Using Web 2.0 tools for teacher professional development: a case study (original) (raw)
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Web 2.0 technologies to engage and support the professional development of ESL teachers in India
Education India Journal, 2015
This paper seeks to review the affordances of Web 2.0 technologies to support reflective and collaborative professional learning of ESL teachers in India. The review draws on a large corpus of literature and recent research evidence to identify the principal elements and features of teacher professional learning and the underlying affordances of Web 2.0 technologies and applications. It examines how professional learning for English teachers could be supported with Web 2.0 technologies in general, and blogs in particular, through ways that might have significant benefits over traditional face-to-face teacher professional development. The findings indicate that there is potential value in teacher professional learning with Web 2.0 technologies.
The Use of Educational Technology for Professional Development of ESL Teachers
This chapter reports the effect of using educational technology, particularly Web 2.0 tools, on the professional development of in-service teachers. As the demands for an interface between educational technology and classroom teaching gathers momentum, teachers in India are expected to use at least Web 2.0 technology to optimize learning achievements. Greater emphasis is, therefore, placed on preparing teachers to use technology for instructional purposes and to assign learning activities that require use of Web 2.0 devices. It has been assumed that while teachers use educational technology, an important corollary will be teachers" enduring professional development. Data collected from training 32 in-service teachers in Web 2.0 use for ESL teaching provides evidence that teachers willingly take to technology use for instructional purposes as they realize the benefit of such use that enhances their strategies, facilitates them to engage better with learners and colleagues and keeps them informed to remain up-to-date professionally. The absence of mentoring, limited availability of infrastructure and no curriculum readiness for technology use have been noted as serious hindrances to overcome.
1 Towards Web 2.0 Schools: Rethinking the Teachers Professional Development
2015
This paper aims at analyzing the Web 2.0 based distance education in the K-12 schools as an emerging phenomenon that catalyzes a new educational reform all over the world. Some pre-Web 2.0 best practice examples are analyzed in order to draw the main findings in the paper. The teacher’s professional qualification designed to meet the new challenges is considered as a key problem for a successful penetration of this phenomenon in the schools. It is emphasized on the importance of designing a life-long teacher training strategy adapted to the new achievements in the technology enhanced learning research and the new learning theories. Building social skills and competencies appropriate to work in a Web 2.0 based learning environment and other global ‘social software ’ is recommended to be included both in the school curricula and the corresponding teacher development curricula. Such skills and competencies should penetrate the curricula of any life-long learning initiative dedicated to...
Towards web 2.0 schools: Rethinking the teachers professional development
2007
This paper aims at analyzing the Web 2.0 based distance education in the K-12 schools as an emerging phenomenon that catalyzes a new educational reform all over the world. Some pre-Web 2.0 best practice examples are analyzed in order to draw the main findings in the paper. The teacher's professional qualification designed to meet the new challenges is considered as a key problem for a successful penetration of this phenomenon in the schools. It is emphasized on the importance of designing a life-long teacher training strategy adapted to the new achievements in the technology enhanced learning research and the new learning theories. Building social skills and competencies appropriate to work in a Web 2.0 based learning environment and other global 'social software' is recommended to be included both in the school curricula and the corresponding teacher development curricula. Such skills and competencies should penetrate the curricula of any life-long learning initiative dedicated to the citizens of the information society.
Teachers Web 2.0 skills for professional development and education in the 21st century
2015
The evolution of society and technology sustains the globalization of today’s society and demands new literacies from citizens. Education in the learning and knowledge society is not dissociable from Information and Communication Technologies (ICT), both as a mediating and potentiating element of teaching and learning process. It is crucial that teachers understand ICT and social networking as a powerful way to restructure the teaching and learning environment, as well as to rethink how schools need to work in 21st century. Data retrieved from two distinct doctoral studies revealed that teachers in non-higher education use Web 2.0 tools, including social networking, online office applications and blogs, for professional purposes. Teachers, in general, recognize the educational potential of these Web 2.0 tools and services. Our research showed that teachers are not frequent users of networks and that they prefer the generic ones to those of a more professional nature. Aware of the ri...
WEB 2.0 TOOLS IN LANGUAGE TEACHING: WHAT DO STUDENT TEACHERS THINK
The aim of this study was to explore ELT (English Language Teaching) student teachers' perspectives on the use of web 2.0 technologies in language learning contexts. In order to do so, 139 student teachers from a state university in Turkey were given training on web technologies along with their practical usages. Three months after this training, a questionnaire adapted from previous instruments was administered to participating student teachers. Moreover, the follow up interviews were carried out with only 20 student teachers in five groups, the aim of which was to take a deeper insight about the items in the questionnaire. Both the questionnaire and the interview results revealed that student teachers seemed to have positive feelings about the use of web technologies despite some challenges such as lack of technological devices encountered.
English Teachers' Views on the Use of Web 2.0 Tools in Educational Environments
Asian Journal of Education and Training, 2021
New practices that support the use of technology in education are developed in order to create a modern education-training process within the framework of quality and efficiency standards throughout the world. Web 2.0 tools that help to make the most of technology in educational environments are one of these applications. It has been proven that Web 2.0 tools, which were used in education in Turkey in 2009, increase the motivation of students and increase their academic success. Teachers' professional development accelerates by producing new materials with these tools, and cooperation, communication and coordination among colleagues increase. The aim of the study is to reveal the opinions of English teachers working in Elazig about the use of Web 2.0 tools in educational environments. The study is based on the situation analysis technique, which is one of the qualitative research methods. The interview form developed by the researchers was used as the data collection tool. The working group consists of 30 English teachers working in Elazig province of Turkey. The responses of the participants to the questions in the interview form were subjected to content analysis, categories were created, and frequencies and percentages were determined. According to the results of the research, teachers generally have positive perceptions of Web 2.0 tools, they generally use these tools for content development, Web 2.0 tools provide positive contributions to classroom management and student development.
2018
Abstract : Citizens of this century are aware of the role of the technology in their everyday life. The rapid expansion of the internet, undoubtedly, influences the dynamics of teaching and learning as well. With the help of the internet, Social Networking Sites (SNS) become omnipresent. It is evident that its users are increasing daily. Generation Y and Generation Z are the most dominant users of the SNS. As so, teachers are also expected to use Web 2.0 technology in their teaching. Integrating Web 2.0 in teaching have brought out a few specific learning outcomes, even though the most forward-thinking teachers ( who do not belong to Gen Y or Gen Z category) are skeptical about this. This paper attempts to map the changes needed so as to make the present education apt, valid and purposeful. Key words: web2.0, SNS, ESNS, Netizens, Net Geners, Gen X, Gen Y, Millennials, Digital Natives, Digital India
Conceptualising teachers' professional learning with Web 2.0
Purpose – This paper seeks to identify and develop an exploratory framework for conceptualising how teachers might use the affordances of Web 2.0 technologies to support their own professional learning. Design/methodology/approach – The paper draws on a large corpus of literature and recent research evidence to identify the principal elements and features of professional learning and the underlying affordances of Web 2.0 technologies and applications. It generates an exploratory conceptual framework based on the emerging findings from this review using a socio-cultural theoretical perspective. The framework is explored through three individual illustrations which are drawn from a much larger case study which the author is undertaking within a newly established Academy in the North of England. Findings – The findings indicate that there is potential value in exploring professional learning with Web 2.0 technologies in the ways described. The framework offers an exploratory instrument to examine how professional learning for teachers could be supported with Web 2.0 technologies in ways that might have significant benefits over traditional methods of continuing professional development (CPD). Originality/value – The potential value and affordances of Web 2.0 technologies for teachers' professional learning are largely unexplored and under-theorised, and this work seeks to establish a framework for further discussion and empirical exploration.
Using the web 2.0 to enhance teaching english and learning experience in classrooms
Общество и инновации, 2021
The successful technology has been successfully applied for many years. Many ESL students have taken advantage of this to learn to speak fluently. ESL educators are now integrating Web 2.0 into classrooms. According to O'Reilly (2005), this type of technology improves end-user interaction. Therefore, teachers use Web 2.0 and an "engine" based on blogs, wikis and podcasts, with many opportunities for students. Web 2.0 offers students various activities that improve their learning and at the same time motivate them. Power tools are ubiquitous in Web 2.0 and complement the learning process by providing ESL students with an alternative to working with technologies they are familiar with. Classroom technology has been successfully applied for many years. Many ESL students have benefited from this in order to achieve fluency. ESL educators are now integrating Web 2.0 into classrooms. According to O'Reilly (2005), this type of technology enhances the end-user experience....