Document Type
Abstract
Publication Date
1-1-2012
Volume
2012
Pages
2666-2668
Conference Name
Society for Information Technology & Teacher Education International Conference
Abstract
Emerging technologies such as Web 2.0 afford interconnections, content creation and remixing, which provide rich opportunities to for more personally meaningful, collaborative, and socially relevant learning (Greenhow, Robelia, & Hudges, 2009). Web 2.0 and other emerging technologies offer new possibilities of designing collaborative activities that engage learners in meaningful learning (Chai & Tan, 2009; Cress & Kimmerle, 2008).
Despite the enthusiasm of integrating Web 2.0 technologies into learning environment design, researchers found that few instructors know the pedagogies that could lead to productive innovation (Collis & Moonen, 2008). This symposium consists of one theoretical paper and three case studies that investigated how emerging technologies such as collaborative web annotation tools, microblogging tools, and collaborative multimedia content creation tools can impact teaching and learning in higher education settings. The purpose of the symposium is to investigate the affordances and constraints of the emerging technologies, and discuss opportunities for optimal technology integration.
Original Publication Citation
Gao, F., Li, K., Luo, T., Smith, J., Sun, Y., & Zhang, K. (2012). Reconsidering instructional design with Web 2.0 technologies. Abstracts of papers presented at the Society for Information Technology & Teacher Education International Conference.
Repository Citation
Gao, Fei; Li, Kun; Luo, Tian; and Smith, Jamie, "Reconsidering Instructional Design with Web 2.0 Technologies" (2012). STEMPS Faculty Publications. 4.
https://digitalcommons.odu.edu/stemps_fac_pubs/4
Comments
This document includes abstracts from a symposium held at the Society for Information Technology & Teacher Education International Conference in 2012.