Web 2.0: interaction and collaboration online

The state of online technology has changed radically and the web is now characterized by greater collaboration and interaction among its users. Not so far ago, information was posted on websites for users to only read and download it but no interaction was perceived. According to the online English Cambridge Dictionary (2017)  Web 2.0 is defined as “the name for all the internet features and websites that allow users to create, change and share internet content.”  

Web 2.0 is characterized by collaboration and interaction among its users.

Margaret Rouse (2015) argues that the arrival of Web 2.0 brings to an end the static nature of the traditional World Wide Web. According to her, the major difference lies on the increasing interaction among internet users based on communities that share information and collaborate among themselves.

Web 2.0 is composed of some elements which enable this interaction. One of them is: Wikis that allow users to make contributions and edit the content of the site such as the well-known Wikipedia. Another ones are Saas (the acronym for Software as a Service), web apps and cloud computing which came to replace locally-installed programs and services.

Perhaps the most fashionable is Social Networking such as Facebook, Twitter, Instagram, Google+, etc. This expands the number of one’s business and social contacts through the connections each individual makes. Also, Mash-ups that are web pages or applications that integrate complementary elements from one or more sources. Social Curation sites such as Reddit, Pinterest, Instagram, which enable the the collaborative sharing of content organized around one or more topics.

Finally, mobile computing contributed to the proliferation of connections wherever its users are. This was helped by the increasing use of smartphones, tablets and mobile devices together with accessible Wi-Fi networks.

Web 2.0 is composed of some elements which enable this interaction and evolution.

To bring this post to a conclusion, we would like to comment on the parallelism we found between traditional teaching and World Wide Web. The Web is in constant evolution and so should be teaching methods. Teachers have to take into account that students are not passive users of the information they receive. Much on the contrary, students need to be seen as active builders of the new knowledge. At this point, technology plays a crucial role helping teachers to bring innovation to classroom and readapting to the unavoidable changes of these modern times.

References

Cambridge University Press. (2017). "Cambridge online dictionary, Cambridge Dictionary online." Retrieved from http://dictionary.cambridge.org/es/diccionario/ingles/web-2-0 Last access: September 27th

Rouse, M. (2015) "Web 2.0." Retrieved from http://whatis.techtarget.com/definition/Web-20-or-Web-2  Last access: September 27th

SAMR: Substitution Augmentation Modification Redefinition Model

SAMR model was developed by Dr. Ruben Puentedura as a new method to evaluate how technology impacts teaching and learning. 

According to Puentedura, R. (n.d.) within this model, we can identify four layers: the first two focusing on enhancing the learning task while the other two focus on actual transformation of the task. 
In order to explain these different levels we are going to make use of the example suggested by Candace, M (2013). The first layer is called SUBSTITUTION, in which computer technology is used to perform the same task as was done before the use of computers. An example of this would be using Google Docs to replace Microsoft Word. In this case, the task of writing is the same but the tools are different. However, there is no functional change in teaching and learning and this tends to be teacher-centred.

The second layer is AUGMENTATION. Computer Technology offers an effective tool to perform common tasks. There is some functional benefit here since students and teacher can receive almost immediate feedback whose impact is that students may begin to become more engaged in learning. At this level, the learning process starts to move from teacher-centred to teacher/student-centred. An example of this layer would be again using Google docs that provides extra services like auto saving and auto sharing with others instead of doing it manually.

MODIFICATION being the third layer encompasses using technology to redesign new parts of the task and transform students learning. For example, using Google Docs' services to collaborate and share feedback on a given task. At this point there is a significant functional change in the classroom as computer technology allows peer and teacher feedback. 

Finally, in the last layer, REDEFINITION computer technology allows for new tasks that were previously inconceivable. An example of redefinition would be connecting to classroom across the world through students sharing google docs and using the chat and comment sections to write their own narrative on the same historical event and discuss about it. 

At this level, common classroom tasks and computer technology function as support for student centred learning. 

SAMR model

As a conclusion, we can say that applying the SAMR model provides a useful tool for teachers to have a deeper understanding of the benefits of technology in the classroom. The model allows teachers to leave behind pencil and paper traditional methods to get into the transformation of teaching and learning.

For more information about SAMR model you can watch the following video:

References:

Candace, M. (2013) “SAMR Model Explained for Teachers.” Retrieved from  http://www.educatorstechnology.com/2013/06/samr-model-explained-for-teachers.html    Last access November 6th

Gorman, M. (n.d.) “The SAMR Model of Technology Integration Article” Retrieved from  https://sacsteacher.weebly.com/uploads/3/1/9/1/31918433/the_samr_model_of_technology_integration_article.pdf  Last access November 6th

Puentedura, R. (n.d.) “SAMR: Beyond the Basics” Retrieved from 
http://www.hippasus.com/rrpweblog/archives/2013/04/26/SAMRBeyondTheBasics.pdf  Last access November 6th