Web 2.0 does not have a finite definition. Web 2.0 is constantly being molded, transformed, taken away from, and added to itself. It is not one specific tool, nor is it a specific list of tools. Rather, it involves the complexities that a world of combined creativity has produced for the purpose of social networking. Because of this amoeba-like identity, I could not comprehend the purpose, uses, or daresay, even the definition of Web 2.0.
Through watching the videos posted by Dr. Siegel on the Dashboard and obtaining my own research, I began to experience the veil lifting. True clarity has yet to be achieved due to the broad nature of the topic, however, I do feel that I now possess a healthier understanding of my aforementioned cloudy understandings (purpose, uses, and definition).
Our very existence is in a constant state of transformation, why should we expect our creativity and resulting products to be anything different? In fact, why should we underestimate the capabilities of what can happen when creative minds have the ability to interact, share, and build on one another’s ideas? Perhaps, others have not had the same mindset that I have had. I am happy, or at least I was happy in my comfortable world of teaching with what I know. I wanted no part in learning Web 2.0 for that very reason. I suppose my stubbornness to the topic is the precise reason I have not had a better understanding of the term until recently.
Web 2.0 offers the average person the opportunity to use media tools. It allows for anyone to network and interact with virtually anyone, anywhere. Not only does Web 2.0 provide an avenue for personal uses, it produces an avenue for teaching and learning. An article called “Web 2.0 & You” by Donna Baumbach states, “The tasks that today’s web tools help u to accomplish are those we will need to do throughout our lives: to access, interpret, synthesize, manipulate, report, and create information in a variety of forms and formats…” Therefore, Web 2.0 tools in the classroom assist educators in preparing today’s youth for the necessary skills of tomorrow.
As a teacher in the middle school, I often hear complaints of “bored” and “disengaged” students. The various articles I read support the theory that by involving Web 2.0 tools in the lesson planning, educators can expect an increase in active participation by students. One such article, “Using Web 2.0 to Support the Active Learning Experience” by S. Chinn and J. Williams is based on a study where one entire unit/activity was taught and managed with Web 2.0 tools. “Students were interested by the links between the social networking tools that they used regularly and the potential broader applications. The relevancy of this aspect encouraged high levels of active learning.” I can also attest to the truth of this statement by my own experience in the past few weeks. I began a Facebook page for my 7th grade students and parents. Students use the page to connect to one another, and both parents and students use the page to receive updates on homework and announcements pertaining to class. I have received very positive feedback from those that are involved on the page.
In short, I have discovered that implementing Web 2.0 will be a very useful asset to my classroom (and worth the time) rather than a hindrance.
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