Activity+7

Today, Web 2.0 technologies are making an impact in the communicative behaviors of students. Not only does facilitating learning online require an evolving set of teaching skills that embrace these technologies (Oomen-Early et al.,2008), but students must also be acclimated in their approach to e-learning. According to Oomen-Early et al. (2008), even with its convenience and flexibility, the online classroom can still seen as lacking the human connectivity of face to face instruction. With constructivism reversing the learning trend that behaviorism lead for many years, instruction has shifted from teacher-centered to mostly student-centered (Chou & Chen, 2008) and therefore, it is essential communication exists to support student learning and various technologies often serve as scaffolding tools in the learning environments (Jonassen et al., as cited in Chou & Chen, 2008).

Web 2.0 technologies include a number of communication tools which students can connect, interact, and collaborate more effectively and instantaneously by sharing information, ideas, and opinions online. Some of these tools include wikis, blogs, videoblogs, Youtube, digital photo hosting and sharing services, webcasts, podcasts, instant messaging, social bookmarking, satellite mapping, and asynchronous audio communication (Oomen-Early et al., 2008). Teachers can also utilize an array of technology tools to enhance their contact and collaboration. These include common web-places for course materials, wikis, interactive video streams, audio-visual classrooms, real-time educational blogs, web-based resources for blended instruction and, collaborative learning environments (Dinov, 2008).

Kanuka (2008) states a philosophy of technology can be defined as a conceptual framework that embodies certain values from which we view the many aspects of education. She further indicates in regard to e-learning technologies, there is a tendency to gravitate to one of three orientations—uses determinism, social determinism, or technological determinism. I believe in order for educators to understand and be cognizant of the advantages and disadvantages of various communication tools, they must have a sense of how these philosophies may impact their classroom. The first philosophy, uses determinism, sees technology as neutral tools and devices that enhance teaching and learning. Baird and Fisher as cited in Waggoner (2008) supports the infusion of technology in teaching and learning and the use of social software to be utilized for a wide variety of online communication and collaboration tools. This approach would help students understand why the use of these tools is more appropriate than traditional instructional approaches (Waggoner. 2008). The second philosophy, social determinism, contends our social interactions with technology are socially constructed. Chou and Chen (2008), indicate in the Web 2.0 online environment, social networking is a concept which emphasizes collaborative user-to-user interaction with the goal of users sharing personal experiences and constructing their knowledge. Students are no longer passive information-receivers; rather, they are active knowledge-constructors (Chou & Chen, 2008). The third philosophy, technological determinism, discusses the technologies pivotal role in social change. Educators would need to understand possible negative connotations associated with the overuse or dominance of some classroom technologies.

**References **

Chou, P.-N., & Chen, H. H. (2008). Engagement in online collaborative learning: A case study using a web 2.0 tool. //Journal of Online Learning and Teaching//, //4//(4). Retrieved from http://jolt.merlot.org/vol4no4/chou_1208.htm

Dinov, I. (2008). Integrated, multidisciplinary and technology-enhanced science education: The next frontier. //Journal of Online Learning and Teaching//, //4//(1). Retrieved from http://jolt.merlot.org/vol4no1/dinov0308.htm

Kankuka, H. (2008). Understanding e-learning technologies-in-practice through philosophies-in-practice. In Anderson, T, (Ed. ),//The Theory and Practice of Online Learning//. Edmonton, AB: AU Press.

Oomen-Early, J., Bold, M., Wiginton, K., Gallien, T., & Anderson, N. (2008). Using <span style="font-family: 'Times New Roman',serif;">asynchronous audio communication (AAC) in the online classroom: A comparative study. //Journal of Online Learning and Teaching//, //4//(3), 267-275.

<span style="font-family: 'Times New Roman',serif;">Waggoner, J., & Carroll, J., B. (2008). Introducing social software to K-12 teachers in a <span style="font-family: 'Times New Roman',serif;">research setting. //Journal of Online Learning and Teaching//, //4//(1). Retrieved from http://jolt.merlot.org/vol4no1/carroll0308.htm