Many educators are excited by and support the innovative and pedagogically invigorating technologies offered by the interactive and collaborative Web 2.0 movement. To date, much of the research on the integration of Web 2.0 tools has focused on technical and procedural generalizations about how one might incorporate these technologies into the classroom. While some research has addressed content specific uses of these tools, only a limited amount has explored best practices for using these technologies to encourage learning. While these studies are groundbreaking and serve an important purpose, this article aims to shift the ongoing conversation toward a first draft theory of potential best practices for web-based technology use. Suggestions for both specific and general best practices are examined, with the aim to both support and empower readers to actively explore and integrate these new technologies into the classroom.
Meridian: A K-12 School Computer Technologies Journal
North Carolina State University
Kruger-Ross, M., & Holcomb, L. B. (2011). Toward a Set of Theoretical Best Practices for Web 2.0 and Web-Based Technologies. Meridian: A K-12 School Computer Technologies Journal, 13(2), 1-10. Retrieved from http://digitalcommons.wcupa.edu/profseced_facpub/8