The Pedagogical Implications of Web 2.0

The Pedagogical Implications of Web 2.0

Matthias Sturm (ICT Consultant, Canada), Trudy Kennell (ICT Consultant, Canada), Rob McBride (ICT Consultant, Canada) and Mike Kelly (ICT Consultant, Canada)
Copyright: © 2010 |Pages: 18
DOI: 10.4018/978-1-60566-982-3.ch082

Abstract

Web 2.0 tools like blogs, Wikis, and podcasts are new to the vocabulary of language acquisition. Teachers and students who take full advantage of these emerging tools will participate in more dynamic, immediate, and communicative environments that provide opportunities for meaningful experiences through social constructivist learning. This chapter aims to bring perspectives rooted in educational theory to a domain too often dominated by the technological implications of its tools and argues that social constructivism is the pedagogical paradigm for learning and teaching facilitated by the next generation of Web technology. It reviews basic theoretical tenets and discusses their implications. Social constructivism lays the foundation for learning environments that foster the participation of students and teachers in today’s knowledge and information-based society to their full potential.

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