Posts Tagged ‘Web 2.0’


Is Web 2.0 the Future? by Özge Karaoğlu

Saturday, March 14th, 2009

– a great post I came across by Özge Karaoğlu, thought I’d share it with you –

“I believe as teachers, we are about to have the biggest discussion on education: How do we learn? Some of us have already explored the potential of social networking, media-sharing and other Web 2.0 tools though they are not designed specially for learning; and it’s getting more popular everyday among our students. They have been using Web 2.0 for a long time. They write on blogs, upload photos and videos, build personal profiles and interact with each other everyday. They all have their Myspace and Facebook accounts and this makes it easier for us to use this technology at schools because our students are already familiar through their own experiences and they are already motivated to use them.

Here are some reasons why to use Web 2.0 in our classes…

Read More Here

How Should We View the Current Influx of Tutors?

Wednesday, January 21st, 2009
This entry is part of a series, Education and the Role of Tutors»

This article is a response to Hai-Anh Dang and F. Halsey Rogers research: “How to Interpret the Growing Phenomenon of Private Tutoring:  Human Capital Deepening, Inequality Increasing, or Waste of Resources?”

Dang and Rogers explore the rise in private tutoring companies over the past few year and the significance of this occurrence.  They explain that private tutoring helps specifically because it is a more flexible form of education.  In countries such as Japan, students who utilize tutors to supplement their education nears 60%.  Additionally, Dang and Rogers note that in the more affluent sections of America parents are sending their preschoolers to private tutors in order to give them an edge.

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Hai-Anh Dang and F. Halsey Rogers, “How to Interpret the Growing Phenomenon of Private Tutoring: Human Capital Deepening, Inequality Increasing, or Waste of Resources?,” The World Bank Development Research Group Human Development and Public Services Team (February 2008, http://www-wds.worldbank.org/servlet/WDSContentServer/WDSP/IB/2008/02/25/000158349_20080225153509/Rendered/PDF/wps4530.pdf), 3-4. Interestingly, they also note some indicators show “that private tutoring is more popular in countries with weak and deficient public education systems” (Ibid., 7).Powered by Hackadelic Sliding Notes 1.6.3+

Education and the Role of Tutors: Past, Present and Future; Part 3

Saturday, January 17th, 2009
This entry is part of a series, Education and the Role of Tutors»

It is my contention, as presented in previous articles, that a distortion presently exists in the role tutors traditionally held.  Furthermore, I would suggest that this distortion has been caused due to the watering down of American educational system (but lets save that discussion for another time), and the generalization of the tutoring profession.  Tutors need to refocus and become more specialized for education to stop its downward spiral.1

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The Wiki as an Educational Tool

Tuesday, December 23rd, 2008

Are wikis a reliable medium for education? As an educator, my first inclination would be an emphatic “no.” However, I recently ran across an article in The Chronicle of Higher Education that challenged my preconceptions  After reading and thinking through the article I must first state that there is a huge difference between Wikipedia and a student created wiki-textbook. One is community regulated, and as we all know must be examined and used with care, the other is also community regulated; yet to students, at least according to the article, it is more reliable. This is not to say that a student created wiki-textbook is superior to the standard textbook, or to Wikipedia—all three by the way contain errors. The wiki-textbook is a product of education, this aspect allows for it to stand above other forms of similar media for a few reasons: 1) people tend to prefer reading and trust (or distrust) research from someone they know; 2) research in educational settings tend to be in areas of interest, therefore more care is often taken to present findings accurately (albeit often biased); and as the article pointed out 3) peer-to-peer learning can take place.

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O’Shea, Patrick, Peter Baker and Jennifer Kidd. “Let A Thousand Wikibooks Bloom.” The Chronicle of Higher Education, Vol. 55, No. 14 (http://chronicle.com/free/v55/i14/14a02902.htm), November 2008.Powered by Hackadelic Sliding Notes 1.6.3+
Concerning Wikipedia, a good and well-balanced overview of strengths and weaknesses may be found by Ken Hunt, “The Wikipedia Problem” Globeandmail.com (http://www.theglobeandmail.com/servlet/story/RTGAM.20071009.urc-wikipedia2-1016/BNStory/education), October 2007.Powered by Hackadelic Sliding Notes 1.6.3+

The Web 2.0 Classroom: Leveling knowledge 1 day at a time

Monday, December 22nd, 2008

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.

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