Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Despite the enthusiasm of integrating Web 2.0 technologies into learning environment design, researchers found that few instructors know the pedagogies that could lead to productive innovation (Collis & Moonen, 2008). This symposium consists of one theoretical paper and three case studies that investigated how emerging technologies such as collaborative web annotation tools, microblogging tools, and collaborative multimedia content creation tools can impact teaching and learning in higher education settings. The purpose of the symposium is to investigate the affordances and constraints of the emerging technologies, and discuss opportunities for optimal technology integration.
Gao, F., Li, K., Luo, T., Smith, J., Sun, Y. & Zhang, K. (2012). Reconsidering Instructional Design with Web 2.0 Technologies. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2666-2668). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from https://www.learntechlib.org/primary/p/39989/.
- Chai, C.S., & Tan, S.C. (2009). Professional development of teachers for computer-supported collaborative learning: A knowledge-building approach. Teachers College Record, 111(5), 1296-1327.
- Collis, B., & Moonen, J. (2008). Web 2.0 tools and processes in higher education: Quality perspectives. Educational Media International, 45(2), 93-106.
- Cress, U., & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with wikis. International Journal of Computer-Supported Collaborative Learning, 3(2), 105-122.
- Greenhow, C., Robelia, B., & Hudges, J.E. (2009). Learning, teaching, and scholarship in a digital age: Web 2.0 and classroom research--What path should we take "now"? Educational Researcher, 38(4), 246-259.
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