RSA #3 Web 2.0 and Classroom Research, Face to Facebook
Web 2.0 and Classroom Research; What Path Should We Take Now?
This week’s reading brought up several
relevant issues, whereas the authors introduce questions to the reader,
offering examples to consider. The overall question about Web 2.0 is stated in
the title, what should we do with it now? The questions are asked, and lines of
inquiry are brought up in this article. Where do educators take this Web, and
how can it best be utilized in the academic growth of students? What is the
best use for Web 2.0 as it relates to academic use? How do we begin to research
the effect Web 2.0 will/does have within the classroom? How does the student
use the Web for academics? What should we be looking at/for?
Digital citizenship and digital presence go beyond just the
classroom, it crisscrosses in the everyday lives of the students. The author
references, “contrary to most assumptions, youth’s online social activities are
not devoid of substantive intellectual activity.” (Greenhow,
Hughes, & Robelia, 2009, pp. 247-248) Students do bring up
academic topics. The Web is ever
changing, its move from the basic information, to social interaction, creation
of, and reuse of various artifacts, and scholarly interaction and information.
The Web 2.0 is offering the ability to grow, and be included
in social, and learning communities. The authors of Face to Facebook bring up
the point that learning communities stretch beyond the brick and mortal
schools, a learning community of choice. As learning and education begin to
utilize all that the Web offers, communities are of increasing importance in
the sense of belonging. Online learners
still desire the social, intellectual interaction of learning communities. The author
immediately references on page one, how the Institutions can use Facebook as a
learning tool to, “develop learning communities that facilitate positive
learning outcomes.” (VanDoorn & Eklund, 2013, p. 1) This creates more
self-initiated learning. The author references multiple works, where
Computer-Mediated Communication (CMC) is, “an essential tool in teaching today’s
‘Net Generation’ students.” (VanDoorn & Eklund, 2013, p. 4) Additional articles of note on this subject
of the Web 2.0, and the generation abound. The “Net Generation” is referenced
in The Journal of Digital Learning in Teacher Education, (Katya & Kumar, 2011) and identified as “Generation
Y” in writings by Liam Morgan and published by Campus-Wide Information Systems. (Morgan, 2012)
Moving from the beginnings of the Web, to what it is now,
has been, and continues to be a challenge. These articles attempt to introduce
issues to consider, and questions to ponder. Both do a good job of introducing
the appropriateness to Web 2.0 in the classroom, as the classroom, and beyond. The
introduction of social scholarship is important, as is the choosing to be a
part of an online learning community. Students are creating their online,
digital presence and direction is required. The interaction between instructor
and student is critical. Students expect the instructor to be present, and look
for input and critique from fellow students, not just the instructor of these virtual classrooms. The
increase of online classrooms also creates the need to fellowship, and
communities within that cybernetic classroom. Face to Facebook touches on plausible solutions to questions pondered in our reading. Online communities, social presence,
digital citizenship are all areas open to research and needing discussion.
These articles can only possibly touch the surface of the questions to be
pondered.
References
Greenhow, C., Hughes, J., & Robelia, B. (2009,
March 24). Web 2.0 and Classroom Research: What Path Should We Take Now? Educational
Researcher, 246-259. Retrieved from: http://blackboard.cuchicago.edu/bbcswebdav/pid-1043205-dt-content-rid-4446549_2/courses/8988.201430/Web%202.0%20and%20Classroom%20Research%20%20What%20Path%20%20Should%20We%20Take%20Now.pdf?target=blank
Katya, V., & Kumar, S. (2011). The Net Generation
as Preservice Teacher: Transfering Familiarity with New Technologies to
Educational Environments. Journal of Digital Learning in Teacher Education,
27(4), PP. 144-153. ISTE (International Society for Technology in Education).
Retrieved from: http://eric.ed.gov/?q=web+2.0+in+the+classroom&pr=on&ft=on&pg=2&id=EJ936543
Morgan, L. (2012). Generation Y, Learner Autonomy and
the Potential of Web 2.0 Tools for Language Learning and Teaching. Campus-Wide
Information Systems, 27(3), pp. 166-176. Retrieved from: http://eric.ed.gov/?q=web+2.0+classroom&id=EJ970563
VanDoorn, G., & Eklund, A. A. (2013, March 14).
Face to Facebook: Social media and the learning and teaching potential of
symmetrical, sychronous communication. Journal of University Teaching and
Learning Practice, 10(1), pp. 1-14. Retrieved from: http://eric.ed.gov/?q=web+2.0+in+the+classroom&pr=on&ft=on&pg=5&id=EJ1005279
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