Web 2.0 is one of the current buzzwords in education, as well as many other contexts. Since students are already using a variety of Web 2.0 technologies in their daily lives, it is argued that such technology should be used in the educational context to motivate students to learn, to think critically and to communicate on broad levels.
Using Web 2.0 Tools in the K‐12 Classroom starts with an apt quotation contributed to Charles Darwin:
It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is most adaptable to change.
Against this background, this book is a welcome contribution for all educators and librarians, and more specifically educators at school level, which is the focus of the book.
A thorough discussion of the potential use of Web 2.0 in the school context is offered in eight chapters, each dealing with a different topic. These include: the rationale behind the use of Web 2.0 in the teaching context and where to start (e.g. strategies, copyright issues and practical applications covered in Chapter 1). Apart from clarifying terminology, this chapter also offers the theoretical setting for the content to follow (e.g. a revised version of Bloom's taxonomy, reflection on collaborative and cooperative learning and reference to enquiry‐based learning).
Chapter 2 explores the use of blogging in the language arts; chapter 3 addresses the use of podcasts in teaching history; and chapter 4 deals with the creation of literature wikis. Chapter 5 explores digital storytelling, and chapter 6 the use of Google for more than just research. This includes brief discussions on Google Docs, Google Alerts, Google Groups, etc. Enhancing English language learning with Web 2.0 tools is covered in chapter 7, and social bookmarking in chapter 8.
All chapters have a similar three‐part structure which makes it easy to get into the flow of the discussion, namely ideas and insights, getting started, and practical application. For each chapter rubrics are included for assessment of the use of the technology, and chapters conclude with two sets of exercises that offer readers the opportunity to practice, and become familiar with, the particular Web 2.0 technology discussed in the chapter and also to reflect on what they have learned.
Using Web 2.0 Tools concludes with two appendices and an index. The appendices cover an extensive list of URLs by chapter, and an example of what the author will put on her website. This forms part of the accompanying website for the book that can help readers to expand their knowledge and skills. Unfortunately, the index is rather basic.
The author succeeds well in her intention, namely to encourage educators to learn more about, and to try, Web 2.0 tools that many of their students are already using outside the classroom. I can agree with the authors:
The explanatory material, step‐by‐step explanation, examples and model units should prompt teachers and library media specialists to try these new technologies.
Using Web 2.0 Tools in the K‐12 Classroom is therefore highly recommended as a must‐have reference source that belongs on the shelves of all teachers and school and media librarians, and which could also be of value for educators in other contexts. As a university professor I certainly found much stimulating and very practical advice presented in a didactic, sound manner that should serve as example and inspiration for the potential user of Web 2.0 in teaching contexts.
