LessonSketch

2013 ◽  
pp. 281-294 ◽  
Author(s):  
Patricio Herbst ◽  
Wendy Aaron ◽  
Vu Minh Chieu
Keyword(s):  
Information Technology ◽  
Web 2.0 ◽  
Teacher Educators ◽  
Mathematical Practice ◽  
Authoring Tools ◽  
Web 2.0 Technologies ◽  
Representations Of Practice

This chapter describes how the authors have utilized digital graphics and Web 2.0 technologies to design an information technology environment, LessonSketch. In LessonSketch teachers can learn about mathematical practice in instruction through the transaction of representations of practice. The authors describe the main features of LessonSketch, its collection of lessons, and its authoring tools, and illustrate what teacher educators have done with them.

Could Web 2.0 Technologies Support Knowledge Management in Organizations?

2010 ◽  
pp. 197-210
Author(s):  
Luiz Fernando de Barros Campos
Keyword(s):  
Information Technology ◽  
Knowledge Management ◽  
Web 2.0 ◽  
Web 2.0 Technologies ◽  
Work Processes ◽  
Privacy And Security ◽  
Technology Tools ◽  
Challenges And Opportunities ◽  
Knowledge Intensive ◽  
The Web

This chapter investigates whether information technology tools typical of Web 2.0 can support Knowledge Management (KM) practices in organizations. An investigation on the Web is conducted and the appropriate literature examined. The information technology tools employed in organizations nowadays are discussed with the help of three guidelines which each present two opposing ideas: knowledge creation versus knowledge sharing, tacit knowledge versus explicit knowledge and hierarchical KM versus organic KM. It is argued that these tools reveal an innate contradiction: they are based on a centralized conception and production but aim to deal with informal, fluid processes, which resist structuring. The term Enterprise 2.0 is defined and examined, since it brings out a critical view of traditional KM technology. In this context, the prevailing technologies on the Web are described as well as the associated use practices. The technologies and practices highlighted are those that enhance the collective creation of information and knowledge-intensive products and the active, rich user participation which influences the development of own technologies. Subsequently, many Web 2.0 tools and services that are, or could be, used in KM practices are described and the sites that provide them are indicated. It is noted that these new technologies are inducing cooperative and decentralized work processes that lead to emerging products of high quality and complexity. Furthermore, they are characterized by net effects, simplicity, ease of use, low cost and rastreability. Nevertheless, there are some difficulties in the application of Web 2.0 technologies, among them, the attainment of performance requisites, privacy and security, the possible emergence of counterproductive results and the need to motivate people to create content. The challenges and opportunities in the organizational use of Web 2.0 technologies are remarked. Finally, the managerial interventions appropriate to enable the success of KM projects based on Web 2.0 technologies are discussed.

Could Web 2.0 Technologies Support Knowledge Management in Organizations?

2010 ◽  
pp. 2434-2447
Author(s):  
Luiz Fernando de Barros Campos
Keyword(s):  
Information Technology ◽  
Knowledge Management ◽  
Web 2.0 ◽  
Web 2.0 Technologies ◽  
Work Processes ◽  
Privacy And Security ◽  
Technology Tools ◽  
Challenges And Opportunities ◽  
Knowledge Intensive ◽  
The Web

This chapter investigates whether information technology tools typical of Web 2.0 can support Knowledge Management (KM) practices in organizations. An investigation on the Web is conducted and the appropriate literature examined. The information technology tools employed in organizations nowadays are discussed with the help of three guidelines which each present two opposing ideas: knowledge creation versus knowledge sharing, tacit knowledge versus explicit knowledge and hierarchical KM versus organic KM. It is argued that these tools reveal an innate contradiction: they are based on a centralized conception and production but aim to deal with informal, fluid processes, which resist structuring. The term Enterprise 2.0 is defined and examined, since it brings out a critical view of traditional KM technology. In this context, the prevailing technologies on the Web are described as well as the associated use practices. The technologies and practices highlighted are those that enhance the collective creation of information and knowledge-intensive products and the active, rich user participation which influences the development of own technologies. Subsequently, many Web 2.0 tools and services that are, or could be, used in KM practices are described and the sites that provide them are indicated. It is noted that these new technologies are inducing cooperative and decentralized work processes that lead to emerging products of high quality and complexity. Furthermore, they are characterized by net effects, simplicity, ease of use, low cost and rastreability. Nevertheless, there are some difficulties in the application of Web 2.0 technologies, among them, the attainment of performance requisites, privacy and security, the possible emergence of counterproductive results and the need to motivate people to create content. The challenges and opportunities in the organizational use of Web 2.0 technologies are remarked. Finally, the managerial interventions appropriate to enable the success of KM projects based on Web 2.0 technologies are discussed.

scholarly journals Factores psicoeducativos y motivacionales asociados a la actividad física en jóvenes adultos

2021 ◽  
Vol 2 (2) ◽  
pp. 337-344
Author(s):  
Miguel Ángel Durán-Vinagre ◽  
Susana Sánchez Herrera ◽  
Lucía Pérez Vera
Keyword(s):  
Physical Activity ◽  
Information Technology ◽  
Web 2.0 ◽  
Web Of Science ◽  
Web 2.0 Technologies ◽  
Calidad De Vida ◽  
Revisión Sistemática

La literatura científica muestra un amplio abanico sobre los factores que influyen en los adolescentes, especialmente en relación con la actividad física, pero, sin embargo, no lo es tanto en la literatura especializada con otros aspectos, como con los factores psicoeducativos. Por ello, el objetivo principal de la revisión sistemática que presentamos en este trabajo revisión de la literatura de estudios empíricos que evalúan la relación entre motivación y actividad física como factores psicoeducativos para la mejora de los hábitos saludables en los adolescentes a partir de las bases de datos Web Of Science (WOS) y SCOPUS en un periodo de diez años comprendido entre 2010-2019, considerando la metodología PRISMA. Se utilizaron diferentes palabras claves: “Physical Activity” AND “Motivation” AND “Information Technology” OR “Web 2.0 Technologies” AND “Adolescents”. De los documentos obtenidos en las distintas bases de datos, podemos extraer como resultados que las evidencias científicas justifican que la motivación y el uso de las TIC son factores que inciden sobre la realización de actividad física. Entre las principales razones se destaca el interés existente en la sociedad por el cuidado de la salud y el aumento de la calidad de vida a consecuencia de los altos niveles de obesidad y sobrepeso, ya que el uso inapropiado de los recursos tcnológicos es el principal causante del sedentarismo, la inactividad física y la declinación de la calidad de vida de la población. Por tanto, esto presenta una estrecha relación con los factores psicoeducativos de estos jóvenes.

scholarly journals Using the Personal Construction of Technology Use (PCTU) Theory to understand students’ information, technology and inquiry learning experiences in the blended classroom

2019 ◽  
Author(s):  
Lyn Hay
Keyword(s):  
Information Technology ◽  
Web 2.0 ◽  
Classroom Environment ◽  
Technology Use ◽  
Inquiry Learning ◽  
Learning Experiences ◽  
Learning Technologies ◽  
Complex Nature ◽  
Web 2.0 Technologies ◽  
Doctoral Research

This paper presents a new theory called the 'Personal Construction of Technology Use' (PCTU) Theory [Hay 2017].  This theory provides an explanation of how students’ experiences with learning technologies influence their views on using these technologies to support their learning.  The development of this theory is based on doctoral research that explored the ways specific Web 2.0 technologies were utilised by students while undertaking inquiry projects.  This paper outlines the domains, dimensions, processes and principles of the PCTU Theory, and demonstrates how educators can employ PCTU Theory to better understand the complex nature of students’ information, technology and inquiry learning experiences within a blended classroom environment.

Web 2.0 and Health Information Technology

2018 ◽  
pp. 22-51 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Health Care ◽  
Information Technology ◽  
Web 2.0 ◽  
Health Information Technology ◽  
Health Information ◽  
Health Care Industry ◽  
Health It ◽  
Web 2.0 Technologies ◽  
Care Industry ◽  
Acceptance Model

This chapter describes the overview of Web 2.0 technologies; Web 2.0 applications in learning and education; Web 2.0 applications in academic libraries; Web 2.0 applications in Knowledge Management (KM); the perspectives of Health Information Technology (health IT); the multifaceted applications of health IT; IT and Technology Acceptance Model (TAM); and the significance of health IT in the health care industry. Web 2.0 is the platform of the network which spans all connected services so that users can utilize them more efficiently. Web 2.0 technologies have various benefits by enhancing the opportunities for business collaboration and by sharing knowledge through online communities of practice toward gaining improved organizational performance. Health IT includes utilizing technology to electronically store, protect, retrieve, and transfer the information in modern health care. Health IT has great potential to improve the quality, safety, and efficiency of health care services in the health care industry.

Realism 2.0

2019 ◽  
pp. 663-679
Author(s):  
Augusta Rohrbach
Keyword(s):  
Web 2.0 ◽  
Knowledge Sharing ◽  
Real Time ◽  
Social Reform ◽  
Data Modeling ◽  
Political Consciousness ◽  
Web 2.0 Technologies ◽  
Reform Agenda ◽  
Social Purpose ◽  
The Social

This chapter looks to the future of teaching realism with Web 2.0 technologies. After discussing the ways in which technologies of data modeling can reveal patterns for interpretation, the chapter examines how these technologies can update the social-reform agenda of realism as exemplified by William Dean Howells’s attempted intervention into the Haymarket Riot in 1886. The advent of Web 2.0 techologies offers students a way to harness the genre’s sense of social purpose to knowledge-sharing mechanisms to create a vehicle for political consciousness-raising in real time. The result is “Realism 2.0,” a realism that enables readers to engage in their world, which is less text-centric than it was for previous writers.

Personal Learning Environments

2011 ◽  
Vol 2 (4) ◽  
pp. 1-11 ◽  
Author(s):  
Sebastian H. D. Fiedler ◽  
Terje Väljataga
Keyword(s):  
Adult Learners ◽  
Web 2.0 ◽  
Learning Environments ◽  
Formal Education ◽  
The Other ◽  
Learning Activities ◽  
Web 2.0 Technologies ◽  
Personal Learning ◽  
Digital Instrumentation ◽  
Personal Learning Environments

This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as the expression of a fundamental contradiction between patterns of activity and digital instrumentation in formal education on one hand, and individual experimentation and experience within the digital realm on the other. It is suggested to place this contradiction in the larger socio-historic context of an ongoing media transformation. Thus, the paper argues against the prevalent tendency to base the conceptualisation of PLEs almost exclusively on Web 2.0 technologies that are currently available or emerging, while underlying patterns of control and responsibility often remain untouched. Instead, it proposes to scrutinise these patterns and to focus educational efforts on supporting adult learners to model their learning activities and potential (personal learning) environments while exploring the digital realm.

Towards Library 2.0: The Adoption of Web 2.0 Technologies in Public Libraries

Libri ◽  
2011 ◽  
Vol 61 (2) ◽  
Author(s):  
Ari-Veikko Anttiroiko ◽  
Reijo Savolainen
Keyword(s):  
Web 2.0 ◽  
Public Libraries ◽  
Web 2.0 Technologies
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