Web 2.0 Technologies as Cognitive Tools of the New Media Age

2009 ◽  
pp. 353-371 ◽  
Author(s):  
Yu-Chang Hsu ◽  
Yu-Hui Ching ◽  
Barbara Grabowski
Keyword(s):  
New Media ◽  
Web 2.0 ◽  
Technology Use ◽  
Collaborative Writing ◽  
Self Regulation ◽  
School Setting ◽  
Cognitive Tools ◽  
Web 2.0 Technologies ◽  
Metacognitive Activity ◽  
K 12

Web 2.0 affordances have changed the landscape of technology use for learning, knowledge construction, and collaboration important for K-12 learner literacy. This chapter introduces web 2.0 technologies, including folksonomy, collaborative writing tools such as wikis, and weblogging, as cognitive tools that can support learning of content, metacognitive activity, and self-regulation (SR) at the K-12 level. Recent conceptual and empirical research is reviewed to support the use of these technologies. Application scenarios are provided to elaborate on how the technologies can be incorporated into teaching. Design and implementation implications, and a discussion of issues and challenges are included throughout for teachers, practitioners, and researchers interested in adopting these new media in the school setting.

scholarly journals Listening to the learner voice: The ever changing landscape of technology use for language students

ReCALL ◽  
2008 ◽  
Vol 20 (2) ◽  
pp. 124-140 ◽  
Author(s):  
Gráinne Conole
Keyword(s):  
Web 2.0 ◽  
Technology Use ◽  
New Technologies ◽  
Learning Activities ◽  
Social Dimensions ◽  
Web 2.0 Technologies ◽  
Role Of Teachers ◽  
The Impact ◽  
Support Students

AbstractWhat does learning in today's technology-enhanced environment mean? Is learning as an activity fundamentally changing as a result of the opportunities offered by new technologies and tools? How are the new communicative channels and increased social dimensions possible through Web 2.0 technologies impacting on the way students work and learn? And what does this mean for the role of teachers and institutions in terms of how they support students? This paper considers these questions and reports on findings from current research evaluating how students are actually using technologies and what this research tells us about the ways in which patterns of learning might be changing. It will consider the implications for individual teachers (in terms of designing and supporting learning activities for students) and institutions in terms of the impact on policy and the associated infrastructure needed to provide an appropriate environment that maximises the potential offered by new technologies.

Implementing Collaborative Problem-Based Learning with Web 2.0

2009 ◽  
pp. 372-388
Author(s):  
Steven C. Mills
Keyword(s):  
Problem Solving ◽  
Web 2.0 ◽  
Learning Experiences ◽  
Web 2.0 Technologies ◽  
Communication Tools ◽  
Student Centered ◽  
Student Centered Learning ◽  
Instructional Methodologies ◽  
Collaborative Problem ◽  
K 12

Educators face the challenge of keeping classroom learning relevant for a generation of students who have never known life without computers, cell phones, and email. With Web 2.0 technologies educators can easily mediate student-centered learning experiences that engage students collaboratively in problem-solving and critical thinking. This chapter describes how Web 2.0 technologies can supply communication tools and information resources that facilitate the application of a robust set of instructional methodologies in the K-12 classroom. When the pedagogical features of Web 2.0 technologies are used with problem-solving methodologies, teachers can create powerful student-centered learning experiences for educating students for the 21st century.

Exploring pre-service teachers' beliefs about using Web 2.0 technologies in K-12 classroom

2012 ◽  
Vol 59 (3) ◽  
pp. 937-945 ◽  
Author(s):  
Ayesha Sadaf ◽  
Timothy J. Newby ◽  
Peggy A. Ertmer
Keyword(s):  
Web 2.0 ◽  
Web 2.0 Technologies ◽  
Teachers Beliefs ◽  
K 12

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.

Implementing Collaborative Problem-Based Learning with Web 2.0

2011 ◽  
pp. 1478-1494
Author(s):  
Steven C. Mills
Keyword(s):  
Problem Solving ◽  
Web 2.0 ◽  
Learning Experiences ◽  
Web 2.0 Technologies ◽  
Communication Tools ◽  
Student Centered ◽  
Student Centered Learning ◽  
Instructional Methodologies ◽  
Collaborative Problem ◽  
K 12

Educators face the challenge of keeping classroom learning relevant for a generation of students who have never known life without computers, cell phones, and email. With Web 2.0 technologies educators can easily mediate student-centered learning experiences that engage students collaboratively in problem-solving and critical thinking. This chapter describes how Web 2.0 technologies can supply communication tools and information resources that facilitate the application of a robust set of instructional methodologies in the K-12 classroom. When the pedagogical features of Web 2.0 technologies are used with problem-solving methodologies, teachers can create powerful student-centered learning experiences for educating students for the 21st century.

Web 2.0 Technologies and Science Education

2009 ◽  
pp. 310-325
Author(s):  
Thiam Seng Koh ◽  
Kim Chwee Daniel Tan
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Social Constructivism ◽  
Scientific Literacy ◽  
Collective Intelligence ◽  
Learning Approach ◽  
Web 2.0 Technologies ◽  
Understanding Of Science ◽  
K 12 ◽  
Fundamental Shift

This chapter discusses the potential uses of Web 2.0 technologies in enhancing scientific literacy and the learning of science in the K-12 sector. Web 2.0 offers services and products that could facilitate the learning of science by harnessing the collective intelligence of individuals connected to the Web through social networking. A framework based on social constructivism for thinking about the potential uses of Web 2.0 technologies in the learning of science is proposed. The use of Web 2.0 technologies could bring about a fundamental shift in pedagogy and assessment towards a participatory learning approach that promotes a deeper and more engaged understanding of science.

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