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Using the voice of teen YouTube users for Web 2.0 technology-enhanced classroom teaching
chapter
posted on 2023-05-22, 17:39 authored by Sun JangSun Jang, Yang YangYang Yang, John WilliamsonJohn WilliamsonSince Web 2.0 was launched, it has become ubiquitous and it is possible to observe teenagers’ active involvement in a wide range of Web 2.0 sites. In the literature, (1) features of Web 2.0 and (2) characteristics of teenagers’ learning styles particularly influenced by technology are often discussed to understand this social phenomenon. This chapter argues that the two aspects, (1) and (2), are inadequate for designing a Web 2.0 technology-enhanced learning environment which incorporates the authentic experiences of teenagers who have been actively participating in Web 2.0 sites such as YouTube. This chapter discusses data collected from a heterogeneous group of seven active teen YouTube users based on six common aspects of (1) and (2) identified in the literature. The findings have significant implications for Web 2.0 technology-enhanced classroom teaching as it prepares the newer Web generation for their futures. The chapter concludes by suggesting that educators need to adopt the six dimensions of accessibility, participation, connectivity, recognition and feedback, entertainment, and independency—as a checklist when they consider adopting a Web 2.0 tool or application in their teaching.
History
Publication title
E-Learning and Social Media: Education and Citizenship for the Digital 21st CenturyEditors
EL Brown, A Krasteva, M RanieriPagination
199-220ISBN
9781681234281Department/School
Wicking Dementia Research Education CentrePublisher
Information Age PublishingPlace of publication
USAExtent
16Rights statement
Copyright 2016 Information Age Publishing Inc.Repository Status
- Restricted