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Title: Learner Generated Content Using Web 2.0 Technologies
Authors: Turner, Christine
Keywords: Web 2.0
Webtools
Wikis
Corkboards
UGC
Action research
Internet
Secondary
Blogs
Technology
ICT
Science
Issue Date: 2013
Publisher: © Christine Turner
Abstract: Web 2.0 refers to the second generation of the World Wide Web and its associated technological improvements. Web 2.0 technologies are potentially very powerful tools. In this report, a thorough review of the literature concerning Web 2.0 technology is conducted. Web 2.0 is first defined and then the various webtools available for use in schools are investigated. The main types of technologies currently being used are summarised, opportunities for students to generate content are discussed and their successes are compared. The advantages of, and problems associated with, using Web 2.0 technologies in schools are explained, the factors which should be considered when using these tools in the classroom are then clarified and the policies and standards which relate to Web 2.0 technologies are explained. This action research and case study based investigation was conducted into the use of certain Web 2.0 technologies in teaching and learning in one UK secondary school Science classroom, which broadly follows a constructivist paradigm and specifically focuses on opportunities for learners to generate their own web content. The Web 2.0 tools investigated included wikis, free online website generators, commercial packages, etherpads and corkboards. Main findings highlighted that overall, the students who participated in this study largely viewed the ICT tools and Web 2.0 tools they used as being beneficial to their learning, engagement and enjoyment of their science lessons. The researcher also reports an original contribution to the knowledge whereby Key Stage 5 students generated revision websites using a free website creation tool called Yola, to improve their subject knowledge, which they then shared with their peers.
Description: A Master’s Thesis. Submitted in partial fulfilment of the requirements for the award of MPhil ICT in Teaching and Learning of Loughborough University.
Sponsor: TDA
URI: https://dspace.lboro.ac.uk/2134/14528
Appears in Collections:MPhil Theses (Design School)

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