Abstract:

Problem Statement and Methodology:
This research tries to come up with contextual reality of teachers with different years of professional experience to reveal the association, if any, of the object study variables (social network relations, use of Web 2.0 services, and attitude towards the effects of Web 2.0 teaching services use) and the variable, years of professional experience in the teaching field.
General objective: To investigate the use that a group of teachers of the Venezuelan Elementary, Primary and Secondary Education System give to Web 2.0, in private schools of the Metropolitan area of Caracas and the use of its applications as teaching resources.
The design selected for this investigation is research field study, descriptive and empirical. A sample of 627 teachers was selected, to whom an instrument was applied, which was structured in blocks according to the study variables mentioned above.

Result analysis:
Block I. Social Networks:Results show that teachers with more years of experience use less social networks than their less experienced colleagues. However, no significant associations among the different groups, their years of experience and the use of social networks as a teaching resource have been observed. Both groups also show willingness to learn and get trained to incorporate them into their school dynamics.
Block II. Service and Tools: Without significant associations and in low percentages, educators with different years of experience have reported not to know much about Wikis and Blogs. Nevertheless, educators with more years of service have reported the incorporation of Wikis in their classes as a teaching resource, and that these have helped them to make their classes more dynamic.. Regarding the knowledge and use of other Web 2.0 services and applications, it is evident that a larger amount of younger educators have reported to know and use Youtube and Google docs in comparison with more experienced teachers.
Block III. Attitude towards Web 2.0:Educators with more years of experience adopt a more extreme positioning, with a positive trend, than groups formed by less experienced educators regarding Web 2.0 contributions to teaching practices. They consider, in high percentages, that time to prepare classes is “often” or “always” (survey categories) saved and that it makes easier their teaching planning. Additionally, 40.4% of teachers with more than 20 years of experience consider that Web 2.0 tools “often” make easier the process to create professional cooperative networks and educational environments.
Regarding teachers’ acceptance of Web 2.0 contributions and student results show that teachers with less years of service have reported, more than their more experienced colleagues, that classes have become more dynamic and motivational and that they are better adapted to their necessities. On the other hand, teachers with more years of experience are more optimist than their less experienced colleagues, expressing the advantages that Web 2.0 has provided to their students’ work. They consider – in high percentages – that Web 2.0 “often” or “always” allows the development of more active autonomous processes and promotes research, learning, development of personal expression.Educators with more years of professional service show, in higher percentages, a more positive attitude towards Web 2.0 advantages. They “often” consider that Web 2.0 allows access to multiple learning resources,

Keywords:

Web 2.0, Teachers, Professional experience, Habits, Pedagogic applications.