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What is Low-Tech Contexts

Chapter 7
Handbook of Research on Web 2.0 and Second Language Learning
Whilst the middle classes may have access to mobile phones and access to the internet at home, schools may only have traditional computer rooms which may not well be networked. Access to the internet for the general population is via internet cafes in urban areas rather than through wi-fi.
Published in Chapter:
A Context-Based Approach to Web 2.0 and Language Education
Gary Motteram (University of Manchester, UK) and Susan Brown (University of Manchester, UK)
Copyright: © 2009 |Pages: 18
DOI: 10.4018/978-1-60566-190-2.ch007
Abstract
Web 2.0 offers potentially powerful tools for the field of language education. As language teacher tutors exploring Web 2.0 with participants on an MA in Educational Technology and TESOL at the University of Manchester, UK, we see that the potential of Web 2.0 is intimately linked with teachers’ perceptions of their teaching contexts. This chapter will describe a “context-based” approach to the exploration of Web 2.0 on a module focusing on the potential role of distributed courseware in language education. It will begin by giving an overall picture of where and how the exploration of Web 2.0 tools fits into the MA program. It will then describe the main aims and aspects of the module and discuss in some detail our context-based approach in relation to participants as well as Web 2.0 in existing literature. The chapter will conclude with two case studies concerning how teachers incorporate Web 2.0 technologies in courseware for their contexts.
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