The concept of Web 2.0 is based on transforming the user from a consumer of technology and software to that of an active interactor: users collaborate, contribute to authorship, customise websites and publish thoughts (Alexander, 2006 and Heafner & Friedman, 2008 as cited in Hew and Cheong, 2013). Lombard and Porto (2010) review a wide range of Web 2.0 tools for the classroom that they categorise as follows: digital story telling and presentation tools, collaboration and networking building tools, storing and sharing information tools and online synchronous communication tools. They emphasise the role of Web 2.0 Tools in terms of providing diverse approaches suited to individual learners and cast the teacher as constructivist guiding rather than disseminating information.
I use the 5E Instructional Model (Bybee, 2014) to structure science learning units. The Model involves structuring a unit into five stages: engagement, exploration, explanation, elaboration and evaluation. The Model is constructivist in orientation (Goodrum and Druhan, 2012) and thus well suited to the integration of Web 2.0 tools. By way of example, in the engagement and exploration stages students can use communication and collaboration and networking tools to work collaboratively to conduct secondary-source investigations to explore phenomena and new perspectives related to the content and learning outcomes. In respect to the elaboration stage students can work individually or collaboratively using digital story telling and presentation tools, collaboration and network building tools, and storing and sharing information tools to create presentations and videos, to record and review laboratory experiments and fieldwork investigations, to review real world applications related to the content and learning outcomes, and to create concept maps and summary notes.
Bybee, R.W. (2014). The BSCS 5E Instructional Model: Personal Reflections and Contemporary Implications, Science and Children, 51 (8), 10-13.
Hew, K.F., & Cheung, W.S. (2013). Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice, Education Research Review, Vol. 9, 47-64. Retrieved December 29th, 2016 from http://www.sciencedirect.com.ezproxy.csu.edu.au/science/article/pii/S1747938X12000620?np=y
Goodrum, D., & Druhan, A. (2012). Teaching strategies for science classrooms. In Venville, G., & Dawson, V. (Eds.). The art of Teaching Science: For middle and secondary school, Crows Nest, NSW: Allen & Unwin.
Lombard, R., & Porto, S. (2010). Web 2.0 in the Classroom. In Yamamoto, J. (Ed.). Technology Leadership in Teacher Education: Integrated Solutions and Experiences: Integrated Solutions and Experiences. IGI Global. http://www.igi-global.com.ezproxy.csu.edu.au/gateway/book/37346