Draft for my paper entitled Web2.0 tools and learning English.
Web 2.0 is not a new concept. It has gained in prominence since 2004 when it was discussed by Tim O’Reilly at the O’Reilly Media Web 2.0 conference. However, the first use of the term is generally credited to Darcy DiNucci in her 1999 article entitled Fragmented Future. Since then, Web 2.0 applications have proliferated and tools such as Facebook, MySpace, Flickr, YouTube and Second Life are being used by millions of internet users. Furthermore, many new web 2.0 tools are appearing on an almost daily basis.
Despite this, EFL/ESL educators have perhaps been a little slow in introducing Web 2.0 tools into their teaching environments. There are a number of reasons for this, both at the levels of individual and institution. However, there are important reasons, such as providing more opportunities for collaborative learning and developing new literacies, as to why web 2.0 technologies should become part of our teaching toolbox.
In this paper, the design and implementation of a 12-week English course delivered using only Web 2.0 tools and resources found of the internet is featured. First, the reasons for the slow introduction of Web 2.0 tools into the educational process will be outlined. After that, the reasons for using web 2.0 tools are discussed. Next, there is a description of the course, the students, the learning objectives and the web2.0 tools used to meet the objectives. Then, there is a detailed discussion on the implementation of the course, focusing on how the selected Web 2.0 tools have been used to effectively meet the objectives and to enhance students’ learning in the process. Finally, problems that occurred during the course are identified and possible solutions to these problems are briefly discussed.
Web 2.0 tools in education
- Why aren’t they being used?
- Why should they be used?
- course description
- learning objectives
- course tools
- course implementation
- using the tools to effectively meet the objectives and to enhance students’ learning in the process