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= = =Is Web2.0 use in schools the key to opening doors for 21st century learners?=

Metacognition and critical awareness are of central importance when determining which web2.0 tools will effectively enhance student learning and “open doors” for 21st century learners. Luckin, Clark, Graber, Logan, Mee, and Oliver’s (2009) data “illustrated little evidence of critical enquiry or analytical awareness, few examples of collaborative knowledge construction, and little production or publishing outside social networking sites.” Students' use of web2.0 tools seems to lack sophistication. The retasking of filesharing sites, video games, and social networking sites may lead to greater critical thinking skills as students become more motivated and engaged in learning with Web2.0 tools. The goal would be for students to transfer these skills to their informal use of web2.0 tools. daviderwin photo by daviderwin 2007 We dig a little deeper into the possible transformation of student perceptions of the applicability of Web2.0 tools in formal vs. informal settings. Luckin, et al. (2009) clearly states that, “This does not mean that the Web2.0 technologies popular with learners at home should be directly imported for use in school. It does mean that we need to consider popular behaviours and activities and consider how they might support learning." In order to, "Open doors" for our students, we need to retask Web2.0 technologies instead of replicating students' informal use of these technologies.  Helping students to take what they already know, and use this knowledge in more sophisticated ways may help to narrow part of the digital divide and lead to greater learner criticality.

The article that serves as a jumping off point for this journey is **Luckin, Rosemary; Clark, Wilma; Graber, Rebecca;, Logan, Kit; Mee, Adrian; Oliver, Martin. (2009). "Do web 2.0 tools really open the door to learning? Practices, perceptions, and profiles of 11-16 year old students." //Learning, Media, and Technology.// 34;2. pg 87-104.** **doi: 10.1080/17439880902921949**