Integration of Web 2.0 Collaboration Tools into Education

The information technology used to acquire the skills determined as 21st-century competencies in the education-training process to individuals is increasing rapidly. Nowadays, Web 2.0 tools are increasingly used. Effective use of Web 2.0 tools, which are widely used in daily life, by students and teachers in education are also on the list. Effective use of assistive technologies by teachers depends on their attitudes towards assistive technologies. To increase their success, they use these technologies in activities held in the classroom. In the study, it was aimed to determine the attitudes of teachers and student candidates towards the use of assistive technology. A case study approach constituted the methodological framework of this study. This study was conducted in the fall semester of 2019-2020 with 42 students. Teachers and student’s obligation to take "instructional technology and material design course" was hence initiated as a result. Numerous Web 2.0 tools were reminded to the students for the results of the research. The data of this study were collected through open-ended questions developed by the researchers to define the opinions of the students regarding Web 2.0 tools and educational practices that they will encounter in their future professional lives. Content analysis, frequency and percentage was applied in the analysis of data. The analysis of data was sought to answer the following questions; (1) How often did teachers and students use web 2.0 tools?; (2) What are Web 2.0 tools that teachers and students use or plan to use in their current and future teaching profession?; (3) What are the reasons for teachers and students to use Web 2.0 tools as teachers in their professional lives?; (4) What are eacher education students' views on Web 3.0 technologies and (5) What are the changes and innovations these technologies will bring in the field of education?.

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The Pedagogical Implications of Web 2.0

Handbook of Research on Web 2.0 and Second Language Learning ◽

10.4018/978-1-60566-190-2.ch020 ◽

2009 ◽

pp. 367-384 ◽

Cited By ~ 2

Author(s):

Matthias Sturm ◽

Trudy Kennell ◽

Rob McBride ◽

Mike Kelly

Keyword(s):

Web 2.0 ◽

Learning Environments ◽

Social Constructivism ◽

Educational Theory ◽

Full Potential ◽

Web 2.0 Tools ◽

Learning And Teaching ◽

Teachers And Students ◽

Meaningful Experiences ◽

Social Constructivist Learning

Web 2.0 tools like blogs, Wikis, and podcasts are new to the vocabulary of language acquisition. Teachers and students who take full advantage of these emerging tools will participate in more dynamic, immediate, and communicative environments that provide opportunities for meaningful experiences through social constructivist learning. This chapter aims to bring perspectives rooted in educational theory to a domain too often dominated by the technological implications of its tools and argues that social constructivism is the pedagogical paradigm for learning and teaching facilitated by the next generation of Web technology. It reviews basic theoretical tenets and discusses their implications. Social constructivism lays the foundation for learning environments that foster the participation of students and teachers in today’s knowledge and information-based society to their full potential.

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Utilizing VoiceThread to Increase Teacher Candidates' Reflection and Global Implications for Usage

Technology Implementation and Teacher Education ◽

10.4018/978-1-61520-897-5.ch007 ◽

2010 ◽

pp. 108-123

Author(s):

Virginia McCormack

Keyword(s):

Learning Styles ◽

Web 2.0 ◽

Teacher Candidates ◽

Teaching And Learning ◽

Teacher Educators ◽

Learning Experience ◽

Video Recording ◽

Web 2.0 Tools ◽

Teachers And Students ◽

Visualization And Simulation

A new teaching and learning experience is emerging thanks to the emanation of a new set of Web 2.0 tools. This experience is more inclusive where students are guided through a curriculum that better adapts to their individual learning styles, encourages collaborative teamwork, and facilitates critical thinking and problem solving through a variety of communication, visualization and simulation technologies. A discussion of providing a platform for reviewing and reflecting on shared learning experiences through the use of VoiceThread and digital video recording for all levels of learners is presented. The chapter highlights the power and barriers related to the application of educational technology for teacher candidates, teacher educators, teachers and students. The author proposes that teachers can become empowered, teacher educators and teacher candidates can reflect and connect curriculum with authentic activities through the application of VoiceThread, a Web 2.0 tool that will support learning and collaborating more effectively worldwide.

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The Pedagogical Implications of Web 2.0

Web Technologies ◽

10.4018/978-1-60566-982-3.ch082 ◽

2011 ◽

pp. 1536-1553 ◽

Cited By ~ 1

Author(s):

Matthias Sturm ◽

Trudy Kennell ◽

Rob McBride ◽

Mike Kelly

Keyword(s):

Web 2.0 ◽

Learning Environments ◽

Social Constructivism ◽

Educational Theory ◽

Full Potential ◽

Web 2.0 Tools ◽

Learning And Teaching ◽

Teachers And Students ◽

Meaningful Experiences ◽

Social Constructivist Learning

Web 2.0 tools like blogs, Wikis, and podcasts are new to the vocabulary of language acquisition. Teachers and students who take full advantage of these emerging tools will participate in more dynamic, immediate, and communicative environments that provide opportunities for meaningful experiences through social constructivist learning. This chapter aims to bring perspectives rooted in educational theory to a domain too often dominated by the technological implications of its tools and argues that social constructivism is the pedagogical paradigm for learning and teaching facilitated by the next generation of Web technology. It reviews basic theoretical tenets and discusses their implications. Social constructivism lays the foundation for learning environments that foster the participation of students and teachers in today’s knowledge and information-based society to their full potential.

Download Full-text