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-
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