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28

Educators should recognize the difference between ―collaboration as the take and

exchange of information, and collaboration as productive exchange and construction of

ideas leading to learning gains‖ (Angeli 2008, p. 274).

Some researchers argue that Web 2.0 tools are new innovative pedagogical

approaches to reach the ―new‖ generation of learners while others insist these are old

approaches in a new package with same underlying goal. McGee and Diaz (2008)

suggest that Web 2.0 technologies afford learners similar educational benefits that leaner-

centered,

pedagogically

driven

instruction

does.

The

researchers

state

  • emerging

technologies are designed to assist learners in becoming active, engaged learners…[they]

rely on and interact more with other learners, further building and constructing each

other‘s knowledge‖ (p. 9). The co-construction of knowledge is the same underlying

goal as Web 2.0 tools while the approach can be arguably different and new. These new

technological tools have impacted E-learning by creating a modern learning process

which involves ―collaborative aspects and active contributions to learning content

(Safran, et al., 2007). A paradigm shift has occurred in E-learning where the focus in no

longer on the student interaction with the computer but rather the student interactions

with other people via the computer (Kern and Warschauer, 2000 qtd. In Dooly, 2007, p.

64). This shift requires a better understanding of how the communicative aspect of Web

2.0 technologies intersects with student achievement and learning.

Anderson (2007), Ullrich et al. (2008) and Rollett et al. (2007) delineate common

attributes of Web 2.0 technologies and their implications on pedagogy. Web 2.0 tools

utilize technology that affords the user or learner the opportunity to express themselves

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