The paper offers a constructivist theoretical approach to understanding my pedagogy using Web 2.0 applications for class instruction. Students in this ongoing research are described as co-creators of learning outcomes. Web 2.0 technologies which are abundant to students in class and outside provide an any-time-any-place learning environment through social networking sites, cloud computing, social tagging and bookmarking. Most of these applications are accessible through the ubiquitous device independent Internet.
The research shows that while traditional teaching methods are still relevant for the type of students attracted to universities, the use of Web 2.0 applications to stimulates reflection and actively involves learners in their own construction of knowledge, which leads to powerful learning experiences.
|Keywords:||Web 2.0, Ubiquitous learning, Tagging, Digital natives, Net generation, Generation Y, Co-creators Constructivism, Constructivist, Understanding pedagogy, Constructivist teacher, Social tagging and bookmarking, Technology affordances, Interactive applications, Social networking, Wisdom of crowds, Architecture of participation, Perceived usefulness, Perceived ease of use, Architecture of assembly, Darwikinism, Folksonomy, Real simple syndication, Southern Illinois University Edwardsville, Production of knowledge, Teaching models, Web 2.0 learning environments, Long-Term Transformation, Device-Independent Internet, Construction of Knowledge|
Assistant Professor, Mass Communications Department, College of Arts and Sciences, Southern Illinois University Edwardsville, Edwardsville, IL, USA