Problem 2.0 - Difficulties, limitations and issues surrounding utilisation of Web 2.0 technologies in education, Part 4; Changing the educational paradigm

So far I've drawn attention to a few barriers that must be overcome before Web 2.0 technologies can be used extensively in class rooms. However, realising the many benefits such technologies can afford requires more than teachers and students making functional use of them.

For example, in this unit, a number of students are drafting their journal in word documents before copying them into their blog. They are using the technology, but they are not immersing themselves in the educational experience that blogging can provide. Furthermore, drafting in word first can lead to formatting problems and other difficulties in submitting the assessment. This highlights the issue that for students and teachers to greatly benefit from using Web 2.0, they must engage with the technology, and not simply see it as a different way to learn traditionally. A study titled Classroom Uses of Social Network Sites: Traditional Practices or New Literacies? (Moayeri 2010) made similar observations, noting that some students saw no difference between their Web 2.0 assignments and regular assignments. Moayeri (2010) also noted that "teachers were still using the technology in a way that allowed them to maintain their authoritative position".

Inability to adopt appropriate pedagogies for utilising technologies has the potential to inhibit the educational paradigm shift that could otherwise result (Hodas 1993). Arguably, in the case of Web 2.0 technologies, this eliminates some of the key benefits of their use. As with the previously mentioned issue of 'digital literacy', it seems some groundwork on pedagogies and learning with Web 2.0 technologies is required with students and teachers in order for much of the potential for their use in education to be unleashed.

References


1. Moayeri, M 2010. 'Classroom uses of social network sites: Traditional Practices or New Literacies', Digital Culture and Education, 2:1, 25-43.

2. Hodas, S 1993. 'Technology refusal and the organizational culture of schools', Educational Policy Analysis Archives, 1(10).