Community+Building+with+Technologies

=Community Building with Technologies =



How do Web 2.0 tools foster the process of learning as purported by the theory of constructivism?
" Social constructivism", which emphasizes how meaning and understanding grows out of social encounters, can really be fostered through the use of Web 2.0 technologies. Technology such as wiki's, blogs, and social networks allow people to collaborate with each other and share information through social encounters. These technologies allow students to be collaborative by commenting and posting information on the same page so the work of each individual can be expanded by different facts and opinions through each others’ posts.

=
Programs in Web 2.0 technologies also allow users to collaborate with each their peers or other people. Programs such as GoogleDocs allow students to share their writing, presentations, diagrams, drawings and spreadsheets with their peers. Peers that share their work have the opportunity to then edit and correct any mistakes and add their input into the document. By having the ability to edit each others work and to input other ideas enhances the learning of each student. It can open their minds to new ideas, and give them another voice besides the teacher to correct mistakes. This is great because sometimes children feel more accountable when they are working more with their fellow classmates. These technologies allow students to collaborate with students not only in the same school, but from anywhere around the world. Students can share information with children from other cultures and learn about the way students learn in places far away from them. ======

Web 2.0 technologies are widely used today. People use websites such as Twitter and Facebook everyday to share information about themselves, what they are thinking/feeling as well as news. Twitter has gained popularity from casual users to government politicians. Teachers can share their ideas a lot easier and faster over these types of web 2.0 technologies. Blogs have made it easier for teachers to collaborate with teachers from all over the world. How can these technologies help students to learn?

How can teachers use Web 2.0 tools to encourage Communities of Practice?
Web 2.0 allows users to “join communities” to collaborate on specific topics. Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. By using Web 2.0 technology, people throughout society that share the same passion can work together and collaborate using many of these tools. By doing this, they will be able to gain more knowledge about their particular topic of interests. It is also an opportunity to grow together. They will be able to advance their skills together, pushing each other, and helping each other. Not only will their community grow, but their accomplishments will as well.

Web 2.0 can also be very helpful for teachers to be able to collaborate with other educators. For example, teachers may go to different websites that allow them to collaborate on lesson plans or give each other advice on major issues such as behavior management techniques. One example of this collaboration community is TeacherTalk in which teachers share lessons and give feedback about what works for them in the classroom. Teachers can also share experiences that they have had in their own professional classrooms with other teachers.

Teachers can practice tools with each other before they use them in their actual classrooms. This could be beneficial for their students because they will be taught with the most effective processes.

How are the attributes of meaningful learning fostered with Web 2.0 tools?
Web 2.0 fosters meaningful learning by allowing students to learn collaboration and problem solving through the use of different technologies. Web 2.0 enables students to succeed in education by fostering an environment where students want to learn because they enjoy using the tools. Students are able to make their learning more meaningful and authentic. Web 2.0 technologies promote active learning because the child is able to explore and collaborate with their peers. The student is able to inquire their own knowledge by “doing” not by listening.

// In Web 2.0 the students become their own advocates for education. //

Many Web 2.0 applications can be re-purposed to diverse instructional needs. There are a variety in the applications. These theories of learning and instructional models are primarily content independent. The excitement of the new technologies makes it is easy and tempting to remain focused solely on the technology. This would be a disservice to learners. So it is left up to the teacher to match learner characteristics, content and technology. Therefore, teacher educators and teachers must be cognizant of both the technology affordances and learning theory compatibilities. Several things in Web 2.0 support constructivist and cognitive learning. These are low threshold applications, variety of tools and models and low cost and networked community. Low threshold refers to how easily a tool—specifically, a technology-based tool—is to adopt and how easy it is to learn. for Variety and tools Web 2.0 applications are small, niche tools. For accessing Web 2.0 tools from which users can choose, these technologies are available at little or no expense making them widely accessible.

Interactive games are an example of engaging learners in very meaningful learning. Games are a great way to promote learning because it allows the children to actively participate in the activity. Although this is not the real world, children are able to have a virtual identity in which they feel some commitment in their virtual world. The learner will have real choices and have to take on different roles depending on the game type. This is a good Web 2.0 tool because it allows a child to be active in their learning and be able to to participate. This allows children to have fun while learning. Virtual worlds immerse students in real life situations. For example, one virtual world called Habitat Village has the user pick an animal of their choice. After the user picks an animal they become a zoologist and are instructed find out information about their animal and then respond. This program is useful because students are able to see what a zoologist does in reality. When students discover that what they are learning may be applied to the real world, they are more likely to put forth the effort.