Using Web 2.0 technologies in K-12 school settings: Evidence-based practice?

Abstract

Evidence-based practice involves making pedagogical decisions that are informed by the available relevant research evidence. This paper reviews the current literature on the use of Web 2.0 technologies in K-12 school settings in order to discuss possible evidence-based practice that could inform educators and researchers who are interested in fostering student learning through Web 2.0 tools. A search of the literature was performed across the Academic Search Premier and ERIC databases. Empirical studies were included for review if they specifically examined the impact of Web 2.0 technologies on learning outcomes in primary and secondary school (including high school) settings. Articles that merely reported anecdotal or self-reporting survey studies (student perceptions or attitudes toward using Web 2.0) were excluded. Results tentatively suggested that a dialogic and/or co-constructive pedagogy supported by activities such as Socratic questioning, peer and self-critique, appeared to increase student achievements in blog- and wiki-enabled environments. A transmissive pedagogy supported by review activities appeared to enhance student learning of vocabulary when using podcast. However, given the limited number of studies currently available, as well as methodological concerns, further research is required to establish clear recommendations on evidence-based practice in Web 2.0 supported learning environments. © 2011 Springer-Verlag.