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首页> 外文期刊>Interactive technology and smart education >Benefits, barriers and prerequisites for Web 2.0 learning activities in the classroom The view of Greek pioneer teachers
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Benefits, barriers and prerequisites for Web 2.0 learning activities in the classroom The view of Greek pioneer teachers

机译：课堂上进行Web 2.0学习活动的好处，障碍和前提条件希腊先驱老师的观点

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摘要

Purpose - This paper aims to identify the learning benefits and the challenges of Web 2.0 educational activities when applied in typical learning settings and as perceived by pioneer educators with extensive Web 2.0 experience. Design/methodology/approach - The testimonies of 26 Greek primary and secondary education teachers were collected. All teachers had an extensive involvement with Web 2.0 in their classrooms. The interviews were semi-structured and focused on personal case studies, students' views of Web 2.0, problems and prerequisites and educational opportunities of Web 2.0. Findings - The teachers indicated that Web 2.0 learning activities promote the learner to the center of the learning process, open the schools' doors to society and help students learn how to cooperate and create digital content, while enabling them to reflect more on their thoughts, extend the time-space of the educational dialogue and promote trust between students and teachers. The participants had also to cope with challenges which concerned their colleagues' attitude and the educational environment, the parents' attitude, the amount of time and effort required, the unpredictable character of the activities, the limitations imposed by the curriculum, the overestimation of students' skills and the lack of training opportunities. Practical implications - The findings can be transformed to a set of critical guidelines for policy makers and for educating the educators. Originality/value - The set of findings are derived from teachers with a long-term, intensive, daily practice with Web 2.0 and offer an holistic systematic view of problems and opportunities.
机译：目的-本文旨在确定在典型的学习环境中应用以及具有丰富的Web 2.0经验的先锋教育者所认为的Web 2.0教育活动的学习优势和挑战。设计/方法/方法-收集了26名希腊小学和中学教育老师的证词。所有的老师都在课堂上广泛使用Web 2.0。访谈是半结构化的，侧重于个人案例研究，学生对Web 2.0的看法，Web 2.0的问题和前提条件以及受教育的机会。调查结果-老师表示，Web 2.0学习活动将学习者带到学习过程的中心，为学校打开了向社会的大门，并帮助学生学习如何合作和创建数字内容，同时使他们能够更多地思考自己的思想，延长教育对话的时空，并增进学生与教师之间的信任。参与者还必须应对挑战，这些挑战涉及同事的态度和教育环境，父母的态度，所需的时间和精力，活动的不可预测性，课程设置的局限性，对学生的高估技能和缺乏培训机会。实际意义-研究结果可以转化为一系列重要的指导方针，供政策制定者和教育者使用。原创性/价值-研究结果来自教师，他们通过Web 2.0的长期，长期的日常实践，提供了关于问题和机会的整体系统视图。

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