and then reflecting allows for deeper learning to occur which activates connections to
prior knowledge (Chapman, Ramondt, & Smiley, August 2005). Building a community
allows for more learning to occur through an increase in comprehensible input, student
ownership of learning and deeper learning processes which take place. These positive
aspects of building a community can result in increased student achievement and
Web 2.0 technologies can effectively engage students in the building of a
community. These engaging technologies facilitate the use of a learner-centered method
of instruction called the Community of Practice. This method allows students to be part
of a framework of learners that has a social construction rather than individual learners
isolated from one another in the learning process. This collective structure increases
student achievement through the nature of the peer pressure of social obligations (Lave,
1991). With the reemergence of the constructivist theory of learning based on the
abilities of Web 2.0 technologies, the structure of online learning has changed (Simoes,
Summary of the Literature Review
Several important problems and trends emerged through the literature review.
One recurring theme was the impact Web 2.0 tools can have on the learning process.
Another theme was that the research on the importance of building classroom community
is still in progress, developing to meet the new needs of teachers in diverse classrooms.