In this post I
would like to comment upon Web 2.0 resources and how these can be used in the
classroom to motivate learners and make ordinary activities more engaging and
in keeping with this new generation of students who are immersed in a
technological era.
Since this post will be devoted to Web 2.0 and
its positive impact on educational affairs, it becomes essential to describe,
very briefly, its predecessor Web 1.0 to appreciate the drastic differences of
each.
Webs 1.0 use basic html (hypertext mark-up
language) for publishing content on the internet and are static web pages. They
have read-only content, the web master is solely responsible for updating users
and managing the content of the website and mass-publishing is not supported.
So we find "passive visitors" that search information without
contributing or sharing.
Web 2.0 is the so-called "social web"
that encourages creativity, communication and networking among the internet
users. In this case we find a "read-write" platform in which users
are able to interact and communicate. This web is all about social domains such
as blogs, podcast, wikis, and the like. Here, we find "active users"
who share and receive multimedia information in an ubiquous way. It allows
anyone the chance to become authors and start their own blog or drop their
opinion on someone else's.
This image depicts what Web 1.0 and Web 2.0
represent
The first reason for including Web 2.0 tools in
the classroom is simply because of context. In one of my previous posts I referred
to relevance that lies in creating an artificial context for our learners.
These tools can help us in our endless search for innovative ways of
introducing real and meaningful tasks and activities in our practices.
Negotiation of meaning is a must for language
learning to take place, and this is only possible when there is interaction
through real communication. Not only do Web 2.0 tools facilitate interaction by
allowing access to varied input but also integrate the four skills. Blogs and
wikis, for instance, provide opportunities for reading and writing, whereas
videos and podcasts give access to spoken language. Along with the inclusion of
the four skills, students’ individual learning styles are also catered. Their
integration is much easier by using these tools. For example, graphic
applications and videos are a safe way of tapping into visual and auditory
styles.
Another crucial benefit is when teachers decide
to construct their own material. The amount of tasks, resources, and
educational tips available in the web is jaw dropping. Besides, applications
are user-friendly and offer step-by-step video tutorials. So, teachers can
create their own material, based on the level of proficiency of their class,
and if alterations are needed, it can be edited, deleted or expanded on the
spot.
Finally, employing these web tools to our
teaching can help students become more autonomous and responsible. If teachers
ask them to keep a blog, and they also work with wikis and virtual platforms,
students can access the information uploaded there anytime and anywhere, thus
enabling learners to complete the activities at their own pace. As a result,
they have more freedom and they learn how to distribute their time so as to
accomplish the objectives proposed by the teacher.
