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A Context-Based Approach to Web 2.0 and Language Education

A Context-Based Approach to Web 2.0 and Language Education

Gary Motteram
Copyright: © 2010 |Pages: 18
ISBN13: 9781605669823|ISBN10: 1605669822|EISBN13: 9781605669830
DOI: 10.4018/978-1-60566-982-3.ch061
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MLA

Motteram, Gary. "A Context-Based Approach to Web 2.0 and Language Education." Web Technologies: Concepts, Methodologies, Tools, and Applications, edited by Arthur Tatnall, IGI Global, 2010, pp. 1141-1158. https://doi.org/10.4018/978-1-60566-982-3.ch061

APA

Motteram, G. (2010). A Context-Based Approach to Web 2.0 and Language Education. In A. Tatnall (Ed.), Web Technologies: Concepts, Methodologies, Tools, and Applications (pp. 1141-1158). IGI Global. https://doi.org/10.4018/978-1-60566-982-3.ch061

Chicago

Motteram, Gary. "A Context-Based Approach to Web 2.0 and Language Education." In Web Technologies: Concepts, Methodologies, Tools, and Applications, edited by Arthur Tatnall, 1141-1158. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-982-3.ch061

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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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