Web 2 Tools to Enhance Education - Essay Example

?Sur Lecturer Web 2 Tools to Enhance Education Introduction Technology has greatly impacted education system through innovative mechanisms to enhance learning. It has not only raised students’ levels of curiosity and their critical thinking but it has also significantly contributed to skill developments for higher achievements in classroom learning. Indeed, while the use of technology in classroom has addressed the individual needs and requirements of students, its application in myriad formats has opened huge possibilities for students and teachers alike to exploit their potential for higher learning. The advancing technology and Web 2 tools have increasingly emerged as key elements to impact students’ learning outcome and made acquisition of knowledge highly interesting. They have therefore, widened their horizon of educational scope and outcome. Statement of problem In the current times, not using Web 2 tools could pose serious problems for students. Technology is intrinsically linked to development processes and its huge impact on education system has necessitated its inclusion within the curricula to enhance learning outcome. Valdez has emphasized that educators must be ready for technology rich future and promote dynamic strategies and tools within the curricula so that the students are prepared to meet the challenges of the 21st century (1). The current generation of tech savvy students is no more satisfied with classroom teaching and is constantly seeking real time learning through new tools which can challenge their abilities to explore new avenues of knowledge acquisition (Akyeampong 3860). Web 2 provides the students with interactive media to share their knowledge and at the same time, facilitate their learning processes by sharing experience, opinions and views on different areas and issues (Greenhow et al., 247). Thus, Web 2 has wide ramifications on individual learning and its inclusion within curricula becomes key element of motivation. They help individuals with varying needs to optimize their learning outcome and ensure higher achievement. Thus, not using Web 2 tools could seriously hinder students’ personal and academic achievements. Purpose of the study The major purpose of the study is to explore how the use of Web 2 tools influence learning process and enhance education outcome. Today, technology has become part and parcel of education system and the use of internet and online learning tools have increasingly become popular within and outside classroom. But the efficacy of the Web 2 tools like social networking, blogging and use of video sharing websites etc. needs to be explored within the academia to study their impact on students’ learning outcome. Most importantly, how it can be exploited for enhancing students’ learning is vital issue that must be explored and evaluated to ensure students’ continued interest in the core academic areas. The huge possibilities of internet based learning offers tremendous scope of growth that needs to be used by educators for enhancing students’ education outcome. Research questions 1. What are the main elements of Web 2 that make it attractive for students? 2. Do the Web 2 tools offer different challenges for students with varying skills? 3. How does Web 2 help to influence the learning processes of students with varying needs? 4. How does the interactive platform of Web 2 help to widen the understanding of different issues? 5. Do the web 2 platforms promote global values and improve and improvise learning outcome across the geographical boundaries of class, color, race and culture? 6. How do Web 2 tools encourage greater interaction amongst students and teachers? 7. How does it impact reading, writing and comprehension skills of students? 8. How does it keep the students motivated in the academic learning? 9. How can teachers exploit the vast potential of Web 2 tools for enhancing students’ education outcome? What is Web 2.0? According to O’Reilly the Web 2 tools are internet based technologies and platforms of communication like social networking sites, YouTube, blogging etc. that emphasize online interactive collaboration and sharing of contents amongst the users (17). They engage students both as consumers and producers and empower them with critical information to make them proactive participants in deciding their course of learning (Asselin & Moayeri i; Martin et al. 1894). The current generation has significantly moved away from the tradition means like newspaper, academic library etc. to online sources and interactive media to acquire information and knowledge. Greenhow claims that 55% of students are using Web 2 tools like social networking sites daily to share information regarding myriad issues (246). Thus, they have emerged as vital tools for teachers to motivate students and enhance their learning experience. Web 2 as tool for enhancing education outcome Tancock strongly believes that technology helps students to use their critical thinking as it allows interesting learning to occur regularly (17). It equips them with skills to widen their areas of learning. Web 2 encourages active roles of students and facilitates sharing of thoughts, views and content to personalize their learning experience (Bower et al. 179). It enhances their learning by empowering them with new skills and knowledge to conduct research, explore new mechanisms for solving problems and make decisions based on informed choices. Thus, teachers can exploit these tools to engage students in proactive learning processes and maintain not only their interests in academia but also influence their power to think critically and understand issues from different perspectives. Technology, especially Web 2, has created new spaces for current generation of students to inhabit and collaborate across wider database of users cutting across national and cultural boundaries. The teachers and educators therefore, need to understand these new models of interaction and use them within the education system to constructively engage students in enhancing their learning outcome. It can be used to promote collective learning and knowledge building processes by aligning technical skills, pedagogical knowledge and online content knowledge. Moreover, the students’ critical thinking capabilities get considerable boost when knowledge is shared and allows input from other users. Limitations The major limitations of Web 2 tools are lack of knowledge amongst the educators about the various Web 2 tools which the students use on a regular basis. They are also apprehensive about the lack of control on the exposure of students to the online content which lacks credible sources or may be inappropriate for them. Thus, their preconceived notions about the Web 2 technologies and their lack of familiarity with them limit their scope in the classroom teaching. But Web 2 has increasingly become very essential element of education which must be used to enhance learning experience of students. Thus, educators need to widen their understanding of new tools of learning and encourage their inclusion in classroom for higher achievement. Literature review The system of education has been impacted by technology by the innovative measures that enhance education. This has in addition to raising the curiosity of students and their critical thinking, has contributed significantly to student skill development for higher classroom achievements in education. The use of technology in classrooms addresses particular requirements and needs of students (Singer 20). The application of web 2 tools has resulted in opportunities for both teachers and students to make use of their potential for higher learning. Web 2 has emerged significantly and impacted on the outcome of student education and has resulted in an interesting mechanism of acquiring knowledge. Web 2 tools are internet based technologies and platforms of communication such as social networking sites, YouTube, blogging among others, which emphasize online interactive collaboration and sharing of contents amongst the users. Web 2 tools engage students both as consumers and producers and empower them with critical information to make them proactive participants in deciding their course of learning (Akyeampong 3862). Web 2 tools provide new ways of engaging students to teachers, and allow students to participate at a global level. However, children that are raised exclusively in the new media technology era are least patient with learning activities like completing classroom lectures and worksheets. The feedback received online may be the cause of decreased participation of the classical classroom (Dion 29). Through allowing students to use Web 2 tools technology, the teachers are offering an opportunity to students to share their learning experience with their peers everywhere. Some are however concerned that this technology may at some moment inhibit student personal interaction. Sites of social networking have to some extent worried most educators including parents as they normally bring with them negative outcomes: wasted time, gossip, ruined reputation, narcissism, unsavory, hurt feelings and other dangerous activities (Asselin & Moayeri 45). Web 2 technologies have created new spaces for current generation of students to inhabit and collaborate across wider database of users cutting across national and cultural boundaries. The teachers and educators therefore, need to understand these new models of interaction and use them within the education system to constructively engage students in enhancing their learning outcome (Richardson 25). It can be used to promote collective learning and knowledge building processes by aligning technical skills, pedagogical knowledge and online content knowledge. Moreover, the students’ critical thinking capabilities get considerable boost when knowledge is shared and allows input from other users. Web 2 technology calls for major shifts in the provision of education for students. One such shift could be the constructive collaboration of education. This is to say, students in a Web 2 classroom need to collaborate with their other peers. Though this shift to a Web 2 classroom, more open atmosphere is created by teachers in which students can stay involved, participate and engage in the discussion of the classrooms (Nitza 10). This enhances their learning by empowering them with new skills and knowledge to conduct research, explore new mechanisms for solving problems and make decisions based on informed choices. There are various means of using Web 2 in the classroom and therefore teachers should adopt what is best for the situation of their classroom. Web 2 encourages active roles of students and facilitates sharing of thoughts, views and content to personalize their learning experience. Teachers can thus exploit these tools to engage students in proactive learning processes and maintain not only their interests in academia but also influence their power to think critically and understand issues from different perspectives (Bower et al. 187). Web 2 technologies has become part and parcel of education system due to the use of internet and online learning tools which are increasingly becoming popular within and outside classroom. Scholars have also explored the effectiveness of the Web 2 tools like social networking, blogging and use of video sharing websites etc. within the academia to study their impact on outcome of students learning. Evidence has shown that Web 2 tools enhance education and more studies are being carried out on how Web 2 can be exploited in order to better enhance education and learning among students (Rochette 42). The technology of Web 2 tools enables users to perform more functions apart from just retrieving information. Through increasing the previous possibility of Web 1, Web 2 provides users with a more software, user interface and storage facilities, through their browsers. This is referred to as network as platform computing. Web 2 tools also have beneficial features that are beneficial in enhancing education such as: user created websites, social network sites, social bookmarking, tagging, and self publishing platforms (Rusak 36). The current generation has significantly moved away from the tradition means such as academic libraries, newspaper etc. to online sources and interactive media to acquire information and knowledge. According to Greenhow, (2009), 55% of students are using Web 2 tools like social networking sites daily to share information regarding myriad issues. Thus, Web 2 technology has emerged as vital tool for teachers to motivate students and enhance their learning experience (Greenhow 258). Users of Web 2 are able to provide the data on Web 2 and perform parental controls over such data. This encourages the users to add value to Web 2 even as they use it. Some cases have been made by scholars that cloud computing is actually a type of Web 2 since cloud computing is a simple implication of computing on the internet. In addition, students using Web 2 are offered more features that enhance their learning in class and remotely. Such features include: long tail, basic trust, user participation, dispersion, a rich user experience, free information classification, and a user contributor (Tancock 22). As discussed earlier in the limitations section, Web 2 tools are constrained due to the lack of knowledge amongst the educators concerning numerous Web 2 tools used by the students regularly. Teachers are also hesitant on the lack of control of the student exposure to the online content which no credible sources and those that may be harmful to them (Terranova 50). The scope of teaching in the classrooms is hence limited by the teachers’ preconceived notions concerning Web 2 technologies and their lack of familiarity with the social networking sites. Because of the essentiality of Web 2 tools in enhancing education, teachers must broaden their mastery of the new Web 2 new tools and strive to encourage their inclusion in classroom so as to ensure enhancement of education (Martin et al. 1905). Works Cited Akyeampong, Albert. ‘The millennial generation: Using Web 2.0 technology to support meaningful learning.’ Proceedings of Society for Information Technology & Teacher Education International Conference (2011): 3860-3863. Print. Asselin, Marlene, & Moayeri, Maryam. ‘Practical strategies: The participatory classroom: Web 2.0 in the classroom.’ Australian Journal of Language and Literacy 19.2 (2011): 45-45. Print. Bower, Mat., Hedberg, John, & Kuswara, Andreas. ‘A framework for Web 2.0 learning design.’ Educational Media International 47.3 (2010): 177-198. Print. Dion Hinchcliffe. The State of Web 2.0. New York: SAGE. 2006. 26-31. Print. Greenhow, Christine., Robelia, Beth., & Hughes, Joan. ‘Learning, teaching, and scholarship in a digital age Web 2.0 and classroom research: What path should we take now?’ Educational Researcher 38.4 (2009): 246-259. Print. Martin, Sergio, et al. ‘New technology trends in education. Seven years of forecasts and convergence. Computers & Education 57.3 (2011): 1893-1906. Print. Nitza M. Hernandez Lopez. Using Web 2.0 Tools to Enhance the Teaching and Learning of Graduate Blended Coursesmore, London: Prentice Hall. 2010. 9-14 Print. O’Reilly, Tim. ‘What is Web 2.0? Design patterns and business models for the next generation of software.’ Communications & Strategies 1 (2005): 17-17. Print. Richardson, Will. Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms (2nd ed.). California: Corwin Press. 2009. 10-26. Print. Rochette, Laura. What Classroom Technology Has Taught Me about Curriculum, Teaching, and Infinite Possibilities. English Journal. 2 37: 2007. 43–48. Print. Rusak, Sergey. Web 2.0 Becoming An Outdated Term. Boston, Massachusetts. 2009. 20-41. Print. Singer, Jonathan B. The Role and Regulations for Technology in Social Work Practice and E Therapy: Social Work 2.0. In A. R. Roberts (Ed), New York, U.S.A.: Oxford University Press. 2009. 18-34. Print. Tancock, Susan M. Reading, Writing, and Technology: A Healthy Mix in the Social Studies Curriculum. Reading Online, v5, n9, 2002. 12-23. Print. Terranova, Tiziana. Free Labor: Producing Culture for the Digital Economy. Social Text 18 (2): 2007. 33–58 . Print. Valdez, Gilbert. Technology: A Catalyst for Teaching and Learning in the Classroom. North Central Regional Educational Directory. 2005. 31 March 2013. Web. 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