Internet and the social web
The “social web” received wide acceptance in the academic world only in recent years. The term social web is often used for internet-based interaction between and within groups. Social web or Web 2.0 marks a distinct break from the earlier internet applications of the 1990s and the early 2000s, by facilitating ‘interactive’ rather than ‘broadcast’ forms of exchange, in which information is shared ‘many-to-many’ rather than being transmitted from one to many. The interactive and collaborative nature of the social web helps create new knowledge. This technology provides the means to share information and learn together through the internet.

Social web is an umbrella term for a host of recent Internet applications such as social networking, wikis, social bookmarking, blogs, mash-ups, etc. While differing in form and function, all these applications support some degree of interactivity.

Strengths: There are strong links between social web and socio-cultural theories of learning, which see active and authentic learning taking place best where knowledge can be constructed actively by learners who are supported in communal social settings. As stated earlier the social web is characterized by a variety of powerful information sharing and collaboration features. There are a number of examples of appropriate use of collective intelligence and collaborative skills behind every success story. Academic research shows that student teams achieve higher levels of thought and retain information longer than students who do their work individually.

Students can form a community of interest and share knowledge, put up interesting pieces of information, they can work together. Much of the learning potential of social web is seen to derive from the co-construction of knowledge. Social web enhances peer to peer interaction, teamwork, encourage the attitude to share, inculcate the habit of distributing knowledge and expertise among students. This positive attitude strengthens cooperation rather than competition among students. Thus, learning becomes a collaborative practice on the web.

Digital learners: Social web technologies are also associated with significant shifts in the nature of contemporary learners. A popular characterization of the upcoming generation of learners is that they are ‘digital natives,’ who have grown up in a world of computers, mobile telephony and the internet, and now lead lives that are dependent upon the digital media. These digital natives are seen to stand in stark contrast to older generations who adopted digital media later on in their lives, having grown up without them. Digital natives are thought to expect technology-assisted flexibility in all aspects of their lives, including the ways in which they learn and are educated.

Teachers: The collaborative aspect of social web allows teacher and students to liaise together on a topic. Teachers need tools that enable them to construct appropriate assessments and process them efficiently. These forms of assessment could also contribute to the de-compartmentalization of learning practices, examinations and assessment, at school and in the workplace, and to the validation of informal learning. Several social web applications can be utilized in the teaching-learning process like writing assignments, guiding projects, counseling, etc.

Institutions: There is a clear role for schools to act as initial points of the learners’ exploration of social web use beyond the passive consumption of online content. Formal education institutions should become places of technological exploration rather than of technological restriction. Today’s students are no longer the people our educational system was designed to teach. Educational institutions have to be reconfigured to support the forms of learning associated with the use of social web.

Applications: The social web’s rise to prominence in the lives of learners has prompted enthusiasm amongst educators. Some claim that social web applications share many of the qualities of a good ‘official’ education technology. One of the main educational uses of the social web is seen to lie in its support for interaction between learners facing the common dilemma of negotiating their studies.

In a multitude of ways the social web can be a boon to the academic community. The social web enables students to work at their own place, organize their own learning spaces.

Blogs are developed as online diaries, with users creating an online account of some aspect of their professional or personal life. A typical blog allows a user to post web entries in a journal or diary format, with each new entry inserted at the top of the blog page and all past entries following in reverse chronological order. Blogs can be used as a presentation tool in which students are able to directly comment and revise and give immediate feedback. Publishing posts of an intellectual work can be done quickly and easily through blogs.

Wikis are websites that allow people to add content and edit information on them, providing space for communal documents. The most well known wiki provider is Wikipedia, the online encyclopedia. Wikis are also useful for internal collaboration, as some services offer private workspaces. The wiki is a module that can be utilized to reflect the thoughts and feelings of students. Due to the very low technological barrier and flexible functionality, wikis are winning hearts of the students. In the educational environment, the collaborative nature of wikis enact knowledge building with and for others, with the focus of being on the community rather that on the individual learner. Wikis will sing a success story if deployed properly. As the work is equally represented, wikis can be used to develop research projects as a collaborative authorship. Social networks and collaborative writing in wikis encourage teamwork, provide students a platform to share and cooperate.

RSS (Really Simple Syndication or Rich Site Summary) is a family of formats which allow users to update the content of RSS – enabled websites, blogs or podcasts without actually having to go and visit the site. RSS feeds keep the user informed of any changes. If a group of students is doing a classroom project sharing their bookmarks, a teacher can subscribe to their RSS feed to see the direction of their research.

Discussion forums: Internet forum, or message board, is an online discussion site. It originated as the modern equivalent of a traditional bulletin board, and a technological evolution of the dialup bulletin board system. From a technological standpoint, forums or boards are web applications managing user-generated content. People participating in an internet forum may cultivate social bonds and interest groups for a topic may form from the discussions.

Discussion forums show that the interaction is effectively facilitated through the use of asynchronous text-based forums, and that participants use the online interaction to build a learning community and to generate knowledge within the learning community.

Social bookmarking is a system where users save links to web pages that they want to remember or share. These bookmarks are usually public, and can be saved privately, shared only with specified people or groups, shared only inside certain networks, or another combination of public and private domains. The allowed people can usually view these bookmarks chronologically, by category or tags, or via a search engine. Bookmarks, which are one of the key components of browsers can be also deposited in specific tools, the social bookmarking applications that we can use when we are not on our own PC. Unintended learning happens through the discovery of resources and information shared by others through their bookmarks.

File sharing is the practice of distributing or providing access to digitally stored information, such as computer programs, multi-media (audio, video), documents, or electronic books. It may be implemented in a variety of storage, transmission, and distribution models. Social web networks allow the sharing of any type of digital content, including songs, DVD-quality movies, computer programs and video games. Students and teachers can share their interests and activities and encourage collaboration. Teaching materials can be offered in advance through online file sharing.

Mashup is a web application that combines data from more than one source into a single integrated tool; an example is the use of cartographic data from Google Maps to add location information to real-estate data. In web development, a mashup is a web page or application that combines data or functionality from two or more external sources to create a new service. Mapping mashups are very useful for subjects such as geography and history.

Microblogs: This is a form of multimedia blogging that allows users to send brief text updates or micromedia such as photos or audio clips and publish them, either to be viewed by anyone or by a restricted group which can be chosen by the user. These messages can be submitted by a variety of means, including text messaging, instant messaging, email, digital audio. Micro-blogging has the potential to become a new informal communication medium in the academic environment, especially for collaborative work.

Webcast is a media file distributed over the internet using streaming media technology. A webcast may either be distributed live or on demand. Essentially, webcasting is “broadcasting” over the internet. The generally accepted use of the term webcast is the “transmission of linear audio or video content over the internet”. A webcast uses streaming media technology to take a single content source and distribute it to many simultaneous listeners/viewers. Webcasting can be used in e-learning (to broadcast seminars), and for related communications activities.

Podcast is a series of digital media files, either audio or video, that are released episodically and downloaded through web syndication. The mode of delivery is what differentiates podcasts from other ways of accessing media files over the internet, such as simple download or streamed webcasts. The podcast, usually prepared as an MP3 file, can also be presented on mobile devices (like iPods), e-readers and notebook computers, media that are largely used in e-learning.

Social networks build online communities among people who share interests and activities, or who are interested in exploring the interests and activities of others. Social networking in the workplace, universities, and schools is most popular online. This is because unlike most schools, colleges, or workplaces, the internet is filled with millions of individuals who are looking to meet other internet users, to gather and share first-hand information or experiences about any number of topics, developing friendships, or to start a professional relationship. Through social networks members can learn about new cultures or new languages and their interesting subjects. Classical face-to-face teaching can be mixed with collaborative learning. Learning can be continued over web: Open content, permanently actualized materials.

Practical issues: The social web may offer educators a set of tools to support forms of learning that can be more strongly collaborative and more oriented to the building of classroom communities. All of this has the potential to empower the student to become an independent learner. But it also brings challenges to both learner and teacher. The knowledge structure of the social web is not navigated with the same tools or the same ease as traditional teaching methods. It may pose problems if it is not properly managed.

Conclusion: Educational institutions can offer immense value to their students by familiarizing them with the technologies of the social web. Rather than being limited to today’s skills, students must learn the skills of the future. All of these issues demand adjustments in the teacher’s role. The richness of the internet arena and the sophistication of social web tools should not conceal the significant distractions and obstructions that the learner must confront. The educational potential of the social web is often associated with the philosophy of ‘learner autonomy’, which might suggest an increasingly less role for the teacher in the learner’s experience. But social web does not somehow simplify knowledge building and thereby set free the learner. Undeniably its intricacy brings significant challenges. Teachers should be positioned to play a crucial role in managing this experience.

Key Resources
Thompson, John. “Is Education 1.0 Ready for Web 2.0 Students?” Innovate: Journal of Online Education. www.innovateonline.info/index.php?view=article&id=393.
Sotillo, Susana. “Using Instant Messaging for Collaborative Learning: A Case Study.” Innovate: Journal of Online Education. March 2006. www.innovateonline.info/index.php?view=article&id=170.
Lenhart, A., and Madden, M. (2007), Social networking websites and teens: An overview. Pew Internet and American Life Project report. http://www.pewinternet.org/PPF/r/198/report_display.asp.
O’Reilly, T. (2005), What is Web 2.0: Design patterns and business models for the next generation of software, http://oreillynet.com/1pt/a/6228.
Barnes, K., Marateo, R. C., & Pixy Ferris, S. (2007). Teaching and learning with the Net Generation. Innovate, 3(4). http://www.innovateonline.info/index.php?view=article&id=382.

The author is a PhD Research Scholar, School of Social Sciences, IGNOU. He can be reached at eyeroor@gmail.com.

Advantages of the virtual classroom
Until you experience it, it is rather difficult to comprehend the numerous ways in which technology can help ease the teaching process and at the same time reach out to a larger, more diverse audience. The virtual classroom is becoming more and more popular because of its enormous reach and also because it enables students, sitting in the comfort of their college/school premises, to interact with experts in various fields. It also cuts down on travel time both for the students and the teacher. Satellite education, as it is otherwise known, can reach students across thousands of miles, simultaneously connecting various states in the country. It is also a medium whereby students understand that they are not alone in their struggle as they listen to fellow students from different institutions voicing the same doubts and fears. At the same time, it induces the so-called slow learners to chug faster because in this varied interaction, they can see that they are not doing their best.

The virtual classroom requires the teacher to face a camera in a studio that is equipped with a computer system and a Power Point presentation on the subject to be handled. The studio lis also equipped with a whiteboard which the trainer uses, just as the teacher uses the blackboard in a classroom.

The author is a teacher educator and language trainer based in Chennai. She can be reached at manaswinisridhar@gmail.com.

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Every alternate Sunday, about 50 students meet at a college in Mumbai, for their course in Teacher Education. They meet in three groups, geographically distanced from one another, yet intellectually very close, as they are linked through a software that enables interaction with one another and their tutor. They are referred to as a distributed classroom. On-line workshops and interviews, podcast of lectures, blogs, discussion forums and whiteboards, along with face-to-face interaction at their study centres are part of their routine interaction. This sort of e-B.Ed (as the course is referred to) is perhaps a pioneering effort in teacher education in India. The course is being offered by the Yeshwantrao Chavan Maharashtra Open University. The participants vouch that this is a very interesting learning experience.

E-learning, on-line learning, and blended learning are terms that have penetrated the system and in a way have changed the face of traditional teaching.

The author is a teacher-educator at Pushpanjali College of Education, Maharashtra. She is closely involved as curriculum designer and resource material generator for an e-B.Ed course. She can be reached at c.dcosta@rediffmail.com.

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Hi, I am the Calculator. In the adult world, I’m fairly ubiquitous, in fact quite indispensable for many. But I miss children terribly. Also, I feel sad because when a child picks me up (a calculator), immediately I am put down as somebody who will spoil the child’s mathematical abilities and habits.

I do not really blame the adults for such a biased perception of my role in life and utter ignorance of my role in learning. After all computation, mental math and speed are considered of prime importance by many. However, in my opinion, the essence of mathematics is in conceptual understanding (and not in procedural competence). Hence, a mere tool like me can only aid in understanding of concepts. Also, used judiciously I can also help build procedural abilities.

I am not going to argue the above case – instead, I will show you examples of how you can use me to build both – conceptual understanding and procedural competence in children in their pre-primary and primary years. Once you see real examples of how valuable I can be I hope I will find my rightful place in mathematical development.

The authors run Geniekids, a learning centre in Bangalore that works with children. To know more about their work visit www.geniekids.com.

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The best way to learn is to teach! Children love to share, to show, to explain and to exhibit – to peers. This is what PowerPoint (Microsoft) or Impress (open office) is all about. With pictures, diagrams, animations, funky text et al – slide shows are an educator’s dream come true in terms of “engagement” and a child’s delight.

When this technology entered the classroom, many teachers got excited with its potential and took to making their own (subject) presentations. While this is excellent – slowly teachers have realized that the presentation tool is actually more potent in the hands of children. So all the teacher needs to do is to sit back and enjoy – while the children sweat it out and in the process learn in dollops.

The authors run Geniekids, a learning centre in Bangalore that works with children. To know more about their work visit
www.geniekids.com.

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If we teach today as we taught yesterday, we rob our students of their tomorrow
– John Dewey

The principal goal of education is to create men who are capable of doing new things, not simply repeating what other generations have done
– Jean Piaget

In my opinion, integrating technology into classroom teaching is a great way to ensure this. I have used technology successfully in my classroom and have realized that this kind of teaching helps my students better understand what I teach. Any kind of technology helps

• bring a student into direct contact with objects and things
• make concrete what is abstract
• bring near what is distant
• bring the world into the classroom

My experiences with technology in the classroom
PowerPoint presentations are the order of the day. So when I decided to use technology to teach my class I first tried the PowerPoint. Once you show your students what a PowerPoint presentation is and how it is done, you can actually get your students to develop presentations that will help impart concepts and ideas to the entire class. I got my students to form teams of two or five and develop PowerPoint presentations on various concepts in the English language (the subject I teach). I found that learning this way:

• Helped make language practice lively.
• Reduced dependence on mother tongue.
• Helped in the formation of language habits by repetition, drill and constant practice.
• Increased students’ knowledge of the English language by providing better quality language material.
• Boosted students’ self-esteem and confidence and improved their presentation skills.
• Encouraged team work and harmony.

As a teacher, I too benefited from this kind of teaching.

• It helped me save time.
• Reduced the strain on my vocal cords as I could revise a topic by repeating the presentation.
• Difficult terminology is easily taught using technology enabled graphics.
• Gave me scope to give out different home assignments.

Besides developing PowerPoint presentations, I have encouraged students to use Microsoft publisher to design greeting cards, pamphlets, news letters, brochures and posters with useful slogans. Microsoft excel allows one to create drag and drop exercises, word search, and puzzles. These exercises are a much better way of assessing your students’ comprehension and understanding. I have also used audio and video files in my presentations to teach music and songs.

Technology has proved effective to promote a variety of 21st century skills such as healthy competition, teamwork, problem solving, critical thinking, and communication skills.

My innovative use of technology led me to win INTEL National award 2004 for Best Integration of technology and project based learning for the topic: Neighbourhood-At Our Service.

When you talk about integrating technology with your classroom teaching can the internet be left behind? I have encouraged students to use internet resources to collaborate with the global community using teacher monitored websites like through www. Think.com, www.epals.com, www.intel.com/education.

You could also get your students to do interesting projects using the Internet. In order to generate interest in philately, I got my students to first use the Internet and do some research on philately as a hobby, its history, etc. My students then visited philately exhibitions and post offices, spoke to post masters and people who worked in the different departments of a post office . I then got them to put all the information they collected on slides and create PowerPoint presentations. To encourage my students, I sent the best presentation for the 2005 National Graphic Championships. Two of my students and I were declared the first runner up at the national level.

I have also used online thinking tools in my classroom like the visual ranking tool, seeing reason tool and showing evidence tool which helped my students think critically and act globally. Five students participated in the web-based Volvo adventurer environmental programme under my guidance and they received a diploma from the United Nations Environmental programme for their project “Hospital waste-Our concern”.

A teacher is a life-long learner and so I updated myself with the usage of macromedia flash software which helps the teacher present his or her lessons with best animations that are useful for the concepts.
I am now able to do web designing and have participated in an International web designing contest along with my students on the topic Culprit Chemi VS Omni Organi.

My next project is to use Windows Media Player to develop presentations and this is turning out to be an enjoyable learning experience.

My journey of using technology helped our school to recently win ICT enabled school of the year in the 5th India’s Largest ICT event from digital learning held at Hyderabad International convention centre.

I strongly believe that learning can not only be made easy, but also an experience that is rewarding in itself. The joy, we trust, is not only in acquiring knowledge, but in the very process. Thus, we strive, in every single endeavour of ours, towards enabling the learner to not only learn effectively, but also discover the inherent ‘joy in learning’.

The author works with Bharatiya Vidya Bhavan’s Public School, Jubilee Hills, Hyderabad. She can be reached at aglsujatha@yahoo.co.in.

In ancient India, knowledge was imparted to students through the spoken word. That is how scriptural, sociological and scientific knowledge was transferred from one generation to the next, long before the Western world dispensed their animal skin costumes. Then came the palm leaves to write on.

During the past century, scientific and technological revolution introduced Over Head Projectors (OHP), 35 mm and 16 mm film projectors, audiotapes, videotapes and the computer. If we look at things from the information and communication technology perspective, the knowledge base on which a person can rely seems to be inversely proportional to the size of the technological gadget! We can see it very clearly from the continually decreasing size of communication devices.

The author is currently a freelance writer and has formerly been the Technical Advisor to the Ministry of Eduation, Youth and Sports, Government of Cambodia. He can be reached at panamalairguruprasad@gmail.com.

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Technology is not transformative on its own. But when used effectively, computer applications can support qualitative thinking by involving students in multifarious tasks within the realm of their learning.

The author is faculty in computer science associated with Niraj Public School, Hyderabad. She can be reached at rama_amarnath@yahoo.co.in.

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