Choosing Web 2.0 Tools for Instruction

2014 ◽  
Vol 10 (2) ◽  
pp. 25-35 ◽  
Author(s):  
Saurabh Gupta
Keyword(s):  
Distance Education ◽  
Web 2.0 ◽  
Digital Natives ◽  
Traditional Education ◽  
Discussion Boards ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Demand Pull

The growth of technology and the inclusion of “digital natives” as students in the education world have created a demand pull for the use of Web 2.0 technologies in education. Dominant among these tools have been wikis, blogs and discussion boards. Distance education experts view the use of these tools as differentiators when compared to traditional education methods. However, the research in this area has yet to provide clear guidelines on usage. In this paper, the authors aim to provide a theory-driven model to outline the application and impact of these technologies in education. The authors focus on the education tasks and technologies characteristics to evaluate the underlying fit. The authors use the extant research to substantiate the model and provide practitioner guidelines.

Social E-Learning Tools

2017 ◽  
pp. 300-316
Author(s):  
Saurabh Gupta
Keyword(s):  
Distance Education ◽  
Social Learning ◽  
Digital Natives ◽  
Traditional Education ◽  
Learning Technologies ◽  
Discussion Boards ◽  
Learning Tools ◽  
Demand Pull ◽  
E Learning

The growth of technology and the inclusion of “digital natives” as students in the education world have created a demand pull for the use of Social learning technologies in education. Dominant among these tools have been wikis, blogs and discussion boards. Distance education experts view the use of these tools as key differentiators when compared to traditional education methods. However, the research in this area has yet to provide clear guidelines on usage. In this chapter, the aim is to provide a theory-driven model to outline the application and impact of these technologies in education. The focus is on the education tasks and technologies' characteristics to evaluate the underlying fit. The chapter outlines the extant research to substantiate our model and provide practitioner guidelines.

Implementing Web 2.0 tools in organisations

2014 ◽  
Vol 21 (1) ◽  
pp. 2-5 ◽  
Author(s):  
Gavin James Baxter
Keyword(s):  
Communities Of Practice ◽  
Web 2.0 ◽  
Empirical Studies ◽  
Work Place ◽  
Special Issue ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Content Type ◽  
Organisational Factors ◽  
The Impact

Purpose – This special issue aims to increase the awareness of the organisational factors that enterprises must reflect on and address when introducing Web 2.0 technologies into their organisations. In contrast to empirical studies that review the impact of Web 2.0 technologies in organisations in terms of how they might support knowledge sharing or communities of practice, this special issue intends to identify the salient criteria that management practitioners must address to assist in the implementation of Web 2.0 technologies in the work place. Design/methodology/approach – This special issue aims to increase the awareness of the organisational factors that enterprises must reflect on and address when introducing Web 2.0 technologies into their organisations. In contrast to empirical studies that review the impact of Web 2.0 technologies in organisations in terms of how they might support knowledge sharing or communities of practice, this special issue intends to identify the salient criteria that management practitioners must address to assist in the implementation of Web 2.0 technologies in the work place. Findings – One of the principal findings that have emerged from this special issue is that it indicates the importance of reviewing social and cultural factors in organisations when introducing Web 2.0 technologies in the work place. In addition to assessing technical issues that might impact on the implementation of Web 2.0 technologies in organisations this special issue also explores subject matters such as the dilemma of whether a top-down or a bottom-up approach is more effective towards engaging staff in the adoption of Web 2.0 tools at work. Originality/value – The research presented in this special issue provides an important academic contribution towards an area that is, at present, under researched namely, whether there is a structured approach that can be universally applied by organisations when internally implementing Web 2.0 technologies into their work place.

Using YouTube and WeChat to Promote Communicative and Intercultural Competence in Japanese and Mandarin

2020 ◽  
pp. 594-609
Author(s):  
Beverly-Anne Carter ◽  
Min He ◽  
Tsubura Kawasaki
Keyword(s):  
Web 2.0 ◽  
Intercultural Competence ◽  
Digital Natives ◽  
Chinese Teachers ◽  
Web 2.0 Technologies

Web 2.0 technologies are omnipresent in the lives of the digital natives who are the majority of learners in the language centre's non-specialist programme. However, there is no automatic transfer from personal to pedagogical use especially when linguistic and intercultural competence is also at play. The Japanese and Chinese teachers, who are the chapter's co-authors see technology as an affordance and thus necessary for developing their students' proficiency. The chapter examines learners' perspectives on the technology used and whether it facilitates the degree of engagement intended.

“You Can Lead the Horse to Water, but … ”

2012 ◽  
pp. 182-199
Author(s):  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web 2.0 ◽  
Learning Management Systems ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Potential Benefits ◽  
The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

Catering to the Needs of the “Digital Natives” or Educating the “Net Generation”?

2013 ◽  
pp. 1134-1151
Author(s):  
Thomas Ryberg ◽  
Lone Dirckinck-Holmfeld ◽  
Chris Jones
Keyword(s):  
Young People ◽  
Learning Environment ◽  
Web 2.0 ◽  
Digital Natives ◽  
Social Software ◽  
Net Generation ◽  
Web 2.0 Technologies ◽  
Online Web

In this chapter, the authors explore perspectives on the notion of “digital natives” and present a case in which Web 2.0 technologies were introduced to students. They discuss studies critical of the generational metaphor, and argue that it should not be uncritically assumed that there is a generation of digital natives, but that young people may need to develop skills often associated with the digital natives. The authors present a case reflecting these pedagogical aims, involving an online Web 2.0 learning environment called Ekademia. The findings of the case reflect a gap between the researchers’ intentions and the actual outcomes. In particular, the learning environment failed to provide sufficient scaffolding for the students, who needed more support than was assumed. It is therefore suggested that educational use of social software technologies should have stronger connections to curricular activities, involve a more concerted pedagogical effort, and be supported by a higher degree of institutionalization.

Educating Pre-Service and Novice Teachers on the Best Practices for Curriculum Integration of Web 2.0 Tools and Instructional Technology

2016 ◽  
pp. 123-142
Author(s):  
Thomas Robert Conway
Keyword(s):  
Teacher Preparation ◽  
Web 2.0 ◽  
Novice Teachers ◽  
Teacher Preparation Programs ◽  
Web 2.0 Technologies ◽  
Preparation Programs ◽  
Web 2.0 Tools ◽  
Social Media Networks ◽  
Web 2.0 Technology ◽  
Technology Tool

This chapter explores the use of Web 2.0 technology by pre-service and novice teachers. It explores in particular the use of Blogs, Social Media Networks, and Wikis. For each Web 2.0 technology tool, a discussion about the appropriate use and potential problems ensues. The focus of the chapter is to present the potential ethical concerns for pre-service and novice teachers in the use of Web 2.0 technologies. Additionally, some frameworks are suggested in helping teacher preparation programs educate their candidates on the use of Web 2.0 technologies. A resource of possible Web 2.0 technologies is included at the end of the chapter.

scholarly journals USE OF WEB 2.0 TOOLS BY POLISH HEALTH PORTALS

2020 ◽  
Vol 10 (4) ◽  
pp. 77-82
Author(s):  
Magdalena Czerwinska
Keyword(s):  
Health Services ◽  
Web 2.0 ◽  
Social Aspects ◽  
Multimedia Content ◽  
Information Distribution ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Low Costs ◽  
Universal Communication ◽  
Share Information

The Internet, as a global, universal communication network, has become an important channel of information distribution. Currently, it has a very social character, thanks to the dissemination of Web 2.0 sites, which allow users to create and publish their own multimedia content. Web 2.0 technologies make it easier for users to communicate, create, collaborate and share information. They are widely available and are characterized by low costs of use. The article presents the results of research on the most popular Polish health websites. It was examined whether health services meet the requirements of Web 2.0 sites. The analysis is focused on the technological and social aspects. The COVID-19 pandemic lockdown in March and April 2020 in Poland was observed as having an influence on users and views of heath websites. The obtained results confirm the use of elements (both technological and social) by health services selected for research. However the usage of Web 2.0 technologies among websites varies.

scholarly journals Awareness and use of Web 2.0 technologies in sharing of agricultural knowledge in Tanzania

2014 ◽  
pp. 188-202
Keyword(s):  
Web 2.0 ◽  
Agricultural Research ◽  
Agricultural Extension ◽  
Second Phase ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Daily Work ◽  
Agricultural Knowledge ◽  
Training Institutions ◽  
And Training

The current study investigated the extent to which agricultural researchers and extension workers were aware of Web 2.0 technologies and put them into practice in their daily work. The study involved 107 respondents in the first phase and 148 in the second phase. Respondents were from agricultural research and training institutions as well as agricultural extension departments from selected districts across the country. Structured questionnaires were administered to selected respondents. Findings show that 43.9% of the respondents were aware of Web 2.0 while 56.1% knew nothing about this concept. Facebook and Wikipedia were found to be the most used Web 2.0 tools by many respondents while Delicious, Pbworks, Picasa and Digg were identified as among the less commonly used tools by majority of the respondents. The study recommends the need for providing appropriate Web 2.0 training packages to agricultural extension workers, researchers, trainers and other stakeholders in order to enhance knowledge sharing among them for improved agricultural productivity in the country.

Social Space or Pedagogic Powerhouse

2016 ◽  
pp. 72-97
Author(s):  
Stephen M. Rutherford ◽  
Henrietta J. Standley
Keyword(s):  
Web 2.0 ◽  
Social Space ◽  
Online Resources ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Full Extent ◽  
Educational Environments ◽  
The Social ◽  
Use Of Social Media ◽  
Enhance Activity

The recent development of Web 2.0 technologies has the potential to transform the learning environment of Higher Education (HE). Web 2.0 technologies are already commonplace within the social space, with the use of social media, co-authored online resources and encyclopaedias, blogs and video sources. Web 2.0 tools also have the potential to greatly enhance activity in educational environments. However, learners are not using Web 2.0 technology to its optimum potential outside of formal learning situations. Findings suggest that despite being digital natives and being aware of the technologies themselves, students may be naïve of the potential of Web 2.0 technologies as tools for the development of their learning. Educators in HE therefore need to actively expose our learners to the range of potentials of Web 2.0 technologies, if our students are to be able to innovate and engage with technology to its full extent.

Catering to the Needs of the “Digital Natives” or Educating the “Net Generation”?

2010 ◽  
pp. 301-318 ◽  
Author(s):  
Thomas Ryberg ◽  
Lone Dirckinck-Holmfeld ◽  
Chris Jones
Keyword(s):  
Young People ◽  
Learning Environment ◽  
Web 2.0 ◽  
Digital Natives ◽  
Social Software ◽  
Net Generation ◽  
Web 2.0 Technologies ◽  
Online Web

In this chapter, the authors explore perspectives on the notion of “digital natives” and present a case in which Web 2.0 technologies were introduced to students. They discuss studies critical of the generational metaphor, and argue that it should not be uncritically assumed that there is a generation of digital natives, but that young people may need to develop skills often associated with the digital natives. The authors present a case reflecting these pedagogical aims, involving an online Web 2.0 learning environment called Ekademia. The findings of the case reflect a gap between the researchers’ intentions and the actual outcomes. In particular, the learning environment failed to provide sufficient scaffolding for the students, who needed more support than was assumed. It is therefore suggested that educational use of social software technologies should have stronger connections to curricular activities, involve a more concerted pedagogical effort, and be supported by a higher degree of institutionalization.

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