Informal task - Web 2.0 technologies

O’Reilly (2005) defines the term Web 2.0 as a loose collection of web-based technologies and services, many of which are designed to facilitate collaboration and sharing between users. When considering the potential of Web 2.0 technologies to support learning in primary education, we need therefore to consider the ways in which these technologies already form a significant part of the learner’s out-of-school digital worlds (Grunwald Associates 2007; Green & Hannon 2007). During the seminar I engaged with an array of Web 2.0 technologies which could be incorporated into any subjects in the primary curriculum, especially into primary literacy. Clark, Logan, Luckin, Mee and Oliver (2009) discuss Web 2.0 technologies and explain that they are a large part of young learners’ everyday lives and that very few learners are using these with a high level of sophistication.

Within this blog posting assignment we are engaging with a Web 2.0 technology ourselves, a blog, in which has in itself a huge positive implication for using blogs in future practices with children. Teachers are using blogs for classroom management and children’s learning. With respect to the former, blogs can be used for recapping class discussions, modelling assignments, directing students to class-related items of interest, and more. On the latter, they can promote collaboration, discussion, and student portfolios (Rosen and Nelson, 2008).

By using Web 2.0 technologies in the classroom it can create opportunities for inclusion and equity (Redecker, Ala-Mutka, Bacigalupo, Ferrari and Punie, 2009). This was evident from the Web 2.0 technologies we used in the seminar such as Storybird, as its accessibility and availability of learning opportunities are high. Also I can see the potential for motivation and engagement with children in these contexts.

On the other hand, Web 2.0 technologies can have their disadvantages in implementing them into future practice. Kamel-Boulos, Marambaand and Wheeler (2006) explain that Web 2.0 technologies in an open and collaborative web environment, which can very easily post copyrighted material without the permission of copyright holders. This is something we discussed in last week’s seminar in relation to copyright, where teachers need to be aware of this issue if using content, for example the Web 2.0 technology JigZone where children can use images off the internet. The implications for this for future practice would be to hold an image bank which children can use where the images they use aren’t copyrighted.

Boyd (2007) claims that it is the sociability aspects of Web 2.0 technologies that have the most potential for enhancing education. She believes that these aspects support for conversational interaction; support for social feedback; and support for social networks and relationships between people. I can see these greatly being used within the Myebook and Iboards as these Web 2.0 technologies have the potential for great discussion/feedback interaction for children.

By participating within the seminar on Web 2.0 technologies we only looked at a few of the technologies available for children, however they demonstrated the great potentials which Web 2.0 technologies can bring on the literacy and also technological skills of children.

Bibliography:

Boyd, D. (2007). The significance of social software. In T. N. Burg & J. Schmidt (Eds), BlogTalks

reloaded: Social software research & cases (pp. 15-30). Norderstedt, Germany: Books on Demand.

Clark, W. Logan, K. Luckin, R. Mee A. and Oliver. M. (2009). Beyond Web 2.0: mapping the technology. Journal of Computer Assisted Learning. 25 (1), Pp 56 – 69.

Grunwald Associates LLC (2007) Creating and Connecting: Research and Guidelines on Social – and Educational –Networking. National School Boards Association.

Green H. & Hannon C. (2007) TheirSpace: Education for a Digital Generation. Demos, London.

Kamel-Boulos, M. Marambaand, I. and Wheeler, S. (2006). Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. BMC Medical Education. 41 (6), Pp 1 - 8.

O’Reilly, T. (2005) What Is Web 2.0: Design Patterns and Business Models for the Next Generation of Software. http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html [viewed 18 July 2007].

Redecker, C. Ala-Mutka, K. Bacigalupo, M. Ferrari, A. and Punie, Y. (2009) Learning 2.0: The Impact of Web 2.0 Innovations on Education and Training in Europe [pdf] Available at: < ftp://ftp.jrc.es/pub/EURdoc/EURdoc/JRC55629.pdf> [Accessed 04 February 2014]

Rosen, D. and Nelson, C.  (2008). Web 2.0: A New Generation of Learners and Education. Computers in the Schools. 25 (3-4), PP 211 - 225.