The aim of this study is to examine the effect of active teaching methods enriched with Web 2.0 tools on the change in pre-service teachers' digital literacy, active participation and attitudes towards the course. The study was conducted with 40 students studying in the Preschool Education Department of the Faculty of Education of a state university. This study was designed according to the one-group pretest-posttest model from pre-experimental designs. "Classroom Engagement Scale, Attitude Scale Regarding the History of Turkish Education and Digital Literacy Scale" were used as data collection tools. These scales were administered to the pre-service teachers as pretest before the 12-week implementation, then the same measurement tools were administered again as posttest. In the 12-week implementation, the activities were prepared based on Silberman's (2016) eight-step active teaching strategies in accordance with the content of the course. While determining the Web 2.0 tools that will enrich the selected active learning methods, the conditions of suitability to the method and free and easy applicability were taken into consideration. The t-test and Wilcoxon Signed Rank Test were used to analyse the data. In addition, the effect size value (η2) was calculated for the effectiveness of the applied procedure. At the end of the study, it was determined that the applied method had a significant effect on improving the levels of digital literacy, active participation, and attitudes towards the course. In this context, suggestions for the teacher training system were presented.
Active learning, web 2.0 tools, active participation, teacher training.