For my final article summary, I read “TPACK and Web 2.0: Transformation of Teaching and Learning” by Jennifer Nelson, Angela Christopher and Clif Mims, of the University of Memphis. This article was published in the September/October 2009 issue of TechTrends magazine. This article gave a thoughtfully-written overview of recent research showing the positive value of Web 2.0 applications in K-12 education. The authors also discussed the importance of teachers having a solid understanding of Technological Pedagogical Conceptual Framework (TPACK). The article’s authors cited many benefits of Web 2.0 applications in the classroom, including:
- “Web 2.0 technologies support creative and collective contribution” (Christopher, Mims, & Nelson, 2009, p. 80)
- “…engaged learners develop a deeper understanding and relationship with content. Learning is meaningful when students co-create and develop their own knowledge” (80).
- “…integration of Web 2.0 technologies, utilized by skillful teachers, can promote student learning and facilitate the development of lifelong skills such as collaboration, creative thinking and knowledge construction” (80).
The article also gave several statistics about the rise of Internet use in public schools (nearly 100% by fall 2005) and use of social networking among students (97% of 9-17-year-olds surveyed reported that they engaged in social networking on the Internet) (81). The authors described the importance of technology in the everyday lives of students, and that it is the role of teachers to prepare students for “innovation and the advancement of society” (81), and that using collaborative technology within the classroom is a natural piece of that preparation.
The authors made a special point that, while Web 2.0 technology can be a wonderful addition to a classroom, there are certain considerations that teachers need to make in order for the technology to be effective. Web 2.0 tools should “focus [on] the curriculum, and not the tool itself” (82). The use of Web 2.0 tools should have a direct relation to curriculum standards and should support student understanding, as well as contain some aspect of assessment or reflection for both students and teachers (82). They also noted that safety concerns (online predators, etc.), school-imposed firewall restrictions, and online privacy issues could stand in the way of teachers using certain Web 2.0 tools (84). I also think that parents who do not yet want their children to have personal social networking profiles, especially on sites like Facebook and Twitter, could prevent teachers from using those types of social networking for school-related purposes.
The authors profiled several different types of Web 2.0 technology, including blogs, wikis, social bookmarking and digital storytelling. Because I am using a Prezi for my lesson plan, I especially enjoyed the authors’ digital storytelling discussion. They noted that “digital storytelling allows students to be actively engaged in their work, play a part in literacy communities, and delineate themselves as readers and writers” (83). This was one of the most informative and well-written articles I have read on this topic, and it might be a good one to have future grad students in this program read as an introduction to Web 2.0.
Christopher, A., Mims, C., & Nelson, J. (2009). TPACK and web 2.0: transformation of teaching and learning. TechTrends. 53 (5): 80-85.