How can you use them in teaching?
Figure 1: Web 2.0 tools. From “Discovery Education” by J. Conroy, 2016, https://blog.discoveryeducation.com. Copyright 2016 by Justine Conroy.
Bower (2016) presents outcomes of a topological analysis of Web 2.0 technologies and findings that suggest educators typically have a narrow conception of the developing Web 2.0 learning technology landscape. The article also acknowledges that continual change in the Web 2.0 landscape provides a challenge for teachers and educational researchers to translate effective use of these technologies into the classroom. Hew and Cheung (2012) suggest that it’s not the technology alone that determines positive learning effects on students it is the way in which they are used; a focus must also be placed on teacher’s beliefs and values towards technologies (Blannin, 2015).
With this in mind, I would like to describe ways I could use Web 2.0 tools in the classroom. To encourage reflective thinking I would use tools most effective for online reflections such as weblogs. One of the benefits of blogging is that it enables students to view the progress made in how their thinking transforms over the course of a unit of learning (Hew & Cheung, 2012). Bower (2016) suggests that Web 2.0 technologies afford substantial opportunities to enhance communication which leads to the second use for these tools- online collaboration. This use allows students to exchange ideas, share multiple perspectives, establish connectivity and clarify understandings (Bower, 2016; Hew & Cheung, 2012). Web 2.0 tools can also be used by students to create content, exercise new modes of inquiry and develop digital literacies (Bower, 2016). Tools such as 3-D immersive virtual worlds and those with a repository functionalities such as YouTube may provide these opportunities for students.
There are many technologies available that are suitable for teaching and learning. The examples given above for the uses of Web 2.0 technologies are just a few of the many described in the research provided by Bower (2016) and Hew and Cheung (2012).
References
Blannin, J. (2015). The role of the teacher in primary school web 2.0 use. Contemporary Educational Technology, 6(3), 188-205. Retrieved from:
http://web.a.ebscohost.com.ezproxy.csu.edu.au
Bower, M. (2016). Deriving a typology of Web 2.0 learning technologies. British Journal of Educational Technology, 47(4), 763-777. Doi: doi:10.1111/bjet.12344
Hew, K. F., & Cheung, W. S. (2012). Use of web 2.0 technologies in K-12 and higher education: the search for evidence-based practice. Educational Research Review. Doi: http://dx.doi.org/10.1016/j.edurev.2012.08.001
ESC407: Classroom Technologies 
Hi Sarah. I find reading your musings around Web 2.0 tools to be rather interesting. Communication and reflection are substantially important feature of education we must all consider. In saying this, do you find Web 2.0 tools to be only useful to those who can type, or are open to everyone?
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Hi Sarah
I would add to Timothy’s comment that for teachers, effective engagement and modelling of appropriate strategies for integration of technology is a must (Bolick, Berson, Coutts & Heinecke, 2003) and Web 2.0 tools can help teachers meet this requirement (Lee & Bolick, 2011).
References:
Adcock, L., & Bolick, C. (2011). Web 2.0 tools and the evolving pedagogy of teacher education. Contemporary Issues in Technology and Teacher Education, 11(2). Retrieved from https://www.citejournal.org/volume-11/issue-2-11/current-practice/web-2-0-tools-and-the-evolving-pedagogy-of-teacher-education
Bolick, C., Berson, M., Coutts, C., & Heinecke, W. (2003). Technology applications in social studies teacher education: A survey of social studies methods faculty. Contemporary Issues in Technology and Teacher Education, 3(3), 300-309. Retrieved from http://www.citejournal.org/vol3/iss3/socialstudies/article1.cfm
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