An examination of teachers' integration of web 2.0 technologies in secondary classrooms: A phenomenological study

Ling Wang

An examination of teachers' integration of web 2.0 technologies in secondary classrooms: A phenomenological study

Ling Wang

Research output: Contribution to conference › Paper › peer-review

Abstract

Web 2.0 tools may be able to close the digital gap between teachers and students if teachers can integrate the tools and change their pedagogy. The TPACK framework has outlined the elements needed to effect change, and research on Web 2.0 tools shows its potential as a change agent, but little research has looked at how the two interrelate. Using a rigorous phenomenological research methodology, the "lived experiences" of seven teachers successfully adapting pedagogy with Web 2.0 tools were examined giving an in-depth qualitative analysis of how and why teachers integrate Web 2.0 to change pedagogy. The research validated the use of TPACK as a framework as well as the use of phenomenological research methodology in researching about educational technology.

Original language	English
Pages	355-358
Number of pages	4
State	Published - 2013
Event	IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2013 - Fort Worth, TX, United States Duration: Oct 22 2013 → Oct 24 2013

Conference

Conference	IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2013
Country/Territory	United States
City	Fort Worth, TX
Period	10/22/13 → 10/24/13

ASJC Scopus Subject Areas

Artificial Intelligence
Education

Keywords

Digital divide
Phenomenological research methods
TPACK
Web 2.0

Cite this

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N2 - Web 2.0 tools may be able to close the digital gap between teachers and students if teachers can integrate the tools and change their pedagogy. The TPACK framework has outlined the elements needed to effect change, and research on Web 2.0 tools shows its potential as a change agent, but little research has looked at how the two interrelate. Using a rigorous phenomenological research methodology, the "lived experiences" of seven teachers successfully adapting pedagogy with Web 2.0 tools were examined giving an in-depth qualitative analysis of how and why teachers integrate Web 2.0 to change pedagogy. The research validated the use of TPACK as a framework as well as the use of phenomenological research methodology in researching about educational technology.

AB - Web 2.0 tools may be able to close the digital gap between teachers and students if teachers can integrate the tools and change their pedagogy. The TPACK framework has outlined the elements needed to effect change, and research on Web 2.0 tools shows its potential as a change agent, but little research has looked at how the two interrelate. Using a rigorous phenomenological research methodology, the "lived experiences" of seven teachers successfully adapting pedagogy with Web 2.0 tools were examined giving an in-depth qualitative analysis of how and why teachers integrate Web 2.0 to change pedagogy. The research validated the use of TPACK as a framework as well as the use of phenomenological research methodology in researching about educational technology.

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KW - Phenomenological research methods

KW - TPACK

KW - Web 2.0

UR - https://www.scopus.com/pages/publications/84898773026

UR - https://www.scopus.com/pages/publications/84898773026#tab=citedBy

M3 - Paper

AN - SCOPUS:84898773026

SP - 355

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Y2 - 22 October 2013 through 24 October 2013

ER -

An examination of teachers' integration of web 2.0 technologies in secondary classrooms: A phenomenological study

Abstract

Conference

ASJC Scopus Subject Areas

Keywords

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Cite this