This article was a survey on one campus where enhanced technology required all teachers to be dealing with various Web 2.0 tools. The study then asked multiple questions via surveys and interviews about the professors’ and other academic personnel views on Web 2.0 (brown, 2012, 50). By looking at the perceptions of those dealing with Web 2.0, we can get a sample of the kinds of views that we’ll be dealing with when we are looking at the integration of Web 2.0 in our classrooms. There will be enthusiastic supporters and those who are skeptical of the benefits.
However, when Web 2.0 is used by the majority of the teachers, there is a much more balanced view of Web 2.0. There is a sense that Web 2.0 is very useful, depending on the teaching style and the reason it’s being used. The tools available to teachers allow for more flexibility for student-centered leraning, and the teachers and lessons that focus on this are more likely to use Web 2.0 (Brown, 2012, 57). But there is a time and a place for Web 2.0, and that is where our discrenment as teachers is needed. Web 2.0 has many tools that are readily available to us, but using what is appropriate to make learning stick can be difficult.
Brown, S. (2012). Seeing Web 2.0 in Context: A study of academic perceptions [Electronic Version]. The Internet and Higher Education, pp 50-57.
This article is about a study that was done about the effectiveness of a certain game called It’s a Deal! in learning for cultural awareness. This was done with college business students who were proficient enough in English to do the program. They found that the learners who knew the least English were able to learn the most from this program, with very high success rates. This project generated a lot of positive comments and showed increased engagement in the game (Guillen-Nieto, Aleson-Carbonell, 20121, para. 13).
This article is specifically about the integration of technology in the classroom. By dealing with a specific game that was meant to increase cultural awareness, they were able to show the benefit of using this particular program and technology in learning. However, in the larger context, this article was meant to show through extrapolation that games have been developed and will continue to be developed that will benefit cultural learning and enhance learning for students.
Guillen-Nieto, V., Aleson-Carbonell, M. (2012). Serious Games and Learning Effectiveness: The Case of It’s a Deal!. Computers & Higher Education, 58, 1, pp. 435-448.
This article is showing the value of using intercation in the Web 2.0 context to creating deeper learning. The study focused on a multi-dimensional Web 2.0 experience including Wiki, blogs and Flickr photo stream. They used pre- and post-test surveys in order evaluate the learning progress and the students’ reactions to the project. Afterwards, they used various methods to evaluate the correlation between the results of the test and how the students learned. What they found was that students learned the most when they were able to do the wiki-based activities. The interaction of not only finding new information, but also reorganizing that knowledge, had the highest correlation to deeper learning (Laryu, Naykki, Jarvela, 2012, 37).
I thought that this article was interesting on how they studied the effects of how the students learned best. They had to take into account what kind of learning was taking place and how the student’s interacted, including changes made by students and how often they posted.All of this information was then synthesized and made into comparable numbers. Laryu’s, Naykki’s and Jarvela’s (2012) conclusion that wiki worked the best in that context was interesting. The reason that they gave for this was that the students “do not simply assimilate new information into existing knowledge but actually change knowledge” (37). So the students have to take the informatin they found and truly understand what is happening so that they can integrate it well into the wiki that they are working on. Being that the wiki is a website, there is a certain amount of accountability, because the teacher can check with software designed to prevent plagarism.
This especially applies to how we design lessons. We have to keep in mind what kind of activity we are trying to do and how to engage the student in the lesson. The tools that we use in Web 2.0 are useful, and wikis are shown here that among the technology used, the wikis are the most helpful.
Laru, J., Naykki, P., Jarvela S. (2012). Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context. The Internet and Higher Education, 15, 1, pp 438-455.
In this article, Robert J. Vallerand gave a true insight into the reasearch of the past 30 years. Based off of his acceptance speech for an award from the Canadian Psychological Association, Vallerand (2012) neatly sums up his work with many of his colleagues about the processes they used to come to the basic conclusions that are used today about motivation and passion and how they play into our lives (p.42). Vallerand and various colleagues moved from the realm of theory into the real-life applications of motivation passion by developing various scales and standardized terminology (p.44, 48). By creating these building blocks, Vallerand was then able to move onto more in-depth studies about both motivation and passion, including some of his more current research about predicting educational and sporting outcomes based on a student’s motivational matrix (46).
I found this article very helpful by being able to really define what has happened in this research and have a concise statement of most of the findings. And by looking at their findings, I found it very interesting how exactly the terminology that in these topics was developed. This article really helped me gain a more comprehensive understanding about motivation and passion and how exactly they’re broken down.
Vallerand, R. J. (2012) From Motivation to Passion: In Search of the Motivational Processes Involved in a Meaningful Life. Canadian Psychology, 53, 1, 42-52.