Web 2.0 is a network of
internet programs that “…allows anyone to create and share online information
or material they have created” (Thomson, n.d., p. 1). Web 2.0 has many different applications, such
as blogs, social networks, wikis, and podcasting. It is important to teach children how to
utilize these applications for various reasons.
One imperative reason is to connect students to the world around them so
they start to understand different cultures and develop new ideas. Web 2.0 is a powerful tool
for student’s learning and teaching students how to think critically. It is not a pricey software; it is not a
subscription to a web-based program; it is a free tools that advances learning
and understanding. Web 2.0 tools engages
student into the lesson because it is fun and stimulating. Students are allowed to create and publish
collaborative pieces by removing the barriers and promote supportive
development (Dialogic, 2009). To
continue, students who are considered the “net generation” are bored
of the traditional teaching approaches and many of these students process their
thinking differently. Administrators and
teachers must “…consider the impact of the net generation characteristics such
as preferences for digital literacy, experimental learning, interactivity and
immediacy on all areas of course design and delivery” (Williams & Chinn,
2009, p. 165). Web 2.0 allows student to
access information and retrieve the answer immediately. Google is the most used search engine
followed by YouTube (Audet, 2010). The
use of Web 2.0 creates an environment that reflects multiple modalities and the
use of multimedia creating equivalent or collective means of communication
through diversity and multiplicity (Audet, 2010). Students participate in the creation of
multimedia equipment with the ease of mobile access. Information can basically be accessed anytime
and anywhere which designs a transportable and planetary network. Information is instantaneous. Openness is formed because of the world of
sharing ideas, software, and content (Audet, 2010).
The
importance of Web 2.0 in the learning and teach process can have a critical
impact on learning. A new pedagogical
approach to teaching emerges and deeper learning flourishes while students and
teachers interact with technology instruments.
“Today the duality of conceptual (new models of education, advancement
of social learning theory) and technological (e-learning mobile devices,
learning networks) revolutions offers the perspective of transformative change
in teaching and learning” (Audet, 2010, p. 20). There are many reasons Web 2.0 can change the
dynamics of the teaching and learning in the classroom. One is collaborative production. Collaborative production calls for teamwork,
brainstorming, reflecting, and understanding others thinking. Another reason to use Web 2.0 is the
socialization that occurs during the development or planning stage. Students find teammates with common interest while
a collaborative process links critical thinking through social networks, media
sharing, emails, forums, blogs, and other ways of communicating and sharing. This approach places the learner at the forefront
of the “…online activities and facilitate supposed new forms of creation,
collaboration, and consumption” (Selwyn, n.d., p.1).
There
are multiple uses of Web 2.0 that engages students in learning. We have over 100 Web 2.0 interments that, if
implemented, can motivate students to learn content and other resources. For example, Prezi is a tool that helps
students organize their learning to teach other students about the topic they
are presenting in a meaningful and interesting way. Globster is another tool being used in
students learning. Students can use this
visual tool to stimulate their audience by using enticing images to capture
their thinking and the audience’s attention.
I have used many different
types of Web 2.0 tools, and I have learned how to use many different aspects of
Web 2.0 tools in my teaching, such as Blubbr, Glogster, Google Doc., and
Prezi. These tools are encouraging for
the student to use as a response for reading, writing, math and other content
areas. The instrument highlights the student’s
learning and thinking in a meaningful, attaining way
One technique to use Web 2.0 in the classroom is through
reading and marking your thinking on an electronic text by using diigo. This program allows student to highlight
portions of the text and use sticky notes as a way of collection their
ideas. Other students can also comment
on students thinking by critiquing and elaboration on written form of
communications. Teachers can also
bookmark information for students to retrieve and read (Asselin & Moayeri,
2011). “The
act of socially bookmarking and tagging sites turns the passive and static act
of searching into an active and dynamic one where the user is now participating
in website rankings and contributing to the key terms that are being employed
to describe websites” (Asselin & Moayeri,
2011, p. iii) . Another practical
way of using Web 2.0 in the classroom is by using Wiki to develop a writing
piece which can be edited and revised by other students. This collaboration of students can have a valuable
impact on students learning because student must learn how to recognize other’s
voices. Student can also incorporate
videos and pictures that will enhance the learning and the writing piece. Students are
able to exchange information with others and critique the thinking and
information provided.
Reference
Asselin, M. & Moayeri, M. (June 2011). Practical Strategies the participatory
classroom: Web
2.0 in the classroom. Literacy Learning: The Middle Years. 19(2)
p. i-vii.
Audet, L. (May 31, 2010)
Annual Conference of Claroline Users: Web 2.0 for learning. [Presentation
slides]. Retrieved from http://www.claroline.net/wp-content/uploads/2013/05/ACCU10Pres02AudetEN.pdf.
Dialogic Corporation. (2009). The Emergence and Empowerment of Web 2.0.
[White Papers]. Retrieved from http://www.scribd.com/doc/162549189/The-Emergence-Empowerment-of-Web-2-0.
Thomson, H.
(n.d) Wikis, Blogs, and Web 2.0 Tecnology. Retrieved from University of Melbourne,
Information Services website: http://www.unimelb.edu.au/copyright/information/guides/wikisblogsweb2blue.pdf.
Williams, J. & Chinn,
S. J. (2009). Using Web 2.0 to support the active learning experience. Journal of Information Systems Education.
20(2), pp. 165-174
