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Social Space or Pedagogic Powerhouse: Do Digital Natives Appreciate the Potential of Web 2.0 Technologies for Learning?

Social Space or Pedagogic Powerhouse: Do Digital Natives Appreciate the Potential of Web 2.0 Technologies for Learning?
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Author(s): Stephen M. Rutherford (Cardiff University, UK) and Henrietta J. Standley (Cardiff University, UK)
Copyright: 2016
Pages: 26
Source title: Handbook of Research on Engaging Digital Natives in Higher Education Settings
Source Author(s)/Editor(s): Margarida M. Pinheiro (University of Aveiro, Portugal) and Dora Simões (University of Aveiro, Portugal)
DOI: 10.4018/978-1-5225-0039-1.ch004

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Abstract

The recent development of Web 2.0 technologies has the potential to transform the learning environment of Higher Education (HE). Web 2.0 technologies are already commonplace within the social space, with the use of social media, co-authored online resources and encyclopaedias, blogs and video sources. Web 2.0 tools also have the potential to greatly enhance activity in educational environments. However, learners are not using Web 2.0 technology to its optimum potential outside of formal learning situations. Findings suggest that despite being digital natives and being aware of the technologies themselves, students may be naïve of the potential of Web 2.0 technologies as tools for the development of their learning. Educators in HE therefore need to actively expose our learners to the range of potentials of Web 2.0 technologies, if our students are to be able to innovate and engage with technology to its full extent.

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