Web2

Web.2 Technologies in the classroom

Previously, the value of web.2 technologies within education was unknown to me. However, upon reflecting on using web.2 technologies during a seminar, it is apparent that there is a wealth of applications with the potential to enhance learning greatly within the classroom.

Hague and Payton (2010) describe web.2 technologies as technologies that allow users to communicate and share ideas with each other, such as social networking sites. Additionally in today’s society, such sites are an increasingly popular way of communicating. Therefore it would be reasonable to suggest that children should be taught how to successfully interact with these digital forms of communication in order to effectively engage with their current culture (Carrington and Robinson, 2009). However, it is important to note that this not involve children spending their ICT lessons on sites such as ‘Facebook’ or ‘Twitter’, instead teacher’s need to assess the educational worth of some of these technologies and implement them in order to achieve a desired purpose (Gouseti, 2010).

Despite only having limited time to explore web.2 technologies in the seminar, it was apparent that this was an area that could be used effectively in education. Web.2 technologies often encourage shared thinking and collaborative learning meaning that children are playing a more active role in their own learning (Karpati, 2009). As well as this, discussions in the seminar suggested that using such virtual learning environments had similar results as well as motivating and engaging children.

In regards to employing web.2 technologies throughout the curriculum, Potter and Darbyshire (2005) suggest that ICT can be used as a tool to supplement other areas of the curriculum in order to enhance learning development. The future National Curriculum (2013) supports this, claiming that children need to be taught computing skills in order to aid their development across a variety of subjects.

Despite the aforementioned benefits associated with web.2 technologies, practitioners need to be mindful before using them as a classroom resource.

Firstly, as web.2 technologies are relatively new and can be seen as an uncommon approach to teaching, there is little guidance on how to manage them successfully (Conole, 2010). As a result of this, teacher’s confidence with using web.2 technologies as a classroom resource may be impaired leading to them not being used as frequently as they could be.

Additionally, another limitation related with web.2 technologies is student safety.  Although allowing children to communicate online offers many benefits, if unmonitored, there is a risk it could be used inappropriately as a way of cyber bullying. Therefore, it is essential that pupils be supervised to ensure that the technologies are being used for educational purposes, and that consequences are in place for improper use (Willard, 2007).

Furthermore, it cannot be assumed that all pupils will have access to web.2 technologies at home, therefore a teacher cannot assume any prior knowledge and should provide children with the basics in order to cater for every child’s needs (Pearson and Koppi, 2002).

Despite not having much experience of using web.2 technologies in the classroom, or observing any significant use of it on practise- perhaps due to the aforementioned limitations, it could be argued that web.2 technologies have the potential to play an integral role in supporting learning. However, practitioners need to be confident in using these technologies as well as being aware of some of the limitations involved and addressing them as necessary.

Bibliography

Carrington V. and Robinson M. (2009) Digital Literacies: Social Learning and Classroom Practices London: SAGE

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.

Karpati, A. (2009). Web 2 technologies for net native language learners:. A social call. 21 (2), 139-156.

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.

Willard, N. (2007, August 21). Cyber savvy: supporting safe and responsible

     internet use, a web 2.0 approach to internet safety . [Online]

     http://www.educationworld.com/a_tech/columnists/willard/willard008.shtml  accessed 20.03.2014.