Web 2.0 technologies for learning

This is the first report from research commissioned by Becta into Web 2.0technologies for learning at Key Stages 3 and 4. It is based on a review of thecurrent literature and thinking around Web 2.0 and its potential in education. Furtherreports based on empirical research into Web 2.0 use in education are due later in2008.There have recently emerged a family of internet services that attract the label 'Web2.0'. Wide acceptance of this term implies that together these services identify astep change in the nature of the World Wide Web. This report defines that changeand notes the way in which young people have engaged with it. Consideration isalso given to how these new technologies create opportunities for educationalpractice. Because these opportunities are not yet being widely taken up, the presentdiscussion focuses on identifying challenges that may be impeding adoption of Web2.0 ideas in teaching and learning.

The origins of Web 2.0

A number of technological developments have come together to create new ways ofusing the Web. To some extent, these changes are a matter of simply scaling upuser involvement. Web services are less expensive, they are faster, and wirelesstechnology allows more widespread access. All of these factors have delivered alarger constituency of internet users. At some point, the size of that constituencyseems to have made possible new forms of coordination, new forms of web activity.Moreover, these changes in access and speed have been accompanied bydevelopments in software and data management. They also afford new patterns ofinternet use. In particular, the familiar web browser has become more versatile. Ithas allowed a wider range of user interactions, with such interactions being pursuedwithin just this single desktop application.All of these circumstances have led to a more participatory experience of internetuse. Thus, Web 2.0 has provided a version of internet experience that encouragesindividual users to upload: that is, to offer up their own contributions to a vast andinterleaving exchange. This is implicitly contrasted with the former (Web 1.0)experience of the internet, which was more a matter of downloading: that is,accessing the contributions of a much smaller set of information providers. In sum,the barriers to production and distribution have been loosened: an invitation forwidespread participation is in place.The consequence of this increased participation is that the internet has become amuch larger enterprise of knowledge building, involving a larger constituency ofparticipants. However, that building of knowledge has not been simply a matter ofindividual users making their isolated contributions. The communication and data