There seems to be a wealth of information relating to the possible benefits of utilising Web2.0 technologies in education (SICTAS 2009). On the other side of this, as my research question suggests, the negative issues and concerns surrounding use of these technologies are also of interest to me, and will be the focus for this research journal. These issues will no doubt also be of interest to other pre-service teachers, teachers and policy makers, who to a large extent, will determine the extent to which Web2.0 is utilised in classrooms of the future.
The 'digital divide' is a key difficulty relating to use of all ICT in education. It is broader in scope than Web 2.0, and presents multiple research topics on its own. However, it essentially refers to the inequality resulting from parts of the community having limited 'access' to ICT technologies. This 'access' can be over simplified to account only for access to computers. However, it should be recognised that unequal opportunity arises from limited access to a range of different hardware, as well as connectedness to information and telecommunications networks, and proficiency in all of the above. This proficiency is very broad in scope, and must encompass a range of other 'non-technological' skills and competencies such as literacy and numeracy (Selwyn & Facer 2007).
The proficiency aspect of the digital divide seems to be of particular relevance to use of Web 2.0 technologies in education, as such technologies require ICT competency extending beyond the scope of basic 'digital literacy'. There may be many benefits to use of Web 2.0 in education, but who would we be benefiting most in its use? or more importantly, who would we be disadvantaging?
References
1. Selwyn, N & Facer, K 2007, 'Beyond the digital divide', futurelab, http://archive.futurelab.org.uk/.
2. SICTAS 2009. 'Web 2.0 site blocking in schools', Report.
2. SICTAS 2009. 'Web 2.0 site blocking in schools', Report.
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