scholarly journals Web 2.0 Technologies and Social Networking Security Fears in Enterprises

2012 ◽  
Vol 3 (2) ◽  
Author(s):  
Fernando Almeida
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Web 2.0 Technologies ◽  
Networking Security

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.

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

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.

Using a Design Research Approach to Investigate the Knowledge-Building Implications of Online Social Networking and Other Web 2.0 Technologies in Higher Education Contexts

2013 ◽  
pp. 1752-1775
Author(s):  
Cameron Richards
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Social Networking ◽  
Design Research ◽  
Knowledge Building ◽  
Critical Mass ◽  
Online Social Networking ◽  
Research Approach ◽  
Web 2.0 Technologies ◽  
Internet Users

Online social networking and related Web 2.0 technologies have taken the world of Internet users by storm in recent years. However beyond the use of blogs for reflective learning journals and University alumni pages on Facebook, there has generally been little integrated use of social networking tools in higher education. This chapter will explore how a design research approach may assist in not only recognizing but also developing the knowledge-building implications of a convergence between such tools and technologies on one hand, and also on the other constructivist approaches to related domains of learning, research and professional reflective practice in academic communities and contexts. The process of designing and developing an applied research problem and related central question or inquiry focus is approached in terms of two ‘design research’ proposals. One, it considers the idea that if a critical mass of both basic skills and actual usage could only be achieved by teachers, administrators and researchers then social networking has the potential to significantly and productively transform higher education. Two, it considers the idea that the key to achieving such a ‘critical mass’ in education contexts perhaps lies in designing meaningful contexts or purposes of interaction – that is, in linking the function of social networking to an appropriate design paradigm for using associated Web 2.0 tools. In this way the chapter will explore the requirements for a more effective harnessing of the exemplary possibilities of online social networking in higher education contexts.

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.

Learning, Unlearning, and Relearning

2011 ◽  
pp. 292-315 ◽  
Author(s):  
Joanna C. Dunlap ◽  
Patrick R. Lowenthal
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Lifelong Learning ◽  
Resource Sharing ◽  
Professional Preparation ◽  
Learning Opportunities ◽  
Web 2.0 Technologies ◽  
Lifelong Learners ◽  
Postsecondary Educators ◽  
Goals And Objectives

Given ever-changing societal and professional demands, lifelong learning is recognized as a critical educational goal. With postsecondary students’ increased demand for online learning opportunities and programs, postsecondary educators face the challenge of preparing students to be lifelong contributing members of professional communities of practice online and at a distance. The emergence of powerful Web 2.0 technologies and tools have the potential to support educators’ instructional goals and objectives associated with students’ professional preparation and the development of lifelong learning skills and dispositions. In this chapter, the authors explain how postsecondary educators can use the Web 2.0 technologies associated with blogging, social networking, document co-creation, and resource sharing to create intrinsically motivating learning opportunities that have the potential to help students develop the skills and dispositions needed to be effective lifelong learners.

Resurrecting Graduate Conversation through an Online Learning Community

2010 ◽  
pp. 810-819
Author(s):  
Edson Pinheiro Pimentel ◽  
Nizam Omar
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 implementsonline learning community (OLC) software to fosterconversation at a specific graduate school. The design of the research is informed by theories of conversation, onlinelearning, 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.

Web 2.0 for Tele-Mentoring

2010 ◽  
pp. 215-253
Author(s):  
Shari McCurdy Smith ◽  
Najmuddin Shaik ◽  
Emily Welch Boles
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
World Wide ◽  
Time Geography ◽  
Web 2.0 Technologies ◽  
Web Based ◽  
Professional Educators ◽  
Educational Professionals ◽  
Informal Discussion ◽  
The Web

Web 2.0 technologies are designed to be open, flexible, and collaborative offering many tools to support traditional or non-traditional tele-mentoring activities. The benefit of effortless sharing and connectivity comes with challenges in how we view such things as ownership, privacy, and duplicity. The Web 2.0 toolkit includes applications for web-based note-taking, shared documents, feedback, reflection, informal discussion, and presentation. The collaborative opportunities provided by mashable, social networking platforms allow users to flex time, geography, and projects. Professional educators continue to inform their practice and explore new ways to meet the needs of students. Web 2.0 technologies can support educational professionals by opening doors and classrooms world-wide. The chapter makes a comparison between online and mentoring instructional practice and highlights models for educational use of and aids in identification of tools for mentors and mentees.

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