Web 2.0/3.0 tools are among the latest, online technology tools to have impacted the classroom practices of teachers around the country in the past decades.
In its early stages, the
World Wide Web was called Web 1.0. It provided a basic online
space for people to upload information and browse around websites.
During the 1990s, the Web
evolved into a more complex platform with interactive
technologies and multimedia applications. It became known as Web 2.0 and featured cloud-based technologies (Web 2.0 tools) that could be used for collaboration and networking.
Starting in the mid
2000's, the Web entered yet another stage called Web 3.0 by integrating
artificial intelligence technologies, mashup applications (e.g., Google Maps),
and tracking devices. These new tools became known as Web 3.0 tools and they are able to filter through online information (e.g., websites visited) and provide customized information (e.g., Siri).
Nowadays, there are different categories of Web 2.0/3.0 tools that can be infused in the classroom.
Social networking tools
They are online services that gather communities of people with similar interests and allow them to communicate with each other (e.g., Facebook, LinkedIn, Twitter, and Snapchat). Teachers can use the tools to share information about different educational topics or involve students in collaborative activities.
Social bookmarking tools
They are online services that allow users to bookmark the websites that they visit for later review and to share their bookmarks (e.g., Diigo). The tools can be used by teachers and students to tag online resources for different class projects and activities.
Blogs
Blogs are websites where users can share information and elicit comments from viewers. Originally intended for online journaling, they are now widely used for publication purposes (e.g., Edublogger). In the classroom, they can be used for hosting a class website or posting resources.
Wikis
A wiki is a website where users can participate in collaborative writing
and editing (e.g., Wikipedia).
Teachers can use wikis to share information and materials and carry out a
variety of classroom projects.
Webquests
A webquest is an inquiry-based lesson that requires students to search for information on the Internet, complete learning activities, and develop an individual or group project. QuestGarden is an example of a Webquest authoring tool. Webquests can be implemented in the classroom to engage students in project-based learning.
Virtual worlds
They are online spaces where users can interact in a 3-D environment. Examples include
virtual field trips (e.g., Virtual Field Trips) and simulations
(e.g., K12).
Podcasts
A podcast is an audio file that is broadcasted over the Internet and can be downloaded for listening. The news feeds (RSS or Really Simple Syndication) of podcasts are catalogued in various directories (e.g., Podcast Alley and iTunes). Teachers can create podcasts of their lessons for students who miss school or wish to review what was taught.
Photo-sharing websites
They are websites where users can store and share photos (e.g., flickr and snapfish). Some allow users to share video files (e.g., photobucket).
Teachers can use a photo-sharing website to create their own
classroom site; securely share pictures of students or classroom activities
with parents/guardians; and safe-keep photos for classroom projects.
The integration of Web 2.0 and 3.0 tools in teaching and learning requires planning, evaluation, sound pedagogy, and a touch of creativity. Of significant importance, it requires teachers to:
- Become more student-centered and act as facilitators and coaches
- Move away from lecturing and implement active learning (e.g., discussions and problem-solving)
- Encourage interaction and collaboration
- Assess learning via a variety of assessment methods (e.g., project-based learning)
Recent research shows that Web 2.0/3.0 tools positively impact students by:
- Improving engagement and motivation
- Accommodating different learning styles and needs (e.g., short attention spans)
- Increasing interaction and collaboration
- Enhancing critical thinking and long-term retention
- Improving academic performance
- Boosting self-confidence
The evaluation of Web 2.0 and 3.0 tools requires a slightly different process than that of educational resources as many of the tools emphasize interaction and collaboration. Beyond questions related to the tools' functions, user-friendliness, and accessibility, teachers should also consider how the tools can be used to support instructional goals and actively involve students in their learning process.
Engagement
- Is the tool likely to capture students' interest
- Does it encourage participation and collaboration?
Pedagogy
- Does the tool support teachers’ instructional goals?
- Does it facilitate the use of different teaching strategies and assessments methods?
- Does it allow teachers to monitor student progress?
Active Learning
- Does the tool increase interaction with the content?
- Does it promote different levels of thinking based on Bloom’s taxonomy (i.e., remembering, understanding, applying, analyzing, evaluating, and creating)?
User-friendliness
- Is the tool intuitive and easy to use?
- Does it require minimal technical support?
Accessibility
- Can the tool be used on different technology devices?
- Does it implement universal design for learning (UDL) principles?
- Does it use different sensory modalities?
Once evaluated, Web 2.0 and 3.0 tools should be carefully aligned with observable/measurable learning objectives. The latter should be written using action verbs associated with different cognitive levels from Bloom's taxonomy. The tools should also be aligned with activities that will allow students to demonstrate various types of thinking skills from lower order to higher order thinking.
Teachers can also use the following resource to ensure alignment between learning objectives, activities, assessments, and Web 2.0/3.0 tools: iPadagogy wheel.
REFERENCES
Common Sense Education (2016). What is Bloom's digital taxonomy. [Video file]. Retrieved from https://youtu.be/fqgTBwElPzU
Knowledge Delivery Systems. (2012). Using Web 2.0 in teaching and instruction. [Video file]. Retrieved from http://www.youtube.com/watch?v=T16V18738OI
Maloy, R., Verock-O'Loughlin, R., Edwards, S., & Park Woolf,
B. (2017). Transforming learning with new technologies (3rd ed.).
Boston: Pearson.
Schrock, K.(2020). Kathy Schrock's
guide to everything. Online tools. Retrieved from https://www.schrockguide.net/online-tools.html
TechPudding. (2018). Checklist for evaluating tech tools, apps, software, and hardware. Retrieved July 31, 2018 from http://techpudding.com/2011/04/04/checklist-for-evaluating-technology-software-and-applications/
Zeeland Public Schools.(n.d.). iPadagogy wheel. [Digital image]. Retrieved from https://www.texthelp.com/Uploads/MediaLibrary/texthelp/blog/Blooms-and-Corresponding-Apps.pdf
Information from this post may be used provided credit is given to Dominique Charlotteaux
