Chapter 1 Introduction
5.5 Some contrasting views
A few participants had divergent views on some themes like collaborative networking sites, immediate feedback and classroom management.
5.5.1 Collaborative networking sites
Many participants believe that their students’ involvement in collaborative networking sites such as Facebook contributed to the potential to adopt increased engagement in students’ learning through the use of learning tasks within these media.
My students themselves have told me they can use Facebook, Google Drive, Dropbox to download notes. My students like to communicate with me via these tools. So that whenever they have any problem, they can contact me online and I respond to them online. I think that these Web 2.0 tools are capable of providing powerful support in the class. I feel that Web 2.0 tools [are] a support in promoting assimilation and understanding during teaching. [Participant 4]
It has been through social networking, more precisely Facebook, where my students communicate with me, or post a particular question which is their area of difficulty. I comment on the question and invite other students to share their views I have used Facebook as a tool to help me in my teaching. I have created a group where all my students have become members. It is very easy for us to communicate using that group. I can also see what they are sharing and what are their difficulties. [Participant 6]
Some participants pointed out that this potential has yet to be explored. The following comments reflect this experience.
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I agree that social networking is an area which could be developed. It is a current phenomenon demonstrated by email, texting, Facebook and Twitter that social communication is important to young people of today. [Participant 7]
I do believe that collaborative learning is valuable because I think that this style of learning allows the development of skills that are highly relevant today. I would place a high priority on facilitating this style of learning with my students. [Participant 6]
However, a few participants expressed doubts about the capacity of Web 2.0 tools to foster collaborative learning and suggested that there were a lot of unsubstantiated claims about its potential. The following comment is representative of this view.
There are problems with collaborative learning. For example, the assessment of the work of individuals within the collaborative group. Has technology overcome this dilemma? Collaborative learning isn’t new and there is a lot to learn, both good and bad from experiences without technology. [Participant 1].
Several participants attributed difficulties they have encountered in their attempts to foster collaborative learning using Web 2.0 tools
I often get my students to do group work together. Typically, this would involve them working together to search for information on the Internet. I have had limited success using this approach. Unfortunately, some students seize this as an opportunity to do as little work as possible and get others to carry the load so that they can get away with it. [Participant 13]
My biggest concern is whether students will really adopt this as a learning or educational tool during the class or they might use it for their own purpose. For example, while doing some collaborative work with their peers or instead of downloading the files that the teacher has shared for discussion, students may be seizing the opportunity of being online to communicate with their online friends.
Managing such classes can be problematic. [Participant 3]
160 5.5.2 Immediate feedback
Some participants argued that technology could help in the communication process between teacher and student, but it should not be at the expense of essential human relationships. This is shown in the comments below.
I find face-to-face time more valuable with my students than face to online time.
[Participant 13]
Technology is an important teaching tool. However, the interaction between a teacher and their students cannot be replaced by technology. [Participant 15]
The participants had different perceptions about immediate feedback, while some felt that social media allows for immediate feedback and other felt it did not.
When I am on Facebook with my students I can provide them with immediate feedback. [Participant 5]
The Web 2.0 tools prevent the teachers from using body language, eye contact to explain something to the student. In class, they may get feedback from the facial expression of the student and that he knows what has not been understood. With Web 2.0 tools, there is no on-spot interaction. [Participant 2]
5.5.3 Classroom management
According to some teachers, with Web 2.0 tools students are motivated show more interest in their studies. This motivation and interest help teachers to maintain a good class management. This is validated in the comments from Participant 5 and Participant 6.
It’s a good thing to incorporate it in teaching, students will show more interest in their studies as they will be studying with technologies that they use daily. This will eventually contribute to a good class management. [Participant 5]
With Web tools in the classroom, teachers will save time copying notes. Students can access them online with their smartphones or at home before coming to school. More
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time can be devoted to actual teaching, and individual attention. Students will be motivated to study. This will result in a, better classroom management [Participant 6]
However, Participant 3 and Participant 4 believed that managing Web 2.0 tools in the class can become difficult for teachers.
Students may be seizing the opportunity of being online to communicate with their online friends. Managing such classes can be problematic [Participant 3]
Using technology and social media with 35 students and 35 sets of technology or large class sizes can be extremely challenging for managing the class. Dealing with misbehaviour in such classes would take much of your teaching time [Participant 4]