Arab Educational Information Network

This research tried to identify the impact of using a suggested strategy based on Web 2.0 for developing programming skills and meta-cognitive skills for computer teachers of preparatory stage. After identifying the required programming and meta-cognitive skills for computer teacher of preparatory stage, the Research developed a programme based on Web 2.0 strategy. The instruments of the Research included: an inventory of meta-cognitive strategies, an observation checklist for identifying teachers’ programming skills, a scale for assessing meta-cognitive skills, and the suggested strategy the interventional programme was administered to 26 female and male prep stage computer teachers in Menufia governorate. The Research found that there are statistically significant differences between the mean scores of the computer teachers on pre/post programming skills observation card and meta-cognitive skills scale in favor of the post scores. Additionally, the Research revealed there are statistically significant positive relationship between the mean scores obtained by the participants on the programming skills observation card and their scores on meta-cognitive skills scale, but there are no statistically significant differences between the mean scores obtained by computer teachers on post/follow programming skills observation card and meta-cognitive skills scale. Overall, it can be concluded that using the suggested strategy based on web 2.0 did have a significant impact on developing computer teachers’ programming and meta-cognitive skills. (Published Abstract)