Web 2.0 is a concept that takes the network as a platform for information sharing, interoperability, user-centered design, and collaborationon the Internet or World Wide Web. A Web 2.0 site allows users to interact and collaborate with each other in a social media dialogue as creators (prosumers) of user-generated content in a virtual community, in contrast to websites where users (consumers) are limited to the passive viewing of content that was created for them. Examples of Web 2.0 include social networking sites, blogs, wikis, video sharingsites, hosted services, web applications, mashups and folksonomies.The term is closely associated with Tim O'Reilly because of the O'Reilly Media Web 2.0 conference which was held in late 2004.[1][2]Although the term suggests a new version of the World Wide Web, it does not refer to an update to any technical specification, but rather to cumulative changes in the ways software developers and end-users use the Web. Whether Web 2.0 is substantively different from prior web technologies has been challenged by World Wide Web inventor Tim Berners-Lee, who describes the term as jargon.[3] His vision of the Web is "a collaborative medium, a place where we [can] all meet and read and write".[4]
Web 2.0 in education
Will Richardson stated in Blogs, Wikis, Podcasts and other Powerful Web tools for the Classrooms, 3rd Edition that, "The Web has the potential to radically change what we assume about teaching and learning, and it presents us with important questions to ponder: What needs to change about our curriculum when our students have the ability to reach audiences far beyond our classroom walls?"[41] Web 2.0 tools are needed in the classroom to prepare both students and teachers for the shift in learning that Collins and Halverson describe. According to Collins and Halverson, the self-publishing aspects as well as the speed with which their work becomes available for consumption allows teachers to give students the control they need over their learning. This control is the preparation students will need to be successful as learning expands beyond the classroom."[41]Web 2.0 technologies provide teachers with new ways to engage students, and even allow student participation on a global level. However, children raised exclusively in the era of new media technologies are less patient with activities such as completion of worksheets and classroom lectures.[40] Decreased participation in a traditional classroom may be due to better feedback received online.By allowing students to use the technology tools of Web 2.0, teachers are giving students the opportunity to share what they learn with peers. Some are concerned that these technologies could hinder the personal interaction of students: "Social networking sites have worried many educators (and parents) because they often bring with them outcomes that are not positive: narcissism, gossip, wasted time, 'friending', hurt feelings, ruined reputations, and sometimes unsavory, even dangerous activities".[42]Web 2.0 calls for major shifts in the way education is provided for students. One of the biggest shifts that Will Richardson points out in his book Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms[41] is the fact that education should be collaboratively constructed. This means that students, in a Web 2.0 classroom, are expected to collaborate with their peers. By making the shift to a Web 2.0 classroom, teachers are creating a more open atmosphere where students are expected to stay engaged and participate in class discussions. In fact, there are many ways for educators to use Web 2.0 technologies in their classrooms."Weblogs are not built on static chunks of content. Instead they are comprised of reflections and conversations that in many cases are updated every day [...] They demand interaction."[41] Will Richardson's observation of the essence of weblogs speaks directly to why blogs are so well suited to discussion based classrooms. As long as the students are invested in the project, weblogs give students a public space to interact with one another and the content of the class.For example, Laura Rochette implemented the use of blogs in her American History class and noted that in addition to an overall improvement in quality, the use of the blogs as an assignment demonstrated synthesis level activity from her students. In her experience, asking students to conduct their learning in the digital world meant asking students "to write, upload images, and articulate the relationship between these images and the broader concepts of the course, [in turn] demonstrating that they can be thoughtful about the world around them."[43]
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