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Defining Web 2.0

It is difficult to define what Web 2.0 is in an authoritative manner as it does not have a “hard boundary” (O'Reilly 2005) There is ongoing debate ‘with some people decrying it as a meaningless marketing buzzword, and others accepting it as the new conventional wisdom’ (O'Reilly2005) With this in mind Web 2.0 can perhaps be best defined as a triumph of ‘Cooperation over control’ ([|A Pattern Language], Christopher Alexander as quoted by O’Reilly2005) Web 2.0 is a logical development in the exploration of the potential of Web 1.0. According to O’Reilly (2005), it emerged as a distinct separate recognisable entity after the dot- com collapse in the northern hemisphere autumn of 2001. It allows online networking (cooperation) of people who wish to be more than just consumers or producers of product which was the focus of Web1.0. Web 2.0 is a tool or ‘Platform’ (O'Reilly 2005) that enables users to 'use the web to publish their work, collaborate on projects and engage on online conversations’ (Richardson, 2006).

Moreover the ‘Social Software’ technologies of Web 2.0 allow this ability to converse and connect as an inclusive community. This development of the Web allows people to connect via their modems as collaborative authors of a shared body of knowledge. One in which the emphasis has changed from publishing to participating. It unleashes the power of ‘read/ write’ applications to ‘harness collective intelligence’ ( O'Reilly2005) This collaborative effort is accomplished through a variety of applications that allow people to share research, philosophy, comments, databases and information via text, pictures, music ,videos and the sharing of files.

What are the issues?

Teachers are confronted with a wide range of issues associated with the availability (or not) of online connectivity applications. Some of the issues that Web 2.0 raises for educators for both teachers and students are:

Provision of access and opportunity in a fair and equitable manner to the web 2.0 platform.

Training so that the tools available can be accessed, engaged and used in an effective and efficient manner rather than simply being browsed and shelved.

Professional development time and support that is both equitable and ongoing and a recognition that it’s OK not to know more or as much as someone else

Pedagogical mismatches /implications in a curriculum outcomes/ results focused environment need to be addressed.

Filtering access to inappropriate sites, forums and content while encouraging creativity and wide access the wealth of opportunity available.

The ongoing monitoring of web history and the complexity of managing and resourcing this process

Training to enable users of the web 2.0 platform to assess the authority and validity of resources that they are referencing.

Safeguarding privacy and wellbeing at work, school and home including identity security

Richardson’s(2006) “unlearning curve”

A Web 2 Application The Blog

The Blog or web log has been described as an online diary. Indeed it was and is and has evolved to be much more. A bog is a website that allows the construction of an inclusive community of interest. Commonly Blogs are communications centred on a issue or theme of mutual interest. Entries are displayed in reverse chronological order and may include text, images, multimedia links, web pages and other online material related to its topic. A common feature of many blogs is the ability of users to contribute to the blog by leaving comments, questions etc online. (Wikipedia). While purporting to have had a slow start they are now widely used and continue to grow in an expediential manner. They are a common application of the new ‘social media’

How are blogs being used in education?

In response to Farmer’s(2005) suggestions on how to use blogs in education 26 additional blogs have thus far(8 September 07) been added to extend the debate, clarify the issues and support the arguments presented. This is an example of Richardson’s argument that blogs can be used to vet work by promoting creative, analytical, critical, and analogical thinking. (Richardson 2006). However the premise that this also imbues the process with exposure to quality information is somewhat suspect.

Farmer’s (2005) four arguments for how blogs should not be used in education are: · ‘Never never approach blogs as discussion boards, listservs or learning management systems’
 * ·** **‘Group blogs are a bad idea and don’t work’**
 * ·** **‘Don’t try and force blogging into something else’**
 * ·** **‘Ignore RSS at your peril’**


 * He followed this with a how to list which included :**


 * **‘You must incorporate blogs as key, task driven, elements of your course’**
 * **‘You should use assessment tasks that incorporate subversion’**
 * **‘You should use blogs for what they are good for’**
 * **‘Use proven and effective blogging tools’**

For teachers they have enabled online communities both within and between schools to be built to promote literacy to "document, reflect, plan, mentor, analyze and to communicate" **(Haffaker2004), and to provide guidance and support.** ‘In sum, blogs exemplify that online content creation is only limited by the creativity of its users’. **(Haffaker 2004)**,
 * While none of this actually details how blogs are used in education it does give a good insight into the uses and misuses that have/are immerging** **Haffaker (2004) suggests that blogs ‘provide an excellent opportunity for educators to advance literacy through storytelling and dialogue’. He demonstrates this by referring to a number of examples where blogs have been employed. For example : By journalism students to research news stories to write about and then edit each other’s work and to comment and critique class readings, show photographs, student artwork and classroom news.**


 * References:**

Farmer J(2005) Blogsavvy How to use blogs in education. Retrieved 1 September from the world wide Web: http://blogsavvy.net/how-you-should-use-blogs-in-education

Huffaker D(2004), The educated blogger: Using weblogs to promote literacy in the classroom. Retrieved 1 September from the world wide Web: http://firstmonday.org/issues/issue9_6/huffaker/index.html

O'Reilly T(2005) Design Patterns and Business Models for the Next Generation of Software Retrieved 1 September from the world wide Web: http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html?page=1 Richardson W (2007) The Steep "Unlearning Curve". Retrieved 1 September from the world wide Web: http://www.districtadministration.com/pulse/commentpost.aspx?news=no&postid=18318