Preparing for the Real Web Generation

Pence, Harry E.

doi:10.2190/7116-g776-7p42-v110

Cited by 53 publications

(41 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This finding is in line with Pence (2007)'s comment that educational mobile tools have emerged and show great potential to help students construct and share information and knowledge for learning.…”

Section: To What Extent Wsnt Helps Students On Grammatical Items?supporting

confidence: 87%

WhatsApp Mobile Tool in Second Language Learning: Opportunities, Potentials and Challenges in Higher Education Settings in Tanzania

Mwakapina¹,

Mhandeni²,

Nyinondi³

2016

IJELE

View full text Add to dashboard Cite

Teaching large classes interactively has always been posing great challenges to language teachers in many of the developing countries. This study sought to explore whether the blending of WhatsApp Social Networking Tool (WSNT) in English Second Language (L2) learning class would make the class more interactive. Specifically, the study investigated roles and extent to which WSNT helps in the improvement of English Proficiency. Further, it explored advantages and challenges of using the tool in L2 learning. The study was conducted at one university involving first year undergraduate students who were pursuing different programs, and English grammar course was a compulsory course to them. WSNT was blended in grammar course for a period of one semester. Thereafter, evaluation forms and WhatsApp discussion board were used in data collection. It was realised that the tool plays a great role to the largest extent in helping students learn English interactively and collaboratively. In respect to advantages and challenges, it was reflected that the benefits of blending WSNT in L2 classroom far outweigh the challenges. This implies that WSNT does much good than harm on student's L2 learning and development. The study concludes that WSNT can be fully utilised for education purposes. The government is therefore urged to provide loans to university students for online mobile learning tools as part of their special faculty requirements. Also, instructors are recommended to adapt the tool synchronously in their courses because the tool is effective at creating interactive learning environment.

show abstract

Section: To What Extent Wsnt Helps Students On Grammatical Items?supporting

confidence: 87%

WhatsApp Mobile Tool in Second Language Learning: Opportunities, Potentials and Challenges in Higher Education Settings in Tanzania

Mwakapina¹,

Mhandeni²,

Nyinondi³

2016

IJELE

View full text Add to dashboard Cite

show abstract

“…During the last decade the debate about the gap between the students' enthusiasm to use information and communication technologies and their slow uptake by the instructors, higher institutions and the schools was dominant (Holden, Ozok, & Rada , 2008;Jimoyiannis & Komis, 2007;OFSTED, 2011;Prensky, 2001;Pence, 2007;Tondeur et al, 2008;Wikan & Molster, 2011). As such, there is a growing reason to believe that ICTs are fundamentally altering many young people's relationships with information.…”

Section: Defining Educational Web 20mentioning

confidence: 99%

“…While students are increasingly using new generation technologies, such as social networks, text messaging, media sharing, blogs, wikis, and other Web 2.0 applications, to communicate and collaborate, this is not the case for many educators (Pence, 2007;Underwood, 2007). Current views and perceptions of learning determine the way that educational Web 2.0 has driven pedagogy so that teachers need to know, not only how to use the Web 2.0 tools for personal purposes but how to use them to support and enhance their students' learning.…”

Section: Introductionmentioning

confidence: 99%

“…Timothy O'Reilly (2005), generally accepted to be the originator of the notion of Web 2.0 (Anderson, 2007), has focused on the architecture of participation in contrast to the passive consumption of information. Therefore, we can broadly define the second generation of Web applications as more personalised and communicative Web spaces that support active participation, connectivity, collaboration and sharing of knowledge and ideas among users.While students are increasingly using new generation technologies, such as social networks, text messaging, media sharing, blogs, wikis, and other Web 2.0 applications, to communicate and collaborate, this is not the case for many educators (Pence, 2007;Underwood, 2007). Current views and perceptions of learning determine the way that educational Web 2.0 has driven pedagogy so that teachers need to know, not only how to use the Web 2.0 tools for personal purposes but how to use them to support and enhance their students' learning.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0

Jimoyiannis

Tsiotakis

Roussinos

et al. 2013

AJET

View full text Add to dashboard Cite

Web 2.0 has captured the interest and the imagination of both educators and researchers while it is expected to exert a significant impact on instruction and learning, in the context of the 21st century education. Hailed as an open collaborative learning space, many questions remain unanswered regarding the appropriate teacher preparation and the pedagogical impact of using Web 2.0 tools in the classroom practice. Do teachers feel comfortable and ready to adopt educational Web 2.0? What are their beliefs and perceptions regarding the educational potential of Web 2.0? What are the educational and contextual issues that determine teachers' challenges and decisions to use Web 2.0 in their classroom practice? This paper addresses the questions above by presenting the design and the implementation of a development program aiming to prepare teachers to make meaningful and purposeful use of Web 2.0 tools in their classroom. The model of technological pedagogical content knowledge and the authentic learning approach were the guiding principles that largely influenced the Web 2.0 pedagogical framework, which was designed and applied in this particular teacher preparation program. The program findings were encouraging as far as the participants' perceptions and beliefs towards educational Web 2.0 and the expected outcomes for the students. Implications and recommendations are drawn in relation to the use of the proposed Web 2.0 pedagogical framework to guide teachers' development and the effective implementation of Web 2.0 tools in the classroom to maximize benefits and enhance students' learning. IntroductionDuring the past decade, the nature of the Web and the way people access and use web resources for personal, educational, employment, entertainment and other social purposes, have been fundamentally changed. The browser is becoming the universal interface to a range of new generation Web tools and media storing applications. In addition, the Web has been transformed from a space where users passively retrieve information, delivered by a small group of experts (Web 1.0), to a participatory, read/write platform (Web 2.0) which broadens users' communication capabilities and enables content distribution, sharing, co-creation, and remixing through participatory practices. Web 2.0 is a collective term for a series of Web-based technologies that include blogging and microblogging platforms, wikis, mediasharing sites, podcasting, content aggregators, social networks, social bookmarking sites, and other emerging forms of participatory and social media. Timothy O'Reilly (2005), generally accepted to be the originator of the notion of Web 2.0 (Anderson, 2007), has focused on the architecture of participation in contrast to the passive consumption of information. Therefore, we can broadly define the second generation of Web applications as more personalised and communicative Web spaces that support active participation, connectivity, collaboration and sharing of knowledge and ideas among users.While students are increasingly usin...

show abstract

“…As such, it is not surprising to find SNSs making its way into the educational environments with many claiming that these social applications have even more potential to further improve learning and sharing of information among learners and teachers (Ferdig, 2007;Maloney, 2007;Pence, 2007;Simoes & e Gouveia, 2008). SNSs are becoming prevalent in the educational context that many educators are already exploring ways in which these tools can be used for teaching and learning (Schwartz, 2009;boyd & Ellison, 2007;Selwyn, Crook, Carr, Carmichael, Noss & Laurillard, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

The Use of Social Networking Sites among Malaysian University Students

Hamat¹,

Embi²,

Hassan³

2012

IES

View full text Add to dashboard Cite

Social networking sites (SNSs) have increasingly become an important tool for young adults to interact and socialize with their peers. As most of these young adults are also learners, educators have been looking for ways to understand the phenomena in order to harness its potential for use in education. This is especially relevant in Malaysia where SNSs are popular among the youths, yet there is little data available to describe patterns of use for the wider segment of the target population. This study presents the results of a nationwide survey on tertiary level students in Malaysia. The results show that SNSs penetration is not at full 100% as initially assumed. The respondents spend the most time online for social networking and learning. The results also indicate that while the respondents are using SNS for the purpose of informal learning activities, only half (50.3%) use it to get in touch with their lecturers in informal learning contexts. The respondents also reported spending more time on SNS for socializing rather than learning and they do not believe the use of SNS is affecting their academic performance.

show abstract

Preparing for the Real Web Generation

Cited by 53 publications

References 0 publications

WhatsApp Mobile Tool in Second Language Learning: Opportunities, Potentials and Challenges in Higher Education Settings in Tanzania

WhatsApp Mobile Tool in Second Language Learning: Opportunities, Potentials and Challenges in Higher Education Settings in Tanzania

Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0

The Use of Social Networking Sites among Malaysian University Students

Contact Info

Product

Resources

About