Web 2.0 Tools and pedagogy : why the educator is therefore forced to adopt new technology and new pedagogy !
Web 2.0 Tools and Pedagogy: How Learning Theories Help Us to Understand the Value in Using Web 2.0 Tools:
Extract :
"Web 2.0 provides many social constructivist and connectivist affordances to support and enhance our contemporary learning environments. Tools such as wikis, blogs, instant messaging and webcasting support these approaches. Maor and Zariski, (2003) contend that the tools cannot be separated from the learning experience and that the technology and pedagogy are mutually supportive and reinforcing. Teachers become adept at staging learning episodes and selecting the modes of delivery. The emergence of web 2.0 tools, however, challenges this approach because of the vast array of technologies and because the learners are now empowered to reach beyond the walls of the classroom (Thonpson, 2007).
Connectivism addresses concepts of chaos, networking, and self organization and provides for a new age of personal media. Web 2.0 tools promote the creation of new knowledge through connections and interactions. Students need new skills in synthesizing and recognizing patterns and evaluating information. Siemens (2004) describes connectivism as providing ‘insight into learning skills and tasks needed for learners to flourish in a digital era’.
Web 2.0 tools support the concepts of Siemens’ theory of connectivism. Examples include tagging and folksonomies as processes supporting links to specialized information sources and evaluative decision-making; wikis and blogs support diversity of opinions; podcasts and vodcasts use tools that are facilitated by other tools; while all, including social software such Facebook, champion up-to-date information.
The educator is in the unenviable position of selecting appropriate tools to deliver course content and high quality learning that is underpinned by sound pedagogy. Further to this students in first world countries have come to expect learning on demand. Students are unafraid of technology, multi-taskers, less tolerant of passive activities, and use technology to stay connected. The educator is therefore forced to adopt new technology and new pedagogy ( Deubal, 2006)
"The educator is therefore forced to adopt new technology and new pedagogy "
Extract :
"Web 2.0 provides many social constructivist and connectivist affordances to support and enhance our contemporary learning environments. Tools such as wikis, blogs, instant messaging and webcasting support these approaches. Maor and Zariski, (2003) contend that the tools cannot be separated from the learning experience and that the technology and pedagogy are mutually supportive and reinforcing. Teachers become adept at staging learning episodes and selecting the modes of delivery. The emergence of web 2.0 tools, however, challenges this approach because of the vast array of technologies and because the learners are now empowered to reach beyond the walls of the classroom (Thonpson, 2007).
Connectivism addresses concepts of chaos, networking, and self organization and provides for a new age of personal media. Web 2.0 tools promote the creation of new knowledge through connections and interactions. Students need new skills in synthesizing and recognizing patterns and evaluating information. Siemens (2004) describes connectivism as providing ‘insight into learning skills and tasks needed for learners to flourish in a digital era’.
Web 2.0 tools support the concepts of Siemens’ theory of connectivism. Examples include tagging and folksonomies as processes supporting links to specialized information sources and evaluative decision-making; wikis and blogs support diversity of opinions; podcasts and vodcasts use tools that are facilitated by other tools; while all, including social software such Facebook, champion up-to-date information.
The educator is in the unenviable position of selecting appropriate tools to deliver course content and high quality learning that is underpinned by sound pedagogy. Further to this students in first world countries have come to expect learning on demand. Students are unafraid of technology, multi-taskers, less tolerant of passive activities, and use technology to stay connected. The educator is therefore forced to adopt new technology and new pedagogy ( Deubal, 2006)
"The educator is therefore forced to adopt new technology and new pedagogy "
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