Part A) Web 2.0 Education
Web 2.0 tools offer tremendous utility to classroom learning; unlike the dull text-only style of Web 1.0, 2.0 offers a wide array of interactivity and dynamic interfaces that synergize nicely with learning objectives.
Using Papyrus Editor, I published a short eBook outlining my top 6 Web 2.0 tools that can be integrated in a K-12 classroom setting.
Click on the screenshot of my eBook on the right and check it out!
Part B) Evaluating Web 2.0
Here are my top 5 criteria for choosing/evaluating a Web 2.0 technology for use in the classroom:
First, in order to promote learning, a system must be easy to use. Powerful technology and functions are irrelevant if the student cannot figure out how to operate it. Hence, an intuitive user interface whose utility is self-evident provides the greatest value to students by eliminating unnecessary blocks which prevent an intimate connection between student and technology.
Second, a good Web 2.0 must be free. This is often overlooked but providing students with free software is crucial for two reasons: one, in many areas, school budgets are already stretched thin without purchasing additional supplementary software and two, purchasing software often keeps the school and its students obligated to use the technology, even if it may no longer be the best tool for the job. This makes opting out of certain systems difficult and hinders flexibility of the classroom.
Third, the system must be accessible to all students at all times. This means eliminating barriers between students and instant use: required sign-ups, time restrictions, memberships, and excessive advertisements are some examples of hindered accessibility. Essentially, they get in the way of students accessing the website’s function. Sometimes these factors are unavoidable, but they should be kept to a minimum.
Fourth, it must be interactive. Interactivity fosters greater learning by immersing the student in the content rather than requiring him to simply read something. By manipulating and interacting with the content, a student develops greater understanding of the concept. Essentially, this is the whole purpose of using Web 2.0. Otherwise, it becomes an online textbook.
Fifth, it must be fun. It doesn't have to be the most fun they have ever had, but on some level, the system must give a sense of enjoyment to the student. This is important because a boring system, no matter how much educational potential it as, will ultimately be seen as a drag, and hence, cannot foster efficient learning.