In order to understand importance of Web 2.0, Web users should understand the original Web 1.0. Ultimately, Web 1.0 is the starting point of the World Wide Web, which gives internet users the ability to research and electronically communicates with people using their computer. The internet, in its primitive stage, was the utensil for initial points of references and a new form of digital contact with the outside world. As the lines of communication and fact-finding became more open, people have decided to share their information using programs that are regularly accessible to Web users. Some programs included Google search and specialty websites that the users would know and regularly refer. Thus, it created the starting point of Web 2.0.
Web 2.0 goes beyond the point of just searching for information and receiving e-mails. It is having the ability to use the software programs that are available from the World Wide Web; to be able to collaborate, communicate, learn and create. Originally, the users would only have the option to search for information; now the information can be sort-for and sent to the user. To name some, programs that can are classified as Web 2.0 are Wikis, podcasts, RSS and IGoogle. They are software applications that Web users would apply to their computers for a wider Web quest. They are free to download and broaden searches and the lines of today’s form of communication.
It ideal if all levels of education could ‘catch on’ to the new Web 2.0. If the students are clearly informed, the software will help students be open and collaborative with their work leading to an increase in their ability to learning and it will allow them to be creative. This statement is merely an ideal, because, though the Web 2.0 program’s purpose is to do those things, it also has flaws. Mainly, the flaws are not the programs, but merely the users of the programs. When people over or under use the programs it leads to negative consequences. Open and collaborative The software from Web 2.0 gives the users the ability to be open and collaborative through their communications. In an inactive classroom, collaborative group work would be suitable on a Wiki. According to Wiki.org (2007) a Wiki is a software which “allows users to freely create and edit Web page content using any Web browser” (Wiki.org, 2007) in an organised format. The students who have access to the programs password are able to edit the work like any other internet website. What makes it definable to Web 2.0 is the ability for the browsers to add comments and give feedback on the spot. Kelly Driscoll (2007) stated, “Technology is playing a key role in various types of communication within the classroom today, changing the way communication takes place in a way that is having a real impact on learning”. To get the full capacity of collaborative learning the Web 2.0 program, PBwiki.com, is highly suggestion to help students for group assessments. As an ideal, the students are able to research on a given task and present it in an organised manner. The software is free to use; all the student needs is a computer with internet connection. The program is easily accessible from any computer. A positive is that each student is able to add information at any time. Though the students will rely on each other, constantly checking their work, there is also room for independent learning. The Wiki allows interactive links, pictures, videos and music. The page browsers are able to add and display comments on the webpage so there is a sense of feedback given to the creators of the page. With all the positives attributes of an open and collaborative communication, there are also negatives that follow. This is mainly not due to the software that Web 2.0 has to offer, but it is the external aspect of the technology. Group work has always been hard aspect of any collaborative nature of work. The group problems usually range from individual students wanting to do all or even none of the work. The digital aspect of collaboration still needs to have a human side because the work cannot be successfully completed unless collaborative information is placed in the program. Learning At the time of Web 1.0, Google was the program that people referred to when they were researching on topic. In the new age of Web 2.0, users are still able to research in this old-fashioned way, but can also subscribe to RSS feeds. Of which, this Web 2.0 program has become a regularly available application for people to use. RSS is the acronym for ‘Really Simple Syndication’. According to Jude O’Connell (2007) the RSS application “is a file format for delivering regularly updated information over the web” (O’connell, 2007). Now the web browsers are able to receive information with half the effort because the computer is looking for it on your behalf. George Siemens (2004) from elearningspce.org wrote in an article how there should be a review on teaching theories due to the changing nature of how students learn. Though the article is as informal as a blog is stereotyped, he cites Vaill’s (1996) definition on learning, which raises a correct point that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep the surprising, novel, messy, obtrusive, recurring events…” (Vaill, 1996). Though students are educated at school, they learn in more informal than formal situations. He lists the trends of learning and amongst them he states, “Technology is altering (rewiring) our brains. The tools we use define and shape our thinking” (Siemens, 2004). It is agreeable that in a classroom/group work situation a teacher will want their student to have a fulfilled education. In light of this, they may agree to have formal and informal task such as learning. One task could be having a lesson for student to familiarize themselves with the web programs. This is so they are able to make their own mistakes and find a way to get to a comfortable stage of their learning. In the world of Web 2.0, the creators of Google have caught up with the progression of the World Wide Web and have not made them self redundant in this area. Rather, they upgraded the searching method to the RSS program and redeveloped themself in the iGoogle.com software. Creativity There will be no point in submitting or presenting any form of work on Web 2.0 if it cannot allow the user to be creative. Understanding place and space for a student gives individuality. In Web 2.0, many software programs are readily available from any computer. In the case of students doing assignments, they are now becoming free to move their work from the usual home computer to other places with ease. Rothberg (2006) wrote, companies such as IBM are trialling the idea of using student’s creativity to look at the potentials of learning with technology. As it stated in the article, the “program is designed to equip students with skills in the creation and management of online communities and social network systems” (Rothberg, 2006). The many readily accessible programs such as FaceBook, MySpace, YouTube, Blogger and PBWiki allow the students to have fun and be comfortable in their learning. The programs are much better than the usual Word Document or other un-interactive Microsoft programs. The student can go beyond choosing colours, change fonts and add pictures. Now they are able to add videos clips, PodCasts or their favourite songs to the designed page. The students will have an area of place and space. The sense of belonging will encourage them to learn. Web 2.0 has become a revolutionary item to the world of technology. With the many different programs that come with Web 2.0, students are able to engage in learning with the use of technology. Together it is open and collaborative communication in a group work task and the class. It also helps in the students learning and allows them to be creative. Thought the programs have a set job description the students have to be familiar with them to understand its full potential use for their work as well as lifelong education.
Reference List -
Driscoll, Kelly. (2007), Collaboration in Today’s Classrooms: New Web Tools Change the Game. MultiMedia & Internet@Schools, Vol. 14 Issue 3, 9-12.
- O’connell, Judy., (2007), Judy’s Web 2.0 Notes: RSS, Retrieved October 28, 2007, from http://judyoconnell.wordpress.com/rss-2/ -
Professor Allan Coman, B Sc (UNSW), Dip Ed (Auckland Uni), M Sc (Macquarie Uni), M Ed (Admin) (UNE) – Rothberg, Deborah., (2006), Big Blue brings Web 2.0 to school, eWeek, Vol. 23 Issue 43, p29-29.
- Siemens, George,. (2004). Connectivism: A Learning Theory for the Digital Age, Retrieved October 28, 2007 from http://www.elearnspace.org/Articles/connectivism.htm
- Vaill, P. B., (1996). Learning as a Way of Being. San Francisco, CA, Jossey-Blass Inc, p.42. Retrieved October 28, 2007, from http://www.elearnspace.org/Articles/connectivism.htm – Wiki.org, (2007), What Is Wiki, Retrieved October 21, 2007, from http://wiki.org/wiki.cgi?WhatIsWiki
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