Use of Web 2.0 and Mobile Technologies for Developing Argumentative Skills

2015 ◽  
pp. 129-142 ◽  
Author(s):  
Susan Gwee ◽  
Shalini Damodaran
Keyword(s):  
Web 2.0 ◽  
Mobile Technologies

Application of the Web 2.0 Technologies Podcast and Vidcast for Formation and Development of Listening Comprehension Skill in an Extended Englishtraining Course in Eighth Grade

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Rumen Hristov
Keyword(s):  
Web 2.0 ◽  
Listening Comprehension ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Specific Method ◽  
Web 2.0 Technologies ◽  
Comprehension Skill ◽  
Comprehension Skills ◽  
Low Levels ◽  
The Web

Low levels of listening comprehension skills in English is observed in many students. As a specific method, which can both cover mobile technologies and combine them with training, is the application of technology for podcasting and vidcasting/vodkasting. Podcasts and podcasts can provide authentic, up-to-date and easily accessible material, making them extremely useful when learning foreign languages. Their application makes learning freer and independent by introducing more interesting elements; gives greater freedom and independence to participants in the lesson. Students can listen to the material on the bus or while going to the gym.

Cloud Computing Technologies for Open Connected Government

2016 ◽  
pp. 1-14 ◽  
Author(s):  
Zaigham Mahmood
Keyword(s):  
Social Media ◽  
Cloud Computing ◽  
Web 2.0 ◽  
Real Time ◽  
Distributed Applications ◽  
Mobile Technologies ◽  
Computing Technologies ◽  
Cloud Technologies ◽  
Cloud Resources

Cloud Computing is an attractive paradigm for organisations that have a requirement to process large scalable distributed applications. It allows for self-provisioning of cloud resources to develop and host applications as well as acquire storage and networking resources. Connected Government (c-government) is an area where cloud technologies can be effectively used to achieve the benefits that the cloud paradigm promises. Social Media, Web 2.0 and mobile technologies can all help to further enhance the connected government capabilities. Using such technologies, governments and citizens can engage in real time in the electronic participation of a government's functioning. In this chapter, we introduce the cloud paradigm and then discussing the requirements of c-government, we outline how cloud technologies can help to achieve an open and transparent c-government. The aim is to provide the basics of relationship between c-government and cloud computing to set the scene for other contributions in this volume.

Mobile Technologies and Web 2.0

2017 ◽  
pp. 1617-1632
Author(s):  
Peggy Semingson
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Literacy Practices ◽  
New Literacies ◽  
Mobile Technologies ◽  
Reading And Writing ◽  
Writing Processes ◽  
Key Concepts ◽  
Prerequisite Skills ◽  
Collaborative Literacy

This chapter explores changing definitions of literacy that build on the key concepts of New Literacies and existing Web 2.0 practices such as blogging, social networking, and other shared and collaborative media spaces (Davies & Merchant, 2009). The chapter also describes concrete examples of mobile-based literacy ideas that build on such a framework. The focus on teacher education, and literacy education in particular, examines and considers new definitions of literacy practices with connections to mobile technologies. Although mobile technologies offer possibilities for multi-modal and collaborative literacy practices, it is suggested that we should also stay grounded in some of the principles of print literacies (the prerequisite skills of the reading and writing processes), while also fostering Web 2.0 and New Literacies (as defined and discussed by Lankshear & Knobel, 2003, 2006). Specific examples of Web 2.0 technologies that can be implemented with mobile tools are shared and discussed.

CRM 2.0 and Mobile CRM

2017 ◽  
pp. 322-342
Author(s):  
Tânia Isabel Gregório ◽  
Pedro Isaías
Keyword(s):  
Web 2.0 ◽  
Customer Relationship Management ◽  
Exploratory Study ◽  
Relationship Management ◽  
Sampling Technique ◽  
Customer Relationship ◽  
Mobile Technologies ◽  
European Level ◽  
Probabilistic Sampling ◽  
Crm 2.0

Companies are becoming more focused on customers and on new ways to approach them individually. Mobile technologies and Web 2.0 have been pushing companies to evolve in this area. This research is focused on the way Customer Relationship Management (CRM) systems are used, on a European level, by recruiting companies to assist candidates in finding a satisfactory job. A framework is presented to identify how CRM 2.0 and mCRM (mobile CRM) can help candidates to find jobs in a personalized way. A set of four hypotheses have been defined. To gain a better understanding of these CRM systems, the methodology used in the exploratory study was quantitative, employing a non-probabilistic sampling technique, with 35 recruiting agencies being studied. Results showed that the use of software in recruiting agencies is quite common and that CRM 2.0 is present in the vast majority of the studied companies. When it comes to mobile CRM, there's still much to be explored in this channel, as agencies focus their resources on Web 2.0, leaving this channel's great potential of mobile CRM unused.

scholarly journals Web 2.0 Technology Meets Mobile Assisted Language Learning

2011 ◽  
Vol 41 (1) ◽  
pp. 161-175 ◽  
Author(s):  
Min Jung Jee
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Web 2.0 ◽  
Language Learning ◽  
Language Production ◽  
Mobile Technologies ◽  
Mobile Web ◽  
Language Pedagogy ◽  
Mobile Assisted Language Learning ◽  
Production And Consumption

This paper is intended to provide a brief introduction to a wide variety of emerging Web 2.0 and mobile technologies that can be used to great effect in foreign and second language teaching. Specifically, the unique potential and anticipated growth of mobile technologies for language production and consumption are discussed as an ideal opportunity to increase the authenticity, engagement and efficiency, and overall effectiveness of language learning within and beyond the classroom. A number of representative mobile Web 2.0 technologies will be examined and their applications to language pedagogy will be elucidated in conjunction with relevant paradigms of second language acquisition theory and instructional praxis. Implications for future innovation and opportunities for additional research will be discussed.

Advancing Collaboration between M-Learning Researchers and Practitioners through an Online Portal and Web 2.0 Technologies

2011 ◽  
Vol 3 (1) ◽  
pp. 64-72 ◽  
Author(s):  
Laurel Evelyn Dyson ◽  
Andrew Litchfield
Keyword(s):  
Developing Countries ◽  
Web 2.0 ◽  
Indigenous People ◽  
Digital Technology ◽  
Mobile Technologies ◽  
Theoretical Understanding ◽  
Online Portal ◽  
Body Of Knowledge ◽  
Learning Principles ◽  
Online Web

With growing interest in mobile learning to address the educational requirements of a generation of students who have grown up with digital technology, and given the widespread adoption of mobile devices by indigenous people and in developing countries, there is a need for improved practice and better theoretical understanding of m-learning. This could be achieved through a more accessible body of knowledge of m-learning principles, teaching strategies and case-studies. This paper proposes the establishment of an online portal to influence and support good m-learning practice. An m-learning portal, incorporating a range of online, Web 2.0 and mobile technologies, would foster collaboration between researchers and educators and inform emerging national and international approaches using mobile technologies at all levels of the education sector and across all disciplines.

Advancing Collaboration between M-Learning Researchers and Practitioners through an Online Portal and Web 2.0 Technologies

2014 ◽  
pp. 137-146
Author(s):  
Laurel Evelyn Dyson ◽  
Andrew Litchfield
Keyword(s):  
Developing Countries ◽  
Web 2.0 ◽  
Indigenous People ◽  
Mobile Learning ◽  
Mobile Technologies ◽  
Theoretical Understanding ◽  
Online Portal ◽  
Body Of Knowledge ◽  
Learning Principles ◽  
Online Web

With growing interest in mobile learning to address the educational requirements of a generation of students who have grown up with digital technology, and given the widespread adoption of mobile devices by indigenous people and in developing countries, there is a need for improved practice and better theoretical understanding of m-learning. This could be achieved through a more accessible body of knowledge of m-learning principles, teaching strategies and case-studies. This paper proposes the establishment of an online portal to influence and support good m-learning practice. An m-learning portal, incorporating a range of online, Web 2.0 and mobile technologies, would foster collaboration between researchers and educators and inform emerging national and international approaches using mobile technologies at all levels of the education sector and across all disciplines.

Mobile Technologies and Web 2.0

2013 ◽  
pp. 277-291 ◽  
Author(s):  
Peggy Semingson
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Literacy Practices ◽  
New Literacies ◽  
Mobile Technologies ◽  
Reading And Writing ◽  
Writing Processes ◽  
Key Concepts ◽  
Prerequisite Skills ◽  
Collaborative Literacy

This chapter explores changing definitions of literacy that build on the key concepts of New Literacies and existing Web 2.0 practices such as blogging, social networking, and other shared and collaborative media spaces (Davies & Merchant, 2009). The chapter also describes concrete examples of mobile-based literacy ideas that build on such a framework. The focus on teacher education, and literacy education in particular, examines and considers new definitions of literacy practices with connections to mobile technologies. Although mobile technologies offer possibilities for multi-modal and collaborative literacy practices, it is suggested that we should also stay grounded in some of the principles of print literacies (the prerequisite skills of the reading and writing processes), while also fostering Web 2.0 and New Literacies (as defined and discussed by Lankshear & Knobel, 2003, 2006). Specific examples of Web 2.0 technologies that can be implemented with mobile tools are shared and discussed.

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