(A)Technology is constantly changing and upgrading everyday, this is obvious in the way the teacher presents a class and information to their students. By using Web 2.0 learning is more interactive and students are able to become more involved and have more control over their learning (Dreikurs discipline model.)  Web 2.0 consists of unlimited types of technology for example, students are able to access the internet and view a video from youtube, a site that hosts many short videos for both educational and entertainment purposes. For example this video http://au.youtube.com/watch?v=enBFx9hmkiE is of young people learning sport – the teacher is able to direct students to the particular web page and get each student to watch it before the beginning of a lesson. (This would be particularly useful if the student were then to play the sport. By using this devise of web 2.0 to convey information it keeps the students interested and motivated to become more involved in the class, especially PDHPE.  

There are many other ways to do this, it does not just have to be videos. The use of myspace and facebook which are rapidly growing social networks. These can be used to give students information from and away form school.

(B)

 (B) 

1. As a group we were unable to all access the wiki at once. So we had to work collaboratively in order to get the project completed. We were not able to all edit the page at the same time so as a group we had to work together and create a different strategy to overcome this.
2. We had a few issues deciding on the topic. Ultimately we decided on ‘equality and difference.’ We were happy with our final choice, but at the beginning it was one of our issues.
3. As we are all learning to be teacher we all seem to have developed different learning styles and this became very obvious when completing this project. We all had different ideas and strategies on how to complete the task. To overcome this we all worked collaboratively to ensure all ideas were used.
4. Also came apparent when we were deciding what activities we were to put in the project, as all of our different teaching and learning styles were different.
5. When it came time to allocate jobs to each individual, it sometimes seemed hard to decide who would fit best to complete what activity. We all had our own ideas for the project and we wanted this to be clear in our presentation of the wiki. We came to a conclusion to work together to complete the task as well as each of us having our own responsibilities.

(C) Working on this project collaboratively in a group resulted in presenting our best work and learning a lot along the way. Each member of the group benefited from working together as we all had our own ideas and as a group we were able to positively work together in a good environment which also helped. Personally I learn a lot from the other members as sometimes they would have great ideas that sometimes I may not have thought of. As a group we wanted to ensure we included collaborative learning as it would not only benefit us but the project as well. By incorporating collaborative learning we were all motivated to work together to present our best work, which we did. There were many ideas and different styles used which makes our project unique. Collaborative leaning is a very positive thing and should be used in all types of learning.

Web 2.0 is for the new generation, it is completely changed the internet and how we look at it. It has been defined as ‘web 2.0 is a perceived or proposed second generation of the web. This is were the web has evolved and improved over time and now offers better and more up to date services like blogs, wiki’s, social and networking sites.’ (http://en.wikipedia.org/wiki/Web_2) Many believe the web has entered a second phase, where new services and software collectively known as web 2.0 are transforming the web from a predominantly read only medium to one where anyone can publish and share content and easily collaborate with others.

The new web is already having an impact in class, as teachers start exploring the potential of blogs, media-sharing services, and other social software, which, although not designed specifically for e-learning, can be used to empower students and create exciting new learning opportunities. These same tools allow teachers to share and discuss innovations more easily and, in turn, spread good practice.

‘Web 2.0 is essentially an increasing range of software that supports a variety of technologies for open and collaborative communication, learning and creativity.’ (http://www.oreilly.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html) It consists of a platform, social networking, read/write web social software, gathering and sorting. In the past years web 2.0 has taken over the internet and changed the way we see and use the web. The internet has endless tools for research, communication, social aspects and learning, web 2.0 has further expanded this and given us more variety and access to these services. For example myspace and facebook are online social networks where anyone is able to create an account and begin to either meet new people or interact with their friends, however these social groups are not necessarily only used to interact with friends. Another way to use them is in a classroom situation and online learning. A student is able to post some useful information onto their site, this may be information, a web link or a picture they found relevant to their studies and by posting it all members of the classroom are able to see and use it as everyone will have access to it, even the teacher. So ultimately this will benefit all students and encourage them to learn and support online research and learning. Specifically looking at the internet and web 2.0 in terms of teaching and online learning it is a fantastic tool as students are able to interact with each other as well as the teacher while learning. In schools many teachers and students are looking for new products and technologies to help them through their studies. The use of blog’s and wiki’s in the classroom are continually increasing as teachers and students have seen dramatic improvements in student results due to online learning and web 2.0.These services in which they are talking about are a fantastic source and hold many purposes. A blog is ‘a website where entries are written in chronological order and commonly displayed in reverse chronological order.’(http://www.paulgraham.com/web20.html) A blog is used for many purposes and can have many goals and intentions. A blog can be used for online journals, online learning, photographs, information and many other things. A blog is exceptionally useful when it comes to leaning, for example a class may create a blog which consists of each weeks learning and then students are able to refer to it in time of need. By creating a class blog this encourages collaborative learning as all members of the classroom have the opportunity to be involved, have their own input and contribute to the class blog. ‘Blogging is increasingly finding a home in education’ (http://www.shambles.net/pages/learning/ict/web2edu/) both in school and university, as not only does the software remove the technical barriers to writing and publishing online – but the journal format encourages students to keep a record of their thinking over time. ‘Blogs also of course facilitate critical feedback, by letting readers add comments – which could be from teachers, peers or a wider audience.’ Student’s use of blogs are far ranging. A single authored blog can be used to provide a personal space online, to pose questions, publish work in progress, and link to and comment on other web sources. However a blog needn’t be limited to a single author it can mix different kinds of voices, including fellow students, teachers and mentors, or subject specialists. Teachers who are subject specialists are also using blogs to provide up-to-date information and commentary on their subject areas, as well as posting questions and assignments and linking to relevant news stories and websites.When creating a blog, wiki or using anything in relation to web 2.0 the student has to oportunity to be as creative as they like. This helps students in their all round school work as they have the chance to be in control of their own learing and research. This will ultimatly help and support the students to engage in using web 2.0 and to feel more comfortable in using it everyday. It will also improve a students results as all students of all different learning styles and abilities are able to be involved in this type of learning.

There are endless examples of web 2.0 other then a blog to encourage collaborative and creavtive learning and teaching, these include, photo sharing with flickr. Flickr is a free photo sharing site which has made its way into ‘education providing teachers and students with an easy way to upload and share photos on the web.’ (http://www.readwriteweb.com/archives/e-learning_20.php) Students can search for photos to help with research and projects and educators can upload photos for classes, school events, and so on.

Educational pod casting is a ‘powerful medium that many educators and students are beginning to pick up that not only delivers rich educational content, but also enhances student/teacher communication.’ (http://www.readwriteweb.com/archives/e-learning_20.php)

Web 2.0 is increasing in usage every day and will continue to make a dramatic impact on our education system in the way students are learning and teachers are teaching. It is fantastic for the new generation and all students and teachers will greatly benefit from it. Web 2.0 is just the beginning of is what to come in the future. We will continually see dramatic improvements and changes that will not only benefit our education system but also every individual that uses the internet. It is exciting to see these changes develop the internet is just getting better and better.                     References http://www.readwriteweb.com/archives/e-learning_20.php http://en.wikipedia.org/wiki/Web_2 http://www.oreilly.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html http://www.paulgraham.com/web20.html 

http://www.shambles.net/pages/learning/ict/web2edu/

Hey Jude is a very good stimulus and inspires you to learn and to develop you knowledge.

 There are relevant links and fantastic information that is very useful.

 This blog is very interactive and has a great deal of color and appropriate pictures to engage the reader and makes it very to read and understand

http://web.ebscohost.com.ipacez.nd.edu.au/ehost/detail?vid=3&hid=102&sid=3602fdb8-7b6f-4e12-99f1-cfe2faf1ba43%40sessionmgr103

The past 15 years have seen a significant increase in the use of technology in higher education. In fact, professors now find it difficult to imagine teaching without the Internet, course-management systems, Microsoft Office, e-mail, and other technological applications. Course-management systems allow faculty members to deliver materials to their students with greater ease than was previously possible. However, the most significant problem with course-management systems is that they are built around the credit-based course, not the individual student. One answer may be found in the latest evolution of the Web, often called the “read/write Web” or “Web 2.0,” some of whose improvements are already available. One of the developments has been the ability of people to write to the Web without the specialized skills once necessary to create a Web page. The resulting change is that, rather than simply reading from the Web, people everywhere are now creating online content.

Since Web 2.0 teachers have found it difficult to imagine teaching without it. The with help of of web 2.o both the teacher and student benifit.

http://web.ebscohost.com.ipacez.nd.edu.au/ehost/detail?vid=7&hid=103&sid=e76ba066-7da1-438c-9399-996ad7e65420%40sessionmgr109

The comment starts with a review of the authors’ four phase model of SRL as metacognitive, motivated, and strategic where it is suggested to complete the model with aspects of motivation, emotion, and attribution. Furthermore, integrating theories about “online motivation” within the model’s internal regulatory part and framing it with elements of interest theory could increase the explanatory power in view of the dynamics in the regulatory component. The authors’ critics of methodological shortcomings and their preference of “in vivo” indicators about learners’ tactics is acknowledged although their meaning of “validity” needs further elaboration, especially with regard to a precise definition of adequate parameters that depict significant characteristics of traces and of time-related changes. With respect to the Learning Kit Project, a parallel on-line measure of concurrent motivational and emotional states is suggested as well as an emphasis on regulatory aspects having their source in dynamic interactions between cognition, motivation, and emotion. Regarding the accompanying software, considering the difference in perspectives, roles, and needs of teachers and researchers and to integrate project and software into a more explicit instructional concept could help to realize its promising and challenging target even more efficiently.

 This article talkes about the use of ‘interest’ which will help motivate the students. If a student is working on a topic or subject that interest them they are more inclined to work at their full potential rather then working on something they do not like or may not understand. Ultimatly the work will also be of a better standard as the student will work harder and the finshed product will be better.

http://web.ebscohost.com.ipacez.nd.edu.au/ehost/detail?vid=7&hid=103&sid=e76ba066-7da1-438c-9399-996ad7e65420%40sessionmgr109

This study sought to determine attitudes toward online education of English language teachers employed in state secondary schools in North Cyprus following an inservice program on distance education. Seventy-four teachers (male = 37, female = 37) attended a 6-hour inservice training program organized by the Ministry of Education and Culture. Data were collected from the Attitudes towards Online Learning Scale. Following the program, significant differences in attitude toward online education were found based upon teaching experience, school location, and use of e-mail. The use of computers and internet technologies has not yet been used extensively in North Cyprus. Improved teacher attitudes will likely improve to the extent that teachers in this county become more familiar with web-based technologies. (Contains 4 tables.)

 This article touches on the subject on the importance of knowledge in regards to computers. Teachers need to be well educated in order to teach the students. The students will definitly benifit once the teacher has a deep understanding on the use of technology, especially in the classroom. What also needs to be positive is the attitude of the teacher towards technology. They need to be open and positive to using all types of technolohy in all lessons, this will improve both the studetns learning and their own.