Learner Generated Content Using Web 2.0 Technologies

Web 2.0 refers to the second generation of the World Wide Web and its associated technological improvements. Web 2.0 technologies are potentially very powerful tools. In this report, a thorough review of the literature concerning Web 2.0 technology is conducted. Web 2.0 is first defined and then the various webtools available for use in schools are investigated. The main types of technologies currently being used are summarised, opportunities for students to generate content are discussed and their successes are compared. The advantages of, and problems associated with, using Web 2.0 technologies in schools are explained, the factors which should be considered when using these tools in the classroom are then clarified and the policies and standards which relate to Web 2.0 technologies are explained. This action research and case study based investigation was conducted into the use of certain Web 2.0 technologies in teaching and learning in one UK secondary school Science classroom, which broadly follows a constructivist paradigm and specifically focuses on opportunities for learners to generate their own web content. The Web 2.0 tools investigated included wikis, free online website generators, commercial packages, etherpads and corkboards. Main findings highlighted that overall, the students who participated in this study largely viewed the ICT tools and Web 2.0 tools they used as being beneficial to their learning, engagement and enjoyment of their science lessons. The researcher also reports an original contribution to the knowledge whereby Key Stage 5 students generated revision websites using a free website creation tool called Yola, to improve their subject knowledge, which they then shared with their peers

The catalytic oxidation of ammonia : an interactive web-based virtual experiment and teaching and learning resource

How often do you perform a chemistry demonstration in a fume cupboard? For science teachers, the response is ‘almost every day’. Now answer this: How often are you sure that every student in the class can see the demonstration clearly? For most science teachers, the reply changes to ‘almost never’. With many class sizes in secondary schools approaching the thirty mark, it is not surprising that demonstrating a chemical reaction effectively can be problematical, with many students not being able to get close enough to see what is occurring. It is in this area that ICT can enhance lessons, particularly when it enables students to ‘see’ something that they would not be able to observe by just carrying out the practical. The animation that ICT can provide links the physical changes students observe with the chemistry theory and can give students a better understanding of what occurs during a reaction. ICT also ensures high-quality images and a far more dynamic presentation of the processes than has been previously possible. The user has total control over the images shown and is able to go back to the video clips or pictures to check their own understanding, or clarify a point, all at their own pace. With the above in mind, we aimed to create a virtual experiment to show students a reaction that they would otherwise be unable to easily observe as a demonstration in the laboratory fume cupboard or complete themselves as a class practical due to the hazards and expense of the materials used

HTML for beginners

HTML for beginner