Module 6: Web 2.0 Resources and Issues

Web 2.0 is also known as the read-write web (Gillmor, 2004) and it allows for the two-way communication between the creators of web content and its users. Three examples of Web 2.0 technologies that could be incorporated into a classroom setting are described in this post, including web blogs, online podcasts and online discussion boards. 

Web blogs, such as Edublogs and Blogger, allow for online reflecting thinking and for students to track the progress of their thinking over time, such as how their ideas develop or change (Ellison & Wu, 2008). They also provide students with opportunities to share ideas, get feedback from other students, as well as socialize, and collaborate (Yamamoto, 2010). Web blogs are able to promote engagement of students, however access to these technologies isn't enough to ensure enhancement of learning. The educator needs to provide support and model how to use such technology in order for their to be effective development of knowledge (Pallof and Pratt, 2003). Web blogs could be used in the classroom by asking students to write regular posts, assigning a weekly discussion question prompting students to reflect on the content covered that week, as well as comment on each others blog posts to provide feedback. 

Students can create podcasts, shared on Houndbite or Chirbit, for instance, as a repository for content which other students can interact with. Such creative tasks allow students to be active participants in their learning which impacts the value students place on the content being researched and encourages the manipulation and creation of new knowledge and resources (Conrad, 2008). It grants students greater ownership of their knowledge and they have acquired power to deciding how it is presented, accommodating for student-centred learning. An application of this Web 2.0 technology could have students creating a podcast as an assessment task, researching and then discussing a topic relevant to the content area as well as interviewing relevant guests. 

Online discussion and mind mapping boards, like MindMapple and Sketchboard, allow for online collaboration between students. Such technologies allow students to share ideas from a range of perspectives and thus increase and clarify understanding (Coutinho & Bottentuit Junior, 2007). These types of tasks are generally open-ended which encourages students to extend and enhance their learning by sharing ideas as well as giving and receiving feedback. Therefore, students' insights are expanded, increasing the meaningfulness of content learnt (Crook & Harrison, 2008). This task could be used at the beginning of a content area, giving students the opportunity to share their previous knowledge on the topic and build on this by gathering the views and understanding of other students. 



References

Conrad D. (2008). Reflecting on strategies for a new learning culture: Can we do it? Journal of Distance Education, 2(3), pp. 157–162.

Coutinho, C. & Bottentuit Junior, J. (2007). Collaborative learning using wiki: A pilot study with master students in educational technology in Portugal. In C. Montgomerie & J. Seale (Eds.), Proceedings of world conference on educational multimedia, hypermedia and telecommunications (pp. 1786–1791). Chesapeake, VA: AACE

Crook, C., & Harrison, C. (2008). Web 2.0 technologies for learning at key stages 3 and 4: Summary report. Retrieved from http://schools.becta.org.uk.ezproxy.csu.edu.au/upload-dir/downloads/page_documents/research/web2_ks34_summary.pdf
Ellison, N & Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17 (1),  pp. 99-122.
Gillmor, D. (2004). We the media: Grassroots journalism by the people, for the people. Sebastopol, CA: O’Reilly Media.

Pallof R. Pratt K. (2003). The virtual student: A profile and guide to working with online learners. San Francisco, CA: Jossey-Bass Publishers

Yamamoto, J. (Ed.). (2010). Chapter 13 Web 2.0 in the classroom In Technology Leadership in Teacher Education: Integrated Solutions and Experiences. IGI Global


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