Web 2.0 Technology as a Teaching Tool

Advances in Library and Information Science - Library Automation and OPAC 2.0 ◽

10.4018/978-1-4666-1912-8.ch010 ◽

2013 ◽

pp. 187-205

Author(s):

Lara Skelly ◽

Jen Eidelman ◽

Peter Underwood

Keyword(s):

Web 2.0 ◽

Academic Institution ◽

First Year ◽

Teaching Tool ◽

Library Instruction ◽

Web 2.0 Tools ◽

Web 2.0 Technology

In response to two different pedagogical challenges, namely delivering varied library instruction to a big first year class and delivering a focused library instruction to a varied group, librarians at an academic institution created online guides. These guides, built in LibGuides with many Web 2.0 tools included, effectively delivered the desired instructional service. This chapter outlines the details of the challenge, the steps taken to create the guide, and the use of the guide and possible future uses.

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

Teacher Education for Ethical Professional Practice in the 21st Century - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1668-2.ch006 ◽

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.

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Exploring the Awareness and Use of Web 2.0 Tools by the First Year Information Science Students, Walailak University, Thailand

International Journal of Information and Education Technology ◽

10.18178/ijiet.2018.8.4.1048 ◽

2018 ◽

Vol 8 (4) ◽

pp. 279-284 ◽

Cited By ~ 1

Author(s):

Doung-In Suthanya ◽

Keyword(s):

Web 2.0 ◽

Information Science ◽

First Year ◽

Science Students ◽

Web 2.0 Tools

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Mobile Web 2.0 Integration

Cyber Behavior ◽

10.4018/978-1-4666-5942-1.ch029 ◽

2014 ◽

pp. 581-598

Author(s):

Thomas Cochrane ◽

Isaac Flitta

Keyword(s):

Action Research ◽

Web 2.0 ◽

Social Software ◽

First Year ◽

Web 2.0 Tools ◽

Google Docs ◽

Mobile Web ◽

Collaboration And Communication ◽

Social Constructivist Learning ◽

The Impact

Web 2.0 tools provide a wide variety of collaboration and communication tools that can be appropriated within education to facilitate student-generated learning contexts and sharing student-generated content as key elements of social constructivist learning environments or Pedagogy 2.0. “Social software allows students to participate in distributed research communities that extend spatially beyond their classroom and school, temporally beyond a particular class session or term, and technologically beyond the tools and resources that the school makes available to the students.” (Mejias, 2006, p1). This paper illustrates this by describing and evaluating the impact of the introduction of web 2.0 and mlearning to facilitate student eportfolios within the context of a first year Bachelor of Design and Visual Arts course in New Zealand (Unitec). Core web 2.0 (social software) tools used in establishing students' web 2.0 eportfolios included: Vox, Qik, Picasaweb, Prezi, Google Docs, and YouTube. The participating lecturers and the technology steward also used these web 2.0 tools to collaborate on the design of the project. The paper reflects upon the impact of the participants' previous web 2.0 experience and the use of these tools to facilitate student-generated content and at the same time to act as catalysts for pedagogical change. The project is evaluated as an action research cycle within a framework of longitudinal action research investigating the impact of mobile web 2.0 on higher education from 2006 to the present.

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Mobile Web 2.0 Integration

International Journal of Handheld Computing Research ◽

10.4018/jhcr.2013070101 ◽

2013 ◽

Vol 4 (3) ◽

pp. 1-18 ◽

Cited By ~ 1

Author(s):

Thomas Cochrane ◽

Isaac Flitta

Keyword(s):

Action Research ◽

Web 2.0 ◽

Social Software ◽

First Year ◽

Web 2.0 Tools ◽

Google Docs ◽

Mobile Web ◽

Research Cycle ◽

Collaboration And Communication ◽

The Impact

Web 2.0 tools provide a wide variety of collaboration and communication tools that can be appropriated within education to facilitate student-generated learning contexts and sharing student-generated content as key elements of social constructivist learning environments or Pedagogy 2.0. “Social software allows students to participate in distributed research communities that extend spatially beyond their classroom and school, temporally beyond a particular class session or term, and technologically beyond the tools and resources that the school makes available to the students.” (Mejias, 2006, p1). This paper illustrates this by describing and evaluating the impact of the introduction of web 2.0 and mlearning to facilitate student eportfolios within the context of a first year Bachelor of Design and Visual Arts course in New Zealand (Unitec). Core web 2.0 (social software) tools used in establishing students’ web 2.0 eportfolios included: Vox, Qik, Picasaweb, Prezi, Google Docs, and YouTube. The participating lecturers and the technology steward also used these web 2.0 tools to collaborate on the design of the project. The paper reflects upon the impact of the participants’ previous web 2.0 experience and the use of these tools to facilitate student-generated content and at the same time to act as catalysts for pedagogical change. The project is evaluated as an action research cycle within a framework of longitudinal action research investigating the impact of mobile web 2.0 on higher education from 2006 to the present.

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Utility of Web 2.0 tools for self-directed learning among first year MBBS Students

National Journal of Clinical Anatomy ◽

10.1055/s-0039-1700747 ◽

2017 ◽

Vol 06 (03) ◽

pp. 208-214

Author(s):

Patil Shrish ◽

S.M Manjunath ◽

Madhumati Nidoni ◽

Nagesh Raju G

Keyword(s):

Web 2.0 ◽

Online Discussions ◽

First Year ◽

Self Directed Learning ◽

Web 2.0 Tools ◽

Directed Learning ◽

Professional Doctor ◽

Competency Based ◽

Development Of Competencies ◽

The Web

Abstract Background and aims: To use Web 2.0 tools for learning human histology by First year MBBS students and thus make them aware of the features of these tools. To assess, by way of a feedback, the utility of the web 2.0 tools as instruments for self- directed learning. Materials and Methods:A questionnaire based longitudinal study was administered to sixty students. Their knowledge level about Web 2.0 tools, Self directed learning and Competency based learning were assessed. Then they were asked to participate in online discussions using Web 2.0 tools. Opinion regarding the utility of these Web 2.0 tools was collected using pre-validated questionnaires. Results: Awareness of Web 2.0 tools and Self-Directed Learning [SDL] was low. Even though students found the Web 2.0 tools to be good instruments for learning of that material which was not taught in routine classes, several students preferred their learning to be guided by teachers. Conclusion: Web 2.0 tools are good instruments for Self Directed Learning which leads to better development of competencies required of a professional doctor. Web 2.0 tools need to be integrated into our current curriculum to be fully utilised. These tools are yet to find acceptance by the students.

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Factors Influencing Web 2.0 Technology Usage among Academics

International Journal of Technology and Human Interaction ◽

10.4018/ijthi.293189 ◽

2022 ◽

Vol 18 (1) ◽

pp. 0-0

Keyword(s):

Higher Education ◽

Web 2.0 ◽

Teaching Practice ◽

Case Study Research ◽

Target Population ◽

Research Strategy ◽

Perceived Usefulness ◽

Private Higher Education ◽

Web 2.0 Tools ◽

Web 2.0 Technology

The usage of Web 2.0 tools in education affords many benefits, which include increased access to educational resources, and the ability to collaboratively create and use content. Despite the benefits of Web 2.0 tools in higher education, the technology has not been widely used by academics in South Africa. Thus, the purpose of this research is to investigate the extent of usage and the factors that play a role in the usage of Web 2.0 tools among academics at two South African higher education institutions. A case study research strategy was adopted to fulfil the objectives of the study. This paper reports on the quantitative approach used to conduct the study. A questionnaire was administered to collect data from the target population. The results revealed that individual factors, organisational factors, perceived usefulness and perceived quality characteristics are significant predictors to the usage of Web 2.0 tools. The study has practical implications for academic stakeholders in private higher education for the integration of Web 2.0 technology into their teaching practice.

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