Web 2.0 Technologies in the Classroom, Oluwafisayo

“Web 2.0 technologies such as blogs, wikis, podcasts, social networks, and virtual worlds have become popular and are gradually making their way into the classroom. Instructors need to continually find innovative ways to use these technologies in education”. (Williams & Chinn, 2009). This statement describes the challenge facing teachers in today’s classrooms. We can see from this quote that it is the duty and responsibility of the teacher to incorporate the technology that we have available to us into the classroom.

The article continues and highlights that notion that technology can be misused and ineffective if its use is not shaped around a strong pedagogical foundation. This could be said about any teaching materials used within the classroom. If the teacher does not have a firm reasoning based around effective pedagogy, the materials become useless.

The text also refers to specific pedagogical pillars that allow for effective incorporation of technology into the classroom, the main one being constructivism. This broad term in itself coincides with the nature of internet based education. The link between the two is inextricable as students are able/encouraged to construct their own understanding through research and interaction with technologies.

Documents such as this provide guidance for teachers wishing to effectively corporate technologies into their classrooms. It is very unlikely that teachers will be able to personally adapt to these methods and then apply an appropriate pedagogical basis on their own. While it is not impossible, it is time consuming and challenging. This makes it necessary for workshops and articles such as the one we have addressed here, to make the obvious connections and to guide teachers in this new wave of educational methods.

Inspired by the document: Social-Constructivism. Oluwafisayo, E. (2010) “Constructivism and Web 2.0 in the Emerging Learning Era: A Global Perspective,” Journal of Strategic Innovation and Sustainability, 6(4), 16- 25.

 
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