability (Paul & Elder, 2001) to think critically. As a result, CT asa combination of a

FAQs

What is the main purpose of the study?

To examine whether preservice teachers’ Web 2.0 competencies are significantly associated with their critical thinking disposition (CTD).

Which instruments and dimensions are used to measure Web 2.0 competencies?

A Web 2.0 competency questionnaire measuring Web 2.0 awareness, Web 2.0 use, and educational use, alongside CCTD-I for CTD.

How do preservice teachers’ Web 2.0 tool competencies differ by tool type?

Blog, wiki, and podcast competencies are at a very low level, while social networking websites and YouTube competencies are high.

Oct 15, 2026

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