LIFE SKILLS STUDENTS USING TECHNOLOGY FOR LEARNING

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The proliferation of Web 2.0 applications and their growth are defined more by communication patterns than adherence to taxonomies and architectures, and this is evident in the growth of social networking sites (SNS) including Facebook, MySpace, LinkedIn and many others. These sites, while popular from socializing standpoint, also provide an excellent point of reference regarding how powerful online collaborative platforms can be as potential learning tools, and this is one of the dominant trends in the use of technology for teaching and learning today
Figure 1 is the map OReilly and Battelle created showing how both market and user dynamics are defining social networking (OReilly, 2005. et.al.), and there is ample theoretical and empirical evidence of how Web 2.0 technologies can be highly effective in meeting the unmet needs of students and teachers alike (Zhang,Olfman, Ractham, 2007). The use of Web 2.0 technologies as a more collaborative platform than has been possible in the past using static HTML-based websites to automate the critical processes educators need online to foster collaboration and learning has been evidenced by recent empirical research into how groups learn together (Eijkman, 2008)

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