3

كلية التربية - برنامج الماجستير في التربية

موضوع خاص في تعليم العلوم   (EDUC 8382 )

الفصل الأول 2014/2015

إياد الياس حسين ربيع     1125368                                                        د. أحمد جنازرة

تلخيص مقالة بعنوان    

Web 2.0 Technologies,New Media Literacies,and Science Education: Exploring the Potential to Transform  Summary Article 

    This chapter explains that is the time to integrate web 2.0 technology in the learning. it shows two examples  to prove that.The first example is Mr. K , a math teacher , feels his students need more time to understand the concept ,so he integrated the blogging into classroom dialy, his students use the blog for answering ,reminding, etc.the student expressed that the blog  help him to understanding the concept. the other example is  Ms Frizzle, science teacher, she tried to implement student-centered, inquiry -based science instruction to empower her student, and the blogging community provide that.

   There are very little research in web 2.0 technology in science education .The goal  in this chapter to report the result of web 2.0 technology outside science education informed by New media Literacy NML, and to report on empirical research.

   Web 2.0 technology was identified that a technology  allow to view and create the content and interact with others by sharing and editing. it's characteristic are access,connectivity, and multiple modalities. also it is introduced  NML is a framwork that explore the process and the practice of making meaning using social technology.

First, this chapter report the selected finding from research on web 2.0 technologies and NML outside science education. it was summarized the methodological Consideration as :

1.        First study highlights on the important issues in technology  as the possibility of transferring the tool of research to the online world , the way that the technology and the practices intersect, and how to develop methodologies when the participants and artifacts construct.

2.     The second study address the following question:

·           How are these technology being used in education?

·           What interaction is occurred when the integration  of technology in education was occurred?

·         What is the impact of use the technology in education for student,teacher and the classroom?

and it was summarized the relevant finding in five themes as the following :

·         Potential for teaching and Learning: this theme explores what learners do when not under the constrains of teachers and curriculum goals, also they defined that there are author way to motivate the  student and encourage them differ from the classroom.

·         Identity work facilitated by these technology: the nature of these technology support the identity of student by using the language in writing their posts.

·         Construction and social organization of content:  the social and shared nature of these technology opens new way to construct the content within and outside the classroom.

·         Necessary change in mind set: the participant must shift the way they consider the goals and the way to achieve ,change from individual to collective way.

·         Lived practices and uptake: the interaction of the student with technology depend on teacher design .

 Second, this chapter  reports four empirical research informed by NML where was investigated the student and teacher blogging practices nutured reform based science as explain to table 55.3. and the methodological issues that mentioned above are used. the key findings are summarized as the following :

·         Potential for teaching and Learning: the blog provide the student  opportunities to understand the concept that not found in the classroom, also it helps the teacher  in planning and develop their skills in teaching.

·         Identity work facilitated by these technology: it give opportunities to express about emotional and telling powerfull story of oneself.

·         Construction and social organization of content:  

·         Necessary change in mind set: evidence of teacher mind set could be found in a number of key decisions with respect to instructional design

·         Lived practices and uptake: it is determined by student took up the design and the teacher response to student’s

Conclusion:

·                     Research need to focus on the intersection of the goals of reform based science and the making meaning practices.

·                      Investigate NML require reexamining the research method and design.

·                     Web 2.0 needs to examine through cases of actual implementation.

·                     There are many research area remain to identified such as scaffolding online participation, exploring the intersection between in class and online participation.

·                           it is time to explore the potential to change the ways that learner are engaged in their learning ,both student and teacher.