Web 2.0 –> Web 3.0

The readings assigned for this week were useful to further my understandings of Web 2.0.  When considering how the shift to Web 3.0 has on education, I consider Nicole Krueger’s article, “3 things every teacher should be doing with web 2.0 tools.  Krueger states that teachers should be: 

1. Constantly evaluating what students know
2. Creating personalized learning experiences
3. Helping students explore complex problems

I think that these suggestions by Krueger can be applied to the shift to Web 3.0 and will advance the educational experiences provided to students.  Teachers using technology in Web 3.0 will continue to evaluate students and create personalized learning experiences through the use of more complex and advanced tools.  The basis of education may not change but the ways in which it is facilitated and the tools that are used, will.

In addition to Krueger’s explanation of Web 2.0, Virginia Society for Technology in Education (2014) assists in my understanding of the positive effect that Web 2.0 has on today’s education.  VSTE states that “Web 2.0 tools are powerful mediators between students and the world around them, and they may motivate students to continue learning outside the classroom. Such tools have the potential to initiate and enhance the love of life-long learning.  Some students are already tapping into the potential for exploration and learning.”  If used effectively, tools used in Web 3.0 will continue to have this positive effect on student engagement and learning.  The following video supports the idea that Web 3.0 will be an advanced continuation of existing techniques.

When considering what types of students and teachers are privileged and disadvantaged by the shift to Web 3.0, I think of those populations that are privileged and disadvantaged in Web 2.0.  As discussed throughout the semester in EC&I 833, teachers and students who appear to be at a disadvantage by Web 2.0 include those living in remote communities with a poorer quality of internet service, those living in a low socio-economic status, those with physical, mental or cognitive disabilities, just to name a few.  EC&I 833 students have also discussed that students and teachers who experience privilege in Web 2.0 may include those living in higher socio-economic status or those living without mental, physical or cognitive disabilities.  Like those teachers and students who are disadvantaged and privileged in Web 2.0, it would be assumed this would continue in Web 3.0, as well. 

On a personal note, I can relate to the statements made in my classmate Adam’s blog post.  He mentions how “The technological advancements have been so drastic in this lifetime that it has become a bit difficult to keep up with all of the tools that are at our disposal.”  Often, I feel behind or knowing far less then what I should when it comes to technology in general, but especially in classroom settings.  However, as Adam explains later in his blog, it is important for educators to take risks with technological tools and experiment with what types of tech tools work best with the students we teach.  The various tools that this week’s presenters introduced us to is a great place to start in exploring what tech tools could be useful to implement in today’s classrooms.

2 Replies to “Web 2.0 –> Web 3.0”

  1. Great post!

    Your point regarding people being at a disadvantage if they don’t have quality internet service is hugely important and often overlooked. Yes, access to tech is important but as we’re starting to see, that tech is largely useless if you don’t have a reliable internet connection.

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