The following are my notes from Nam (Sogang University) Cheon, Song, and Jones' (Texas Tech University) article in the Journal of Digital Learning in Teacher Education, Volume 27, Issue 2 (Winter 2010-2011) entitled Influencing Preservice Teachers' Intention to Adopt Web 2.0 Services.
- The study investigates preservice teachers' intention to adopt Web 2.0 services in their future classrooms.
- Findings indicate that the reinforcement of salient beliefs, such as ease of use, usefulness, and facilitation, will enhance preservice teachers' intention to adopt new technologies.
- Web 2.0...enables users to produce and share information with other people through a variety of services such as social networking sites, blogs, wikis, media sharing sites, and other interactive conferencing sites.
- They offer various student-centered learning activities.
- Inservice teachers' positive attitudes toward technology and beliefs in their own capacity to work with technology affect their actual use of technology in teaching and learning.
- Technical support, computer access, organizational support, and professional development are also listed among the factors affecting teacher usage of technology.
- Eight types of Web 2.0 applications--none of which require high technical skills for web publications--are listed:
- blogs - personal web publishing tool.
- wikis - a collaborative editing tool for interlinked webpages.
- social bookmarking - store and share bookmarks as well as annotations and tags and commonly has a feature for tagging clouds to enable virtualization of the usage of tags.
- social networking - uses web as communication medium through which users interact with others.
- collaborative editing tools - facilitate users' creation of collaborative works on documents, spreadsheets, and presentations.
- media-sharing services - provide web spaces for users to share the multimedia they have created.
- syndication technologies (RSS) - aggregates news and messages from diverse websites.
- mashups - combines multiple data or functionalities from other websites to enrich or customize a webpage, allowing users to collect and repurpose their own portals to display these tools
- 3 P's proposed by McLoughlin and Lee (2008):
- Participation with students' own perspectives
- Personalization with students' convenient time and place
- Productivity by student-generated products
- As social constructivism posits that knowledge is created by learners as a result of social interaction, social networking applications and collaborative tools could enhance interaction with others as well as creativity by providing a platform for the co-production works.
- The cognitivist learning environment is supported by the easy learning curve of Web 2.0 services.
- The availability of multiple sources of information produced by others (e.g. text presentation, video clips or audio narrations) could enhance knowledge transfer; enhancing working memory with multiple resources is the key consideration of cognitivism.
- The advantages of learning with Web 2.0 can be summarized as follows:
- Promotes student-centered learning such as horizontal (peer-to-peer) learning
- Increases creativity during reasoning and problem solving
- Enhances interaction for collaborative knowledge building
- Creates a rich, engaging and exciting learning environment
- Engages in communities for professional growth and leadership
- 3 affordances of web 2.0 in the classroom:
- low threshold applications
- a variety of tools and models
- low cost and networked community
- Many educational reforms failed because they had little impact on teachers' beliefs or practices.
- Teacher level factors included attitude, technical skills, self-efficacy, and perceived usefulness.
- Environmental factors included technical support, computer access, administrative support, incentives to change, peer use, and subjective norm.
- Two types of belief:
- Educational belief are the individual conceptions about desirable ways of teaching and conceptions about how students come to learn.
- Technological belief consists of teachers' attitudes and beliefs about the importance of technology use in teaching.
- Implications of the study:
- regarding ease of use, preservice teachers should be exposed to a wide variety of technologies so that they can acquire a higher level of familiarity. For example, Picasa or GIMP could be alternatives to more complex advanced graphic software (such as Adobe Photoshop).
- To increase preservice teachers' perception of usefulness, rich hands-on activities with technology along with examples for potential use should be included, not only in technology integration courses, but also in other teacher education courses.
- Teacher educators could provide more general types of facilitation...a directory of Web 2.0 services would be a useful resources. A repository of tech integration lesson plans using Web 2.0 services would be valuable.
- The positive beliefs of teacher educators is prerequisite. The offering of regular workshops or training for these educators would be catalysts for the pedagogical approaches using Web 2.0 services.
- Current approaches for technology application courses are tool-dependent and focus on how to use technology...the new paradigm of teacher education should be learning dependent and emphasize how to learn with technology.
- The teaching profession requires new teachers to have positive beliefs about technology and skills to adopt technology in a wide variety of ways.
Bookmark this on Delicious
Subscribe to Around the Corner-MGuhlin.org
Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure