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A variation on this ‘repository’ type are video libraries that store, tag and
make available visual examples of good teaching practices, to support
professional development and digital skills. A second category supports
networking and on-line knowledge-sharing. A third category covers the use
of Web 2.0 applications themselves to deliver and share both content and
also interactive discussion and learning on teaching practice. For example,
Welker’s Wikinomics is an online environment offers cooperation, communication
and information spaces for students such as a blog and a wiki.
Through using a blog, the teacher can provide real-life examples related to
lessons learned in the classroom and the students are able to comment. The
wiki enables students to collaboratively develop a subject-related information
environment that supplements – and in the future: replace – textbooks.
Additionally, discussion forums are used as tools for communication between
students.
Most applications use a variety of Web 2.0 tools to support collaborative
content production, communication and discussion between teachers. Blogs
seem to be the most widely used, followed by Wikis and social networking
technologies including Facebook and Bebo. Although little systematic
evidence has been compiled of the effects of using these kinds of tools on
teaching practices and learning outcomes, the picture beginning to emerge is
one of Web 2.0 making a contribution to supporting good teaching practices in
five main areas: ‘General’ teaching practices aimed at supporting professional
development and better teaching practice; tutoring and mentoring; organization
of collaborative and group-based work, for example linking classroom sessions
and homework in the online environment; personalised and self-organised
learning; Special Education Needs; promoting PLTS (Personal Learning and
Thinking Skills) for teachers and students.
Conclusion
Current EU policy, especially on youth, education and training, social
inclusion and ICTs, is seen as providing opportunities for more widespread
use of ‘Web 2.0’ technologies – especially social networking tools – within
the classroom. As yet, the use of these tools is not extensive. They tend to
be used for three main purposes: to create and share content for use in teaching;
to network and exchange knowledge; to share content, knowledge and
reflect on them in order to support professional development. It is early
days yet, and little systematic data exists on the impacts associated with the
use of Web 2.0 in the classroom. However, some positive signs are beginning
to emerge of improvements in both teaching practices and learning
outcomes.
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