Moving Toward Web 2.0 in K-12 Education | Britannica Blog - About

My personal definition of Web 2.0 is not complicated. With an appropriate nod to Tim O’Reilly, who used the phrase originally in a business context, I’d like to suggest that for the sake of our discussions around education that Web 2.0 is simply the use of the Internet as a two-way medium- - -that it is a platform upon which content is not only consumed but also created. For my generation, our use of the Web largely mirrored our experiences with print and broadcast media: we were the audience, and a select few were the creators (this would be Web 1.0, if you will). For my children and our students today, their use of the Web often entirely revolves around content that they and their friends have created, and within Web frameworks or scaffolding that facilitate that creativity rather than providing the content for them. They build profile pages, upload photos and videos, and interact with each other and that content through active commenting systems.

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education that Web 2.0 is simply the use of the Internet as a two-way medium- - -that it is a platform upon which content is not only consumed but also created. For my generation, our use of the Web largely mirrored our experiences with print and broadcast media: we were the audience, and a select few were the creators (this would be Web 1.0, if you will). For my children and our students today, their use of the Web often entirely revolves around content that they and their friends have created, and within Web frameworks or scaffolding that facilitate that creativity rather than providing the content for them. They build profile pages, upload photos and videos, and interact with each other and that content through active commenting systems.

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My personal definition of Web 2.0 is not complicated. With an appropriate nod to Tim O’Reilly, who used the phrase originally in a business context, I’d like to suggest that for the sake of our discussions around education that Web 2.0 is simply the use of the Internet as a two-way medium- - -that it is a platform upon which content is not only consumed but also created. For my generation, our use of the Web largely mirrored our experiences with print and broadcast media: we were the audience, and a select few were the creators (this would be Web 1.0, if you will). For my children and our students today, their use of the Web often entirely revolves around content that they and their friends have created, and within Web frameworks or scaffolding that facilitate that creativity rather than providing the content for them. They build profile pages, upload photos and videos, and interact with each other and that content through active commenting systems.

Web 2.0, defined this way, is facilitating a dramatic change in our relationship to information. The advent of printing press lowered the cost of producing written material, and Web 2.0 not only brings that cost now to essentially zero (anyone in this country can go to a public library and use a computer for free and with free software publish to the web), it is also bringing the nature of information publication as a conversation to the user who used to just be a part of “the audience.” While most of us watched those conversations taking place between trusted authorities or authors before in a world of broadcast media, we are often now immersed in them ourselves.

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’d like to suggest that for the sake of our discussions around education that Web 2.0 is simply the use of the Internet as a two-way medium- - -that it is a platform upon which content is not only consumed but also created. For my generation, our use of the Web largely mirrored our experiences with print and broadcast media: we were the audience, and a select few were the creators (this would be Web 1.0, if you will).

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For my children and our students today, their use of the Web often entirely revolves around content that they and their friends have created, and within Web frameworks or scaffolding that facilitate that creativity rather than providing the content for them. They build profile pages, upload photos and videos, and interact with each other and that content through active commenting systems.

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change in our relationship to information.

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The advent of printing press lowered the cost of producing written material, and Web 2.0 not only brings that cost now to essentially zero (anyone in this country can go to a public library and use a computer for free and with free software publish to the web), it is also bringing the nature of information publication as a conversation to the user who used to just be a part of “the audience.”

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2.0 not only brings that cost now to essentially zero

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While most of us watched those conversations taking place between trusted authorities or authors before in a world of broadcast media, we are often now immersed in them ourselves.

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What is abundantly clear is that no matter what our schools are currently doing, most of our students are already actively involved in this content creation and conversation outside of school. In a series of reports recently released by BECTA (the government agency leading the UK drive to ensure the effective and innovative use of technology throughout learning) on Web 2.0 technologies for learning, students ages 11 - 16 were surveyed. 74% reported that they had at least one social networking site account and 78% reported having uploaded pictures, video, or music to the web–with 50% having done so in the previous week of being asked. If we make the somewhat logical assumption that most parents are still living in a Web 1.0 world (largely passive consumers of content created by others) , then whether we see the Web as a dangerous collection of minefields or as an unparalleled learning environment, most youth are participating on the Web without the benefit of much guidance or mentoring from the adults who are most interested in their progress and well-being.

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The Web as a Conversation

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Web as a conversation

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becomes an educational imperative to teach ourselves and students to be productive participants in those conversations

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nswer to information overload is to create (

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teach the creation of

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most of our students are already actively involved in this content creation and conversation outside of school.

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eb 2.0 technologies for learning, students ages 11 - 16 were surveyed. 74% reported that they had at least one social networking site account and 78% reported having uploaded pictures, video, or music to the web–with 50% having done so in the previous week of being asked

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most youth are participating on the Web without the benefit of much guidance or mentoring from the adults who are most interested in their progress and well-being.

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So, if for no other reasons than we might muster to justify driver’s education in schools (learning to do something very important that carries some inherent and significant personal and social dangers), we can argue for the need to be teaching Web 2.0 as a part of K-12 education

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dramatically rethink our educational institutions and expectations

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Web 2.0 instead seems likely to change education precisely because it is a disruptive external change.

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then whether we see the Web as a dangerous collection of minefields or as an unparalleled learning environment, most youth are participating on the Web without the benefit of much guidance or mentoring from the adults who are most interested in their progress and well-being.

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Engagement.

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engagement of Web 2.0 is in the act of content creation

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engage students because of the authentic nature of the work rather than being required assignments.

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Authenticity

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Students today are creating on the Web for very real audiences, and their writing or production has to pass a very real test:

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real test: are they

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very real audiences

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communicating well?

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contributor to world’s body of knowledge.

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actually being a contributor to world’s body of knowledge

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Participation

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Hundreds of millions of dollars, if not more, have been spent on outfitting schools with computers, and most of us would appropriately claim that the impact on student achievement has been little to none.

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can find specific intellectual paths to tread where they are able to participate,

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relatively divorced from teaching methodologies, and either not in a quantity or in a condition to allow overworked teachers to change their teaching methods. Driven not by technology vendors or unproven theories, Web 2.0 instead seems likely to change education precisely because it is a disruptive external change.

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backbone

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openness.

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making obsolete many of the restrictions on access to

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Openness and Access to Information.

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information

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Web 2.0 is making obsolete many of the restrictions on access to information that were intended to protect the rights of creators, but instead mostly inhibited learning by others

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world’s knowledge doubles in short periods of time, the incentives or rewards for keeping information proprietary

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significantly diminish,

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Collaboration.

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collaboration is

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given real practical value to a character trait

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not only king, but it can be seen and assessed–look at the history page of a wiki,

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linked list of

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unparalleled ability to build or participate in personal learning networks and communities of interest or practice.

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in the midst of the greatest increase of creative capability in the

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istory of the world.

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Creativity

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write, film, and edit a video which then can be uploaded to YouTube

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online portfolio of the endeavors they are passionate about. Where the resume and the degrees have been our short-cut indicators of abilities and accomplishments, the personal body of work now contained and hopefully organized on the Web gives everyone who wants it the the opportunity for an expression of personal interest and achievement.

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Passionate Interest and Personal Expression

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online portfolio

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great features of

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thoughtful discussion.

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discussion forum, which provides an environment for learning how to actually talk about things.

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Discussion

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provides an environment for learning how to actually talk about things

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often becomes much more thoughtful in the context of a discussion forum.

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contribute to discussions after class

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broader opportunity for participation

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Asynchronous Contribution

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contribute to discussions after class, or from home, provides a much broader opportunity for participation that the traditional class discussion. Students with different contribution styles, or who process information over time, are now more participative.

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rewards the proactive learner and contributor.

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Proactivity.

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needs students who have learned to participate actively and independently.

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ut the world has changed, and employers want and the world needs students who have learned to participate actively and independently

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“spirited” child

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much more likely to be able to work on things she likes and is good at because of her willingness to be proactive.

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ast amount of data on the Web

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more critical thinking

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The vast amount of data on the Web requires more critical thinking than was needed when I was growing up.

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Thinking

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Critical

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ong-time educators

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own personal learning transformed

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Having ready access to information does not make one a scholar, but it is scholars that we must help to create.

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ABOUT CROWS
by John Ciardi

The old crow is getting slow;
the young crow is not.
Of what the young crow does not know,
the old crow knows a lot.

At knowing things, the old crow is still
the young crow’s master.
What does the old crow not know?
How to go faster.

The young crow flies above, below, and rings
around the slow old crow.
What does the fast young crow not know?
WHERE TO GO.

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First: we’ve developed a negative cultural impression of social networking that comes out of the very power that will makes it such an effective tool for education. Fundamentally answering a human need to connect, create, and express ourselves,

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ime and training

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Third: Teachers will need time and training to learn to use these tools in the classroom,

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legal liabilities

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Fourth: the legal liabilities that schools face because of concerns about a) student exposure to inappropriate material and b) exposure of students to potential predators will not be easy to overcome.

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don’t come with a manual

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take time to build new “playbooks.

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We’re long overdue for a really good discussion about the purpose of schools, and I believe that Web 2.0 will give us that opportunity

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Having ready access to information does not make one a scholar, but it is scholars that we must help to create.

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Moving Toward Web 2.0 in K-12 Education | Britannica Blog

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