Critical Reflection - Web 2.0

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“Computers are contributing to the culture of our society and classroom”, whether, it be on an individual constructed environment basis or as a social goal, these changes are impacting on learning and teaching (Allen, 2004, p.406). There are substantial dissimilarities in how different groups experience education and social relations. According to Tsolidis, Tsse et al, Yates & Leder ,Institute of Korrie education, Herbert, Pallotta-Chiarolli, Gardiner, Collins & McLeod “clearly, class, race, ethnicity, regional location and able-bodiedness” can influence and structure the educational experiences and outcomes for both girls and boys (Allen, 2004, p.176). I will discuss how this has evolved, through considering the different perspectives and the impact that social networking and web 2.0 technologies have put on education on a macro and micro level. Modern computer-mediated communication tools, such as social networking sites, have flawlessly pooled emailing, instant messaging, website creations, blogging and multimedia content sharing together (Livingstone as cited in Ong, Ang, Ho, Lim, Goh, Lee, and Chua, 2011).The development of Social media also coined as Web 2.0 technologies by Dale Dougherty (as cited in Eckstein, 2009), has provided a new opportunity for creating and sharing content and interacting with others, especially in the everyday lives of students (Bennett, Bishop, Dalgarno, Wayycott, and Kennedy, 2011). Web 2.0 calls for major shifts in the way education is provided for students. This new model is based on enhanced communication and collaboration tools and services, information sharing, and interoperability. This trend has enabled the creation and development web-based communities, web-hosted services, and a diverse set of web applications. Some of the most known examples include social-networking sites, video-sharing sites, wikis, and blogs
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