Web 2.0 has many advantages that can and do enhance a student’s learning experience. The term Web 2.0 “refers to the social use of the Web which allow people to collaborate, to get actively involved in creating content, to generate knowledge and to share information online” (Grosseck, 2009, pg 478). Having access to Web 2.0 technologies, a student is able to gain information easier and faster, “when and where it is needed” (Grosseck, 2009, pg. 480). Students are able to share experiences through these technologies and resources with classmates, peers, and instructors. Web 2.0 technologies are innovative and provide additional channels of communication. Some popular technologies used include blogs, wikis, video sharing, social bookmarking, and social networking, with the most popular websites being Wikipedia, YouTube, Facebook, and Flickr (Anonymous, 2008).
A paper was written by Soraj Hongladarom, states that there is a link between Web 2.0 technology integration and happiness. Happiness, in this context, is correlated to the term harmony. The way that Web 2.0 technologies can “offer in promoting happiness is that, by allowing people to network together and by allowing them to express themselves to their communities, the technology allows for a level of happiness that has hitherto been rather difficult to achieve” (Hongladarom, N/A). ‘Happiness’ can be achieved in this circumstance when it is understood that happiness pertains to fulfilling one’s goals and achieving a sense of belonging. In particular, “Web 2.0 creates a level of happiness by ensuring that information is shared in an open and transparent manner. As happiness is better understood as a harmonious working relationship between the inside and outside, Web 2.0 does promote it through becoming a linchpin of open society” (Hongladarom, N/A). Web 2.0 technologies have the capability of increasing an individual’s connection to others. The applications are also a gateway for a person’s expression of their own individuality. Through Web 2.0, people are given the opportunity to speak their minds through a medium that has the ability to keep their personal identity somewhat private and prohibits the likelihood of personal scrutiny. I have yet to encounter a personal attack through online collaborations. Sure, there will people that won’t agree with everyone else’s input and all have the option to give their honest opinion, whether positive or negative, without any true repercussions.
Personally, as a high school student, I was exposed to the most common and regularly used programs used on a computer. It was essential to at least become familiar with the Microsoft Office applications (Word, PowerPoint, and Excel). Through repeated use for various classes, I had learned how to navigate proficiently through each program. This was extremely helpful when I entered college, for I used Microsoft Word and Microsoft PowerPoint multiple times throughout my undergraduate career. Entering my graduate career and taking a course entitled Technology and Pedagogy, my knowledge of technology has increased dramatically. In half of a semester alone, I have been introduced to, and have used various types of technology that have the capability to enrich a student’s learning experience. One Web 2.0 technology that I became particularly fond of is a social bookmarking tool called Diigo. It is a tool that allows a student to save websites into a library, either personal or to a group. The Diigolet toolbar is an essential addition to this tool because it lets a student highlight, add additional notes, and actually bookmarks the specific article to the library of one’s choice. It is a great technology for a student who enjoys annotating and analyzing text, without having to print the article off and do these actions physically. I have had nothing but great experiences with Web 2.0 technologies. I personally feel as if the integration of these tools can only amplify a student’s learning experience.
In order to ensure that the use of Web 2.0 technologies do in fact enhance a student’s learning experience, Gabriela Grosseck gives insight on what educators should do in their classrooms. She explains “as educators are firstly forced to follow programs which involve those competencies which are useful to the future graduate finding a job. Secondly, we must ask our students, when they use Web 2.0 technologies, to prove initiative and responsibility, curiosity and imagination, the ability to explore, creativity, to work cooperatively and constructively, to communicate and collaborate distinctly with each other, to be open towards identifying and solving problems” (Grosseck, 2009, pg. 481). If a student is able to effectively communicate and show their expertise through the technology, then integration can be seen as successful.
References
Anonymous. (2008). Wikis, Blogs & Web 2.0 technology, V.1-21/05/08 www.unimelb.edu.au/copyright 03 8344 6647.
Brown, M. (2006). Web 2.0 services: These objects are closer than they appear. EDUCAUSE Evolving Technologies Committee. http://net.educause.edu/ir/library/pdf/DEC0606.pdf
Grosseck, G. (2009). To use or not use web 2.0 in higher education?. ScienceDirect. http://www.sciencedirect.com/science/article/pii/S1877042809000895
Hongladarom, S. (N/A). Web 2.0: Toward happiness and empowerment through interactive technology. Department of Philosophy and Center for Ethics of Science and Technology Faculty of Arts. http://www.scribd.com/doc/162548086/Toward-Happiness-and-Empowerment
