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 O'Reilly and Battelle created showing how both market and user dynamics are defining social networking (O'Reilly, 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).
Figure 1: A Graphical Definition of Web 2.0
Table 1: Overview of Web 2.0 Applications provides insights into the extent of collaborative application development. Taken together, this collection of applications and collaborative workspaces form a strong foundation for outcome-based learning as well (Haung, Behara, 2007).
Overview of Web 2.0 Applications
Online diary or journal entry on the Internet, which primarily supports text, photo (photoblog), video (vlog), and audio (podcast) formats
Google, AOL, and Yahoo offer free blogging platforms
Web service that gathers related content from more than one source
IBM's mashup applications enable project managers to match team resources with a map to identify...
2008) (Mitrano, 2006) (Wildstrom, 2007)
As Web 2.0-based learning applications, collaborative workspaces and portals become more commonplace, the tasks of managing their use and also creating individualized learning programs for students, sometimes called scaffolding (Yang, Yu, Chen, Tsai, 2005), is a new skills et educators will need to develop and continually commit to improve upon (Craig, 2007). In summary, the ways technology is used in education has progressed from pushing concepts, content. Information and knowledge to students and has now progressed to a more collaborative online learning experience. The rapid growth of online collaboration both for in-class and distance learning is leading to entirely new approaches to teaching that simply complex concepts and lead to higher levels of retention of knowledge as well.
Benefits of using Technology in the Classroom
The benefits of using technology in the teaching of both simple and complex concepts are briefly described here. First, there is the advantage of being able
Classroom Media Citizens in Twenty-first century find the technological advancements as an inexorable support. Justified access; connectivity to technological advancement along with adequate training need to be provided to teachers in order to make them capable of utilizing the available technology to the fullest possible utilization of skills. Naisbitt states that Computers provide a cost effective method of personalizing education even though its capital intensive nature cannot be denied. Simplifications of
Technology in the Classroom In today's society, technology has become an accepted medium for communication. From email correspondence that has taken the place of mail, to texting instead of talking, advances in technology have become integrated into our daily lives. However, the line should be drawn when it comes to technology impeding academics and being incorporated into the classroom. Although many support the notion of technology in the class, others see
These benefits arise because of implementing both assistive technologies and Information Communication technology (ICT). The implementation of technology in classrooms usually has benefits to both the disabled students as well as the teachers (Kirk, Gallagher, Coleman, & Anastasiow, 2012, p.240). The general benefits of use of assistive technologies and ICT in teaching students with learning disabilities include greater learner autonomy and unlocking hidden potential with those with communication difficulties.
Technology in the Classroom Integrating technologies into classrooms can be of great value to educators and students; especially in regard to learning about languages. However, the use of these techniques must overcome a wide range of obstacles to be overcome some limitations. Most of the modern technologies used in education can be relatively expensive and require that both the teachers as well as the students acquired additional skills to be proficient
Technology Grant / Literacy iPads for Literacy Instruction in Grade 2 Young children live and participate in a world that is filled with a wide range of technologies. Development of technology moves at a rapid pace and now, more than ever, technology has become easier to use, more powerful, and available at lower costs. Technology is an "unremarkable feature" in children's lives (Parette, Quesenberry, and Blum, 2010.) It is the intent of
A recognized universal educational tool such as Blackboard should have a sophisticated search characteristic in order to increase navigation and productivity about the location. The third barrier concerning the Blackboard is that it does not give an e-mail that is within courses. Contact among teachers and students are done across message boards (Kubala, 1998). In order for a student to obtain significant material they need to start by getting on