Will is back from vacation and doing some great reflecting on what it means to use web 2.0 in school and in the process of teaching and learning.
But he wonders if simply having students use read/write web tools and publish to the world is enough.
Yes, we can have kids create movies and podcasts and wikis and all sorts of artifacts that have meaningful purposes and messages. And yes that’s all good, but at the end of the day, all that’s about is being able to use the tool to do the same stuff we’ve done in the past only put it into a new form and offer it to a wider audience. The pedagogies haven’t changed.
And therein lies the problem.
While the definition of web 2.0 is still rather vague, most every voice on the subject I’ve heard emphasizes one big contrast between version 1 and version 2.
It has to do with control.
Under the Web 1.0 way of thinking, the site owner had control of their content. They created it, they determined when and how it was distributed, they locked it down to discourage it from being modified.
Moving to Web 2.0, control is given over, at least in part, to the user. They create and/or modify the content. They determine what’s important and what’s not.
We in education are very (very!) reluctant to do that. We don’t want to share control of content (not to mention the pedagogy) with students, the supposed users of School 2.0.
Until we involve students in determining both the content and fundamental structure of their learning (it’s theirs, not ours), we have no right to stick a 2.0 tag on what we do.
Adding a few blogs, wikis, videos, and podcasts to the traditional classroom maybe gets us up to version 1.29.