Who's REALLY Computer Savvy? Web 2.0 Technologies and your Library

2008 ◽  
Vol 8 (4) ◽  
pp. 270-273 ◽  
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Baby Boomers ◽  
Web 2.0 Technologies ◽  
Changing Environment ◽  
Gen Y ◽  
Professional Environment ◽  
Networking Technologies ◽  
Gen X

AbstractWhat are Web 2.0 applications and which ones will you be implementing in your library? Do “Baby Boomers” fear change and rely too much on email? Are “Gen X-ers/Gen Y-ers” more computer savvy in today's rapidly changing environment? Can social networking technologies enhance our productivity, or are they time-wasters in a professional environment? In this article, based on his paper given at the 39th Annual BIALL Conference held in Dublin in June 2008, Stephen Weiter attempts to answer these questions.

Student and Faculty Use and Perceptions of Web 2.0 Technologies in Higher Education

2010 ◽  
pp. 1162-1181
Author(s):  
Haya Ajjan ◽  
Richard Hartshorne ◽  
Richard E. Ferdig
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Web 2.0 ◽  
Social Networking ◽  
Planned Behavior ◽  
Relevant Literature ◽  
Future Research ◽  
Policy Changes ◽  
Web 2.0 Technologies ◽  
Classroom Use

In this chapter, the authors provide evidence for the potential of Web 2.0 applications in higher educationthrough a review of relevant literature on educational technology and social networking. Additionally, the authors report the results and implications of a study exploringstudent and faculty awareness of the potential of Web 2.0technologies to support and supplement classroom instruction in higher education. Also, using the decomposed theory of planned behavior as the theoretical foundation, the authors discuss factors that influence student andfaculty decisions to adopt Web 2.0 technologies. The chapter concludes with a list of recommendations for classroom use of Web 2.0 applications, as well as implications for policy changes and future research.

Web 2.0 Social Networking Technologies and Strategies for Knowledge Management

2013 ◽  
pp. 84-102
Author(s):  
Edward Chen
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
The Internet ◽  
Modern Enterprise ◽  
Internet Users ◽  
Business Setting ◽  
Youtube Videos ◽  
Networking Technologies ◽  
Rss Feeds ◽  
The Impact

This chapter discusses the Internet phenomenon known as Web 2.0. It explores Internet use, Internet users, and the continuous improvements being made to the Internet. The purpose of this chapter is to explain the impact that social networking has on the modern enterprise; particularly, when it comes to collaboration and knowledge sharing. The growth trajectory of Web 2.0 software such as social networking, blogs, tags, RSS feeds, wikis, YouTube videos, and widgets are presented, and each component is outlined in detail. Each application is also applied to a practical business setting. The benefits and challenges of each application are discussed, and examples of organizations that are implementing Web 2.0 strategies are presented. Some limitations and concerns of Web 2.0 are discussed. The chapter concludes with an examination of the implications of Web 2.0 on companies and their business and marketing strategies.

Faculty Use and Perceptions of Web 2.0 in Higher Education

2010 ◽  
pp. 241-259 ◽  
Author(s):  
Richard Hartshorne ◽  
Haya Ajjan ◽  
Richard E. Ferdig
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Social Networking ◽  
Instant Messaging ◽  
Video Conferencing ◽  
Relevant Literature ◽  
Future Research ◽  
Web 2.0 Technologies ◽  
Internet Telephony ◽  
Audio Video

In this chapter, the authors provide evidence for the potential of various Web 2.0 applications in higher education through a review of relevant literature on both emerging educational technologies and social networking. Additionally, the authors report the results and implications of a study exploring faculty awareness of the potential of Web 2.0 technologies (blogs, wikis, social bookmarks, social networks, instant messaging, internet telephony, and audio/video conferencing) to support and supplement classroom instruction in higher education. Also, using the Decomposed Theory of Planned Behavior as the theoretical foundation, the authors discuss factors that influence faculty decisions to adopt specific Web 2.0 technologies. The chapter concludes with a discussion of the implications of the study and recommendations for future research.

Student and Faculty Use and Perceptions of Web 2.0 Technologies in Higher Education

2010 ◽  
pp. 593-612
Author(s):  
Haya Ajjan ◽  
Richard Hartshorne ◽  
Richard E. Ferdig
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Web 2.0 ◽  
Social Networking ◽  
Planned Behavior ◽  
Relevant Literature ◽  
Future Research ◽  
Policy Changes ◽  
Web 2.0 Technologies ◽  
Classroom Use

In this chapter, the authors provide evidence for the potential of Web 2.0 applications in higher education through a review of relevant literature on educational technology and social networking. Additionally, the authors report the results and implications of a study exploring student and faculty awareness of the potential of Web 2.0 technologies to support and supplement classroom instruction in higher education. Also, using the decomposed theory of planned behavior as the theoretical foundation, the authors discuss factors that influence student and faculty decisions to adopt Web 2.0 technologies. The chapter concludes with a list of recommendations for classroom use of Web 2.0 applications, as well as implications for policy changes and future research.

Academic Social Networking Brings Web 2.0 Technologies to the Middle Grades

2011 ◽  
Vol 42 (5) ◽  
pp. 12-19 ◽  
Author(s):  
Gregory Taranto ◽  
Melissa Dalbon ◽  
Julie Gaetano
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Middle Grades ◽  
Web 2.0 Technologies

scholarly journals Social Media And Networking Technologies: An Analysis Of Collaborative Work And Team Communication

2012 ◽  
Vol 5 (4) ◽  
pp. 295 ◽  
Author(s):  
Ephraim A. Okoro ◽  
Angela Hausman ◽  
Melvin C. Washington
Keyword(s):  
Social Networks ◽  
Web 2.0 ◽  
Learning Outcomes ◽  
Group Work ◽  
Collaborative Work ◽  
Faculty Members ◽  
Active Engagement ◽  
Web 2.0 Technologies ◽  
Quality Instruction ◽  
Networking Technologies

Digital communication increases students learning outcomes in higher education. Web 2.0 technologies encourages students active engagement, collaboration, and participation in class activities, facilitates group work, and encourages information sharing among students. Familiarity with organizational use and sharing in social networks aids students who are expected to be facile in these technologies upon graduation (Benson, Filippaios, and Morgan, 2010). Faculty members become coaches, monitoring and providing feedback to students rather than directing activities. While Web 2.0 technologies, including social networks, may act as a distraction in a teaching environment, our findings suggest that effective social networking in learning environments sustain quality instruction and skills-development in business education.

Resurrecting Graduate Conversation through an Online Learning Community

2009 ◽  
pp. 341-350
Author(s):  
Brian Thoms ◽  
Nathan Garrett ◽  
Mariana Soffer ◽  
Terry Ryan
Keyword(s):  
Online Learning ◽  
Action Research ◽  
Graduate Students ◽  
Web 2.0 ◽  
Social Networking ◽  
Learning Community ◽  
Graduate School ◽  
Web 2.0 Technologies ◽  
Online Learning Community

This article reports on action research that implements online learning community (OLC) software to foster conversation at a specific graduate school. The design of the research is informed by theories of conversation, online learning, and social networking, as well as by popular Web 2.0 technologies. A distinguishing feature of this application is that it is oriented toward and controlled by individuals rather than being centered on courses. Results indicate that stakeholders—graduate students and faculty—appreciate and find value in the OLC we implemented.

Is Financial Reward Still an Important Motivator for the Indonesian Multi-Generational Workforce?

2017 ◽  
Vol 2 (3) ◽  
pp. 01-09
Author(s):  
Yanki Hartijasti ◽  
Surya Dwi Kusuma Darpita
Keyword(s):  
Baby Boomers ◽  
Work Motivation ◽  
Jel Classification ◽  
Survey Method ◽  
Gen Y ◽  
Significant Difference ◽  
Gender Education ◽  
Extrinsic Motivators ◽  
Intrinsic Motivators ◽  
Gen X

Objective - Considering the importance of work motivation in the workplace for staff performance and organizational success, employers need to be sensitive and focusing more on work motivation of their employees to avoid losing them. However, previous studies still have conflicting results on this issue whether there is a significant difference on intrinsic and extrinsic motivators or not among employees from Baby Boomers, Gen X and Gen Y because many studies find generation is not the only driver influencing work motivators. The objectives of this study are to investigate whether a three-generation workforce differs in the level of work motivators and whether differences in generational work motivation are better explained by gender, education, or types of job to design effective human resources development programs. Methodology/Technique - Using survey method to collect data, 415 respondents who work in a manufacturing company were gathered and analyzed by applying descriptive and multivariate analysis. Intrinsic and extrinsic motivators were the subscales of work motivators. Findings – Results indicate that all generations are intrinsically motivated, in which Gen Y employees are found to have higher intrinsic motivators than Gen X and Baby Boomers. However, this study reveals that financial rewards are still considered as an important motivator for the three generations. Novelty - The study presents evidence that work motivators should not only be measured based on generational alone because other factors, such as gender, education, and types of job, can give impact to various outcomes. Type of Paper - Empirical Keywords: Intrinsic Motivators; Extrinsic Motivators; Financial Rewards; Gen Y; Gen X; Baby Boomers; Indonesian Workplace. JEL Classification: J28, J33, M52, M54.

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