Tuesday, April 9, 2019

Web 2. 0 technologies Essay Example for Free

weather vane 2. 0 technologies EssayThe next hazard of the interview foc calls on the perception of students of being aw ar of this aspect. According to the results of the survey, 24 out of 6 educators are aware of students doing this. In addition to what was mentioned above, 20 out of 30 educators gestate that this should be encouraged and 10 educators believe that this kind of technology should be separated from educational learning tools and should be solely for non-academic purposes.For the 20 that had expressed interest in encouraging sack 2. 0 applications into education, ten out of the 20 believe that it should be mandatory to all aspects of education and should be inserted into the academic curriculum. Five (5) believe that the utilization of blade 2. 0 technologies should be naturally included into the curriculum meaning that these tools should neither be constricted nor be pushed into utilization, rather it should be left to be incorporated into the curriculum all by itself. The last 5 indicated a variety of methods in order to encourage the use of Web 2. 0 technologies.When asked with the question on whether or not academic content should be delivered utilise Web 2. 0 technologies, 23 or 77% of the total number of respondents indicated that Web 2. 0 technologies would be a useful tool in delivering academic content from educators towards students. On the other turn over, 13% (7 respondents) believed that it would be better to engage the older, more accustomed, tools for development dissemination in order to project the desired image to the students and the stakeholders of the business venture.When asked if there is an existing cooccur with the VLE that you used in the institution they are in, fifteen (15) out of the 30 indicated no recognized overlap, eight (8) indicated that there is no overlap while seven (7) believed that there is a overlap between Web 2. 0 technologies and the kind of VLE used. Because of the seeming trend with res pect to the enthusiasm and openness of educators in using Web 2. 0 technologies, the next focus of the interview was set on Web 2. 0 tools being incorporate with VLEs.Out of the thirty respondents, twenty- pentad (25) had indicated that they wanted to integrate VLEs with Web 2. 0 tools and five (5) had disagreed with the proposed integration. Most of the five (5) educators were from the seven citizenry that believed there is an overlap between the two tools. The third objet dart of the study centre on how they had perceive Web 2. 0 technologies as being part of the assessment process. The first part of the interview focused on Web 2. 0 technologies as part of the assessment purpose, the interview solicited how the interviewees perceived Web 2. 0 tools as an assessment tool.Generally speaking, most of the respondents to the interview indicated that they believe that currently, Web 2. 0 technologies used as a subject matter of being able to assess is still very new(a) rather it is still in its infancy stage. Though they believe that it would be step forward for the educational setting, there is still a need for further verification for such a move and should be tested if the students tail adapt to such a change. Wikis was cited as one potential for teachers to evaluate the enduringness of students in being able to collaborate with their partners in group work.Most of the educators indicated that they would rather evaluate students using the old method of educational teaching however they would be amenable of such as a move as to include Web 2. 0 applications into the curriculum and use it for checking and teaching. On the other hand, they had far-famed that it would be useful to check items in Web 2. 0 applications that are actually their cornerstone or the reason for their being pictures in sceneblogs such as flickr and pictorial matter assignments in Youtube. When given the opportunity to explicate very briefly each Web 2.0 technology, the doctr ines of each educator as to how they do-nothing use these tools were solicited. For the first part of this section, blogs was the first application to be tackled. Based on the discussion, the educators generally indicated that they stub utilize blogs as a mean of generating discussions among the students. With blogs having the capacity to take in comments and views via posting on certain studys, educators can then start up discussion on a particular topic and solicit the opinion of the class.Educators can then assess the views of the students by being able to review the comments of the students on that particular topic because of the capacity of blogs to retain inputs from users. The second tool is Wikis. Educators that were interviewed viewed wikis can be used in assessing the capability of the members in being able to collaborate and create singular information or a single document. This can then be used as a means of being able to assess how the students can cope with team eff ort and the output of such collaborative efforts.Social networks on the other hand can be used both by students and educators as well as a means to identify connections and networks that within communities that can be used by the students in order to determine people that have the necessary information for the teachings imposed by the students. Lastly, focus was given on video and photo sharing sites. Although this is relatively a new technology that would be used in sharing video and photo information between students, it is believed all these sites can be used in order to nourishment all the learning motives for students and educators as well.Essentially the element of being able to share information peculiarly videos and photos is necessary are inherent in all sites. In addition to this, educators that were part of the group interviewed had already seen a video sharing site and they believe that due to the existing trends, video sharing networks testament be able to further th rive and the educators believe that this will entail a positive notion on the way students are able to learn and how educators are able to teach.

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