With the advent of Web 2.0 and the “wired” school, one would think that this really leads to greater learning potential, but is this really the case? As in, with this technology, is more learning about that subject area occuring or is it acutally learning about technology and the subject area becomes secondary? In addition, does the collaborative environment account for expert knowledge? At first I would gather to say Web 2.0 addresses the first question, but as one digs deeper into how 2.0 technologies are really being utilized in the classroom and what occurs in that classroom, it more likely the later two issues.
One of many resources frequented by Web 2.0 K-12 Teacher Tech Geeks, is the Web 2.0 Education wiki area. Within this site, the next generation concept marks the ”zenith” of collaborative environments, where everyone works together on an equal playing field. The problem is that the web, facebook for example, has a leveling effect, where those with authority and knowledge in a field, are reduced to an “avatar” and are no different than the student with very little knowledge of the field.
If Web 2.0 is to become something Education Worthy, than it must tackle this leveling effect. Collaborative environments, and the opportunities they present, are great, but if knowledgeable individuals are reduced to student level, then that becomes the cost of Web 2.0. For now, this educator will remain “on the fence” with the current technologies, because until knowledge is recognized as a valuable commodity–rather than just the process of learning–nothing will really be gained, but much will be lost.
Some interesting resources
- http://musictechie.pbwiki.com/
- http://www.classroom20.com/
- http://www.kn.att.com/wired/fil/pages/listweb20s.html
- http://web20ineducation.wikispaces.com/Intro
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This is a great question you pose, and one that I don’t think gets asked enough. Typically the question is whether or not to “Web 2.0ize” schools rather than what the real value Web 2.0 might hold for each individual school.
In regards to the “cost of Web 2.0,” I’d argue that this cost varies based on the sitein question and what that site’s primary objectives are. For instance, Facebook’s primary objective will never be anything too far beyond the “social” in social networking, regardless of how many value-adding applications or concepts are introduced.
On the other hand, there are several Web 2.0 communities that aim to eliminate much of the de-expertization that you reference. In fact, this is the primary way that some communities build themselves – by encouraging members to rate each other and, therefore, naturally allowing more knowledable and worthwhile members to be recognized.
I’d love to get your take on the site I work for, Cramster.com – an online study community that definitely fits into the discussion you’ve proposed here.
Cheers,
Peter Simones,
http://www.Cramster.com
Peter,
Thanks for your comment and sorry for the slight delay replying to you, holidays and all. Anyhow, I had the chance to check out Cramster.com and it seems that your community is heading in a much better direction than other “solutions” available for students. My critique of it is that there isn’t really much offered for Free on the site, and that th majority of the assistance students need require money that, well, in this economy is an issue that could cause issues for many students — and/or their parents who may be “footing” the bill (premium v. free member break down — http://www.cramster.com/sign-up/barrier-select.aspx )
As for the leveling effect of communities I described, cramster is a step ahead of the rest in accounting for this in the online environment.
Thanks again. I post about 2 times per week and between me and the other contributors, we will be addressing a lot of contemporary issues. Since we are all educators at some level of learning or another, hopefully our posts will assist those involved in these sorts of endeavors.
My fellow on Orkut shared this link with me and I’m not dissapointed at all that I came here.