Week 4

Using Web.2 Technologies in the Classroom

The National Curriculum for 2014 (DfE, 2013) expresses the view that children need to be taught computing skills, to aid in their development through other areas of the curriculum, ranging from maths and sciences to art and D.T, but in particular literature based subjects. Previously, I had not realised the wealth of Web.2 technologies that are available to schools, and appropriate to use in the classroom. During Tuesday's seminar, however, I looked at a few of the Web.2 technologies that were suggested, and saw a great deal of potential for using such programmes in the classroom. 


Web. 2 technologies can be described as technologies which allow users to communicate, and share ideas with each other; e.g. social networking sites (Hague and Payton, 2010). Gouseti (2010) highlights that this does not mean that children should be using their ICT lessons on Facebook, rather that teachers need to make the most of the resources available to them, and appropriately engage with the material. Teachers need to become aware of the Web. 2 resources that are available, so they can encourage the use of ICT in a broad curriculum, and provide children with the skills and knowledge of Web. 2 technologies, so that they can utilise them to their full potential (Zhao, 2009). 

Although only spending a little time using the Web. 2 technologies presented in the seminar, it was clear to me that this is a massive area which needs to be explored by teachers and trainee teachers. Presenting children with a range of different resources, can encourage them to make informed decisions about how they work, and which resources they use.

In terms of correlating the English curriculum with Web. 2 technologies, Potter and Darbyshire (2005) outline that the use of ICT within other areas of the curriculum can benefit learning development massively. However, similar to some children struggling to form letters correctly using paper and pen, ICT and Web. 2 technologies may not always be the best fit for every child, something that needs to be considered by the teacher (Pearson et al, 2002). 

Another danger of using Web. 2 technologies in the classroom is inclusion and differentiation. Not all children will have access to Web.2 technologies at home, and so nothing can be assumed about prior knowledge in this area (Pearson and Koppi, 2002). Secondly, differentiation; as this is a relatively new, and untraditional approach to classroom practice, there is no real guidance on the best way to differentiate children's learning, another area which teachers need to be aware of (Conole, 2010). 

Overall, my experience of using Web. 2 technologies in the classroom is minimal, having only experienced teaching one lesson using a Web.2 programme. However, through reading into other research in the area of Web. 2 and education, it is clear to me that this is an up and coming area in the curriculum. Teachers need guidance to ensure the appropriate use of Web. 2 technologies, so that children can utilise this to aid their learning. 

• Conole, G., 2010. Facilitating new forms of discourse for learning and teaching: harnessing the power of Web 2.0 practices.Open Learning, 25(2), pp. 141-151.
• DfE (2013) The National Curriculum for England. Department for Education. 
• Gouseti, A. (2010) 'Web. 2.0 and education: not just another case of hype, hope and disappointment?' Learning, Media and Technology. 35(3), pp. 351-356.
• Hague, C. and Payton, S. (2010) Digital Literacies Across the Curriculum. Bristol: Futurelab.
• Pearson, E.J. and Koppi, A.J., 2002. Inclusion and online learning opportunities: designing for accessibility. Alt-J, 10(2), pp. 17-28.
• Potter, F. and Darbyshire, C. (2005) Understanding and Teaching the ICT National Curriculum. Oxon: David Fulton Publishers.
• Zhao, J., 2009. Group interaction in a web 2.0 based learning environment: a sociogram analysis. International Journal of Continuing Engineering Education and Life-Long Learning, 19(2-3), pp. 191-205.