Lessons Learned from Incorporating Web 2.0 Technologies into Three Levels of University Coursework
Carrie Thornthwaite, Lipscomb University, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The report is an overview of lessons learned from six semesters of incorporating Web 2.0 technologies into three levels of university coursework. Teacher Education classes at Lipscomb University’s undergraduate, graduate, and also the undergraduate adult studies level were studied, concerning the expressed comfort levels that the students felt when working with these new technologies, both prior to and after the completion of their respective courses. Despite the fact that the sampling groups were small, trends were noticed that seemed to match studies available from other research. Despite the hype that surrounds many of the Web 2.0 tools today, the majority of prospective and also current teachers still lack experience in these realms. The primary focus of this study includes blogging, wikis, and Google Docs. However, several other tools were also surveyed.
Thornthwaite, C. (2009). Lessons Learned from Incorporating Web 2.0 Technologies into Three Levels of University Coursework. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3513-3520). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).
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Swapna Kumar, University of Florida, Gainesville, United States; Katya Vigil, Boston University, MA, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 1908–1913
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