Practice From Implementing Web 2.0 Tools in Higher Education

Pedro Isaias (University of New South Wales, Australia), Paula Miranda (Polytechnic Institute of Setubal, Portugal) and Sara Pífano (Information Society Research Lab, Portugal)
Copyright: © 2022 |Pages: 91
EISBN13: 9781668442982|DOI: 10.4018/978-1-7998-6878-1.ch005
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Abstract

Each new technology, tool, or resource that is introduced in higher education practice with the promise of enhancing the students' learning experience and/or increasing their academic performance is subjected to meticulous scrutiny. In the early days of Web 2.0's implementation in the context of higher education, many educators expressed their concerns and were reluctant to embrace it. As it slowly proved its pedagogical value and an increasingly higher number of teachers began to incorporate it in their teaching practice and courses, the body of evidence speaking to its advantages increased and offered other educators the confidence and proof they required to do the same. This chapter examines Web 2.0 in the context of higher education by debating both its benefits and shortcomings and presenting cases of actual implementation. The cases in question pertain to the use of YouTube, Wikis, and Twitter as valuable resources in the development of different types of skills and to support the acquisition of knowledge.
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