Using Web 2.0 Tools in the K‐12 Classroom20122Beverley E. Crane. Using Web 2.0 Tools in the K‐12 Classroom. New York, NY: Neal‐Schuman Publishers 2009. 189 pp. US$59.95 soft cover, ISBN: 9781555706531

In this chapter, the author explores three questions: 1. How is the practice of writing in K-12 classrooms influenced by this era of new technologies? 2. How can online technologies be brought into the classroom so students can understand that they read and write everyday in digital forms? 3. In what ways can teachers create technology-rich experiences to support 21st century writers? To answer these questions the author briefly examines the theoretical foundation of the process model for writing and how online technologies have impacted this model in classrooms. Next, the author describes three Web 2.0 tools that are available to teachers to use in their classrooms during writing: digital portfolios, wikis, and digital storytelling. The author explains how he uses these tools within his own college classroom. Finally, the author provides a rationale for why teachers should consider using these within their own K-12 classrooms so that digital technologies become a natural part of students’ writing experiences.

Download Full-text

K-12 Student Use Of Web 2.0 Tools: A Global Study

i-manager s Journal on School Educational Technology ◽

10.26634/jsch.7.2.1649 ◽

2011 ◽

Vol 7 (2) ◽

pp. 20-29

Author(s):

Cheri Toledo ◽

Maryfriend Shepard

Keyword(s):

Web 2.0 ◽

Web 2.0 Tools ◽

Global Study ◽

K 12

Download Full-text

K-12 teachers’ perceptions of Web 2.0 applications in the United Arab Emirates?

Interactive Technology and Smart Education ◽

10.1108/itse-11-2017-0060 ◽

2018 ◽

Vol 15 (3) ◽

pp. 238-261 ◽

Cited By ~ 3

Author(s):

Abdurrahman G. Almekhlafi ◽

Enas Said Ali Abulibdeh

Keyword(s):

Data Collection ◽

Web 2.0 ◽

United Arab Emirates ◽

Teaching And Learning ◽

Descriptive Statistics ◽

The Internet ◽

Web 2.0 Tools ◽

Content Type ◽

Teachers Perceptions ◽

K 12

PurposeThis paper aims to investigate 152 pre-service and in-service school teachers’ perceptions toward Web 2.0 applications and their usage in the United Arab Emirates (UAE). A five-point Likert scale questionnaire was used. The data were analyzed quantitatively using descriptive statistics and independent samplet-tests. The descriptive statistics were used to identify teachers’ perceptions toward Web 2.0 applications and their usage. Thet-test was used to investigate the differences in perceptions between groups due to gender, and experience using computers and the Internet. The results showed that teachers have high perception toward Web 2.0 tools and services, but the extent to which they use Web 2.0 applications is somehow moderate. Moreover, no statistically significant differences in perception toward Web 2.0 were detected due to gender or experience using computers and the internet. Recommendations and suggestions for improving Web 2.0 integration into teaching and learning are proposed.Design/methodology/approachThis study adopted the quantitative research approach using a questionnaire for data collection. The questionnaire was designed to investigate teachers’ perceptions of using Web 2.0 applications as a method for teaching and learning purposes.FindingsThe results showed high self-perception of teachers toward Web 2.0 and their use for improving students’ performance, which can be attributed to their awareness of Web 2.0 importance and benefit in education. On the other hand, results indicated a low use of most of Web 2.0 tools such as microblogging, audio file sharing, photo sharing and content developing. Again, these findings can be attributed to the lack of professional training on using Web 2.0. In addition, the results did not show significant differences between male and female teachers in using Web 2.0 applications with the exception of two items. Neither did the results show any significant differences between teachers who are beginners in using computers and the internet and teachers who are advanced. This could be because beginner users of computers and the internet have the same motivation as the advances users pertaining to teaching.Originality/valueThere must be an extensive training for teachers on how to use Web 2.0 tools to enhance their teaching. Infrastructure for the internet should be available so that teachers can use Web 2.0 without worrying about the technology infrastructure at their schools. More research studies should be conducted regarding the use of Web 2.0 by teachers and students alike. A qualitative and quantitative method of data collection should be used when investigating different aspects of Web 2.0. A comparison between K-12 teachers and higher education faculty members should be conducted pertaining to the use of Web 2.0 for education. A comparison study between pre-service and in-service teachers should be conducted to investigate Web 2.0 tools for educational and personal purposes.

Download Full-text

Web 2.0 Tools in Social Studies Methods

Technology Implementation and Teacher Education ◽

10.4018/978-1-61520-897-5.ch018 ◽

2010 ◽

pp. 312-331 ◽

Cited By ~ 1

Author(s):

Adam M. Friedman ◽

Tina L. Heafner

Keyword(s):

Social Studies ◽

Web 2.0 ◽

Social Studies Methods ◽

Web 2.0 Tools ◽

Practical Applications ◽

Integration Of Technology ◽

Social Studies Teacher ◽

Impact Of Technology ◽

K 12 ◽

The Impact

This chapter presents the theory and literature behind the integration of technology, particularly the Internet, in social studies teacher education. The authors have spent significant time studying the impact of technology in the K-12 social studies environment; the results of this research are summarized in the chapter and serve as a backbone for how technology is integrated into our teaching methodology courses with the context of preparing future teachers to utilize technology as a tool to enhance content, student learning experiences, and academic achievement of their future students. Specifically, we focus on three Web 2.0 tools; blogs, wikis, and podcasts. Specific examples, vignettes, practical applications for methods instructors, and directions for the future are provided.

Download Full-text

Weebly, Wikis, and Digital Storytelling

Developing Technology-Rich Teacher Education Programs ◽

10.4018/978-1-4666-0014-0.ch019 ◽

2012 ◽

pp. 288-298

Author(s):

Brian Kissel

Keyword(s):

Web 2.0 ◽

21St Century ◽

Process Model ◽

Digital Storytelling ◽

New Technologies ◽

Digital Technologies ◽

Digital Portfolios ◽

Web 2.0 Tools ◽

Online Technologies ◽

K 12

In this chapter, the author explores three questions: 1. How is the practice of writing in K-12 classrooms influenced by this era of new technologies? 2. How can online technologies be brought into the classroom so students can understand that they read and write everyday in digital forms? 3. In what ways can teachers create technology-rich experiences to support 21st century writers? To answer these questions the author briefly examines the theoretical foundation of the process model for writing and how online technologies have impacted this model in classrooms. Next, the author describes three Web 2.0 tools that are available to teachers to use in their classrooms during writing: digital portfolios, wikis, and digital storytelling. The author explains how he uses these tools within his own college classroom. Finally, the author provides a rationale for why teachers should consider using these within their own K-12 classrooms so that digital technologies become a natural part of students’ writing experiences.

Download Full-text