scholarly journals Web 2.0 en la dinamización y participación familiar y comunitaria

2016 ◽  
Vol 6 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Verónica Marín Díaz ◽  
Begoña Esther Sampedro Requena
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Research Study ◽  
Temporal Frequency ◽  
Internet Access ◽  
New Professionals ◽  
Societal Transformation ◽  
Web 2.0 Tools ◽  
The Social ◽  
The Family

<p class="AbstractText">The societies of the 21st century have experienced a technological and societal transformation that calls for the precise collaboration between families and education centers, as well as the inclusion of new professionals to invigorate this cooperation to favor a type of education that is adapted to today’s needs. This article presents the more significant results of a research study that tried to determine the ratings manifested by the students in the Social Educator degree of eleven Web 2.0 tools for the educational intervention in the area of invigoration and participation of the family and the community in educational centers. The results show that the social networks and learning environments were the best-rated technological resources for their application in the area of education by the participants of the study. Likewise, the rating was conditioned by factors such as the device used, the degree year or the temporal frequency of internet access.</p>

Mobile Web 2.0

2011 ◽  
pp. 180-195 ◽  
Author(s):  
Clara Pereira Coutinho
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Mobile Devices ◽  
Internet Access ◽  
New Paradigm ◽  
Web 2.0 Tools ◽  
Mobile Web ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
The Web

In this chapter, the author reflects on the emergence of Mobile Web 2.0, a new paradigm for learning in the 21st century, made possible by the combination of a powerful generation of mobile devices with Internet access and the Web 2.0 technologies that allow collaboration, participation, knowledge sharing and construction. The author presents the theoretical framework which sustains learning with mobile devices, and reflects on the potential of Mobile Web 2.0 for the development of informal learning and the construction of personal learning environments. Finally, the chapter presents educational scenarios for the development of mobile learning using Web 2.0 tools, in particular, those made possible using Twitter and m-Flickr.

The Pedagogical Implications of Web 2.0

2009 ◽  
pp. 367-384 ◽  
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.

Social Space or Pedagogic Powerhouse

2016 ◽  
pp. 72-97
Author(s):  
Stephen M. Rutherford ◽  
Henrietta J. Standley
Keyword(s):  
Web 2.0 ◽  
Social Space ◽  
Online Resources ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Full Extent ◽  
Educational Environments ◽  
The Social ◽  
Use Of Social Media ◽  
Enhance Activity

The recent development of Web 2.0 technologies has the potential to transform the learning environment of Higher Education (HE). Web 2.0 technologies are already commonplace within the social space, with the use of social media, co-authored online resources and encyclopaedias, blogs and video sources. Web 2.0 tools also have the potential to greatly enhance activity in educational environments. However, learners are not using Web 2.0 technology to its optimum potential outside of formal learning situations. Findings suggest that despite being digital natives and being aware of the technologies themselves, students may be naïve of the potential of Web 2.0 technologies as tools for the development of their learning. Educators in HE therefore need to actively expose our learners to the range of potentials of Web 2.0 technologies, if our students are to be able to innovate and engage with technology to its full extent.

A Social Capital Perspective on Collaboration and Web 2.0

2010 ◽  
pp. 101-109
Author(s):  
Gunilla Widén-Wulff ◽  
Anna-Karin Tötterman
Keyword(s):  
Social Capital ◽  
Web 2.0 ◽  
Web 2.0 Tools ◽  
Organizational Contexts ◽  
Complex Process ◽  
The Social ◽  
Tools And Techniques ◽  
Social Capital Perspective ◽  
The Web

Social interaction technologies can successfully employ the previously untapped power of the web to utilize the collaborative creation of information and user-driven content. In this chapter, the social capital framework is applied to illustrate how Web 2.0 tools and techniques can support effective information and knowledge management in organizations. Interactions within and between organizations generate important practices that underscore the role of social capital. Managing social capital for effective knowledge sharing is a complex process, and Web 2.0 lends some support for organizations by creating a new culture of voluntary, contributive, and collaborative participation. The argument is made that Web 2.0 technologies can be seen as important tools that can bridge the creation and sharing of knowledge in diverse organizational contexts.

Leveraging Web 2.0 for Online Learning

2018 ◽  
pp. 1225-1239
Author(s):  
Prerna Lal
Keyword(s):  
Social Networks ◽  
Young Adults ◽  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
The Internet ◽  
Online Learning Environments ◽  
Web 2.0 Tools

The emergence of the Internet and Web 2.0 has introduced enormous opportunities for a rising generation of tech-savvy young adults, students, and life-long learners. This chapter examines the various Web 2.0 tools, such as blogs, wikis, RSS (Real Simple Syndication), podcasts, mashups, and social networks, that can help make the online learning environment more interactive and interesting. The chapter provides an overview on the role of Web 2.0-based tools and technologies in providing a comprehensive structure for interactions and interconnections between three key components of a learning environment: the learner, the teacher, and the interface. Furthermore, the chapter explores how these tools can be used in exchanging knowledge, aggregating content, and collaborating with peers in online learning environments.

Examining Web 2.0 E-Learning Tools

2013 ◽  
pp. 294-313
Author(s):  
Janet L. Holland ◽  
Dusti Howell
Keyword(s):  
Pilot Study ◽  
Web 2.0 ◽  
Research Study ◽  
Emerging Technologies ◽  
Learning Tools ◽  
Pilot Studies ◽  
Web 2.0 Tools ◽  
Full Study ◽  
E Learning ◽  
Classroom Data

With so many fields using new technologies in e-learning, we are all challenged with selecting and effectively implementing new Web 2.0 tools. This chapter provides a mixed method research approach to quickly evaluate available Web 2.0 tools and instructional implementation. Class observations and pilot study surveys were used to determine students’ levels of satisfaction after using various numbers of Web 2.0 tools and varying student work group sizes. The pilot studies were designed to model initial classroom examinations when integrating emerging Web 2.0 technologies. Use of this type of pilot study approach is necessitated as many individual class sizes are too small for a full research study, and the time needed to conduct a full study using multiple classes could cause the results to quickly be out of date, thus not providing the needed immediate classroom data for just in time learning. Fast emerging technologies pose a unique challenge to traditional research methodology. Where immediate specific classroom data is needed, a needs analysis with a pilot study is the best option. Note, with emerging technologies, it is difficult to find appropriate literature to determine its effectiveness in the classroom. If desired, compiling the results from many small pilot studies offers an additional benefit of fleshing out key issues to be examined later in greater detail using a full research study for extending theory or scientific practices.

scholarly journals Ambientes de aprendizaje basados en herramientas web para el desarrollo de competencias TIC en la docencia

2017 ◽  
Vol 2 (1) ◽  
pp. 28 ◽  
Author(s):  
María Mercedes Martín ◽  
Cesar Augusto Hernández-Suarez ◽  
Sonia Maritza Mendoza-Lizcano
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Information Technologies ◽  
Information And Communications Technologies ◽  
Web 2.0 Tools ◽  
Ict Skills ◽  
Design Learning ◽  
Web Tools ◽  
Communications Technologies ◽  
Effective Inclusion

ResumenEl presente artículo realizó una reflexión sobre un nuevo entorno educativo donde docentes adoptaron estrategias pedagógicas incluyendo el uso de Medios y Tecnologías de Información y Comunicación (MTIC) como las herramientas Web 2.0 para diseñar ambientes de aprendizajes que permitan construir y compartir conocimientos. El escrito hizo un análisis sobre la formación del docente orientado a innovar y experimentar con las TIC y reflexionar sobre su uso, favoreciendo el desarrollo y la adquisición de diferentes competencias TIC que le permitan utilizar las herramientas y servicios procedentes de la Web 2.0, convirtiéndose en un medio más dentro del aula. Se concluyo con una visión general de la necesidad y conveniencia de implementar y usar estas herramientas y servicios de comunicación e información para una real inclusión en la Sociedad del Conocimiento.Palabras clave: Ambiente de aprendizaje, Medios y Tecnologías de Información y Comunicación (MTIC), Web 2.0, competencias TIC Learning environments based on web tools: concerning the development of ICT skills in teaching:AbstractThis article considers the possibility of a new educational environment in which teachers can embrace the teaching strategies that incorporate the use of Media, Information and Communications Technologies (MICT), such as Web 2.0 tools, in order to design learning environments satisfactory for the generation and sharing of knowledge. This paper analyzes the requirement of teacher training focused on the innovation and experimentation with ICTs and reflects on the use of these technologies, favoring the development and acquisition of different ICT skills which will allow teachers to use the tools and services stemming from Web 2.0, which in turn will transform into another teaching mechanism. The paper concludes with a general overview of the convenience and necessity of implementing these communication and information technologies for effective inclusion into the knowledge society.Key words: Learning Environment, Mediaand Information and Communications Technologies (MICT), Web 2.0, ICT competences  Ambientes de aprendizagem baseados em ferramentas web para o desenvolvimento de competências TIC no ensinoResumoEste artigo faz uma reflexão sobre um novo ambiente educacional onde os professores adotem estratégias pedagógicas que incluem o uso daMídia e Tecnologias de Informação e Comunicação (MTIC) como as ferramentas da Web 2.0 para projetar ambientes de aprendizagem que permitam construir e compartilhar conhecimentos. O presente estudo fez uma análise sobre a formação do professor, orientada a inovar e experimentar com as TIC e refletir sobre seu uso, promovendo o desenvolvimento e a aquisição de diferentes competências TIC que lhe permitamutilizar as ferramentas e serviços procedentes da Web 2.0, os quais se tornam outro médiodentro da sala de aula. Conclui-se com uma visão geral da necessidade e conveniência de implementar e usar estas ferramentas e serviços de comunicação e informação para uma inclusão real na Sociedade do Conhecimento. Palavras-chave: ambiente de aprendizagem, Mídia e Tecnologia da Informação e Comunicação (MTIC), Web 2.0, competências em TIC

scholarly journals The effect of Mentimeter and Kahoot applications on university students’ e-learning

2020 ◽  
Vol 12 (2) ◽  
pp. 107-116
Author(s):  
Bayram Gokbulut
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Prospective Teachers ◽  
Attitude Scale ◽  
Control Group ◽  
Web 2.0 Tools ◽  
Black Sea Region ◽  
Before And After ◽  
E Learning ◽  
Experimental Group

In the digital age, where technology is developing rapidly, there is a need for technology and game-based e-learning environments that students appreciate instead of traditional instruction. Interactive Web 2.0 tools can be utilised to develop e-learning environments. In this study, Kahoot and Mentimeter applications, interactive and game-based Web 2.0 tools, were used. The effect of Kahoot and Mentimeter applications on e-learning was investigated. This study was carried out at a state university in the Western Black Sea Region. It was carried out with prospective teachers studying in the Department of Primary School Education. This experimental study was conducted with 29 prospective teachers in the experimental group and 27 in the control group. Attitude Scale Against e-Learning was applied to prospective teachers before and after the application. Traditional methods were applied to the control group. Kahoot’s evaluation feature and the word cloud feature of the Mentimeter program were used in the experimental group. Keywords: e-Learning, Mentimeter, Kahoot, teaching, teaching technology.

Knowledge Sharing in the Age of Web 2.0

2013 ◽  
pp. 122-141
Author(s):  
François Deltour ◽  
Loïc Plé ◽  
Caroline Sargis Roussel
Keyword(s):  
Social Sciences ◽  
Social Capital ◽  
Web 2.0 ◽  
Knowledge Sharing ◽  
Secondary Data ◽  
Organizational Life ◽  
Web 2.0 Tools ◽  
Interactive Tools ◽  
The Social ◽  
Forms Of Knowledge

Web 2.0 tools are more and more prevalent in organizational life, and this chapter identifies their multiple influences on knowledge sharing practices, as well as the main challenges of the social turn in knowledge sharing. Indeed, it is argued that social capital, a key concept from social sciences that recognizes the benefits practice derived from connections between people, also plays a role in the context of renewed knowledge sharing practices (i.e. based on Web 2.0 technologies). Therefore, this chapter provides an analysis of the influence of social capital in leveraging knowledge sharing in a Web 2.0 context. Finally, using secondary data, this research details a specific case to illustrate how employees can benefit from new forms of knowledge sharing that rely on interactive tools and their social capital.

The Power and Promise of Web 2.0 Tools

2011 ◽  
pp. 188-200
Author(s):  
G. Andrew Page ◽  
Radwan Ali
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Learning Environments ◽  
Jean Piaget ◽  
Adaptive Function ◽  
Web 2.0 Tools ◽  
Independent Reality

The key idea that sets constructivism apart from other theories of cognition was launched about 60 years ago by Jean Piaget. It was the idea that what is called knowledge does not and cannot have the purpose of producing representations of an independent reality, but instead has an adaptive function (Von Glasersfeld, 1996, p.3). In this chapter, a variety of Web 2.0 applications and their affordances are presented and discussed in relation to constructivism in higher education. The aim is to explain how these applications can be used in higher education to promote interactive and engaging learning environments. Recommendations for harnessing the potential of these tools along with practical examples will assist facilitators of higher education with creative means to design their courses and thus promote Learning 2.0.

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