The Challenges of Web 2.0 for Education in Greece: A Review of the Literature

The Challenges of Web 2.0 for Education in Greece: A Review of the Literature

Panagiotes S. Anastasiades (Department of Education, University of Crete, Rethimno, Greece) and Konstantinos Kotsidis (Department of Education, University of Crete, Rethimno, Greece)
DOI: 10.4018/ijwltt.2013100102
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The pedagogical use of informational communication technology (ICT) in contemporary schools is an important issue in today's era of online learning environments. The internet is constantly evolving and it is transformed from a space of searching for information into a space of content creation and collaboration among users. Web 2.0 applications are being implemented in all levels of education with the intention of enhancing learning and, for countries such as Greece which are new to the use of ICT in the classroom, the learning outcomes are yet to be fully evaluated. This article aims to assess the research about the implementation of Web 2.0 applications in the Greek educational system, in the context of the international bibliography about the use and learning outcomes of Web 2.0.
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The survey of the international and Greek bibliography about Web 2.0 applications in education covered in-print and electronic scientific journals, books, conference proceedings and data bases (electronic only). The survey had three topics: 1) the description of Web 2.0 applications as described by educators using them; 2) research about the theory, outcomes and policies on the use of Web 2.0 as an educational tool in the classroom; 3) research about Web 2.0 in the Greek education system. The use of Web 2.0 is relatively new to education in Greece, thus the survey covers the past five years.

The studies located from the survey were categorized according to the educational level which they addressed; i.e., primary, secondary, tertiary. Special attention was given to the location of studies about training educators to teach Web 2.0 applications in schools. A general picture was derived from the entire set of bibliography; however, specific attention was given to particularly informative research projects.

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