As Web3 technologies increasingly intersect with educational practice, understanding stakeholder perspectives becomes crucial for effective implementation. This study investigates how self-identified educators and noneducators within a Web3-focused educational community (Ed3DAO) differ in their attitudes, expertise, and knowledge regarding…

This study explored how a group of academics in China and Europe used WeChat to build a Community of Practice online, which supported their interdisciplinary collaboration and professional development. We primary used a qualitative research design, combining with a data mining technique, and the qualitative data were mainly from multiple sources…

This mixed-method study, which aimed to examine the development of teacher candidates, was organized as a design-based study. During the 14-week instructional sequence, pre-service teachers were given training based on the designed hypothetical learning trajectory. The data collected through the lesson plans before and after the training and…

For many faculty, Padlet has become an important Web 2.0 tool in face-to-face and online instruction. In this paper, faculty in the College of Business at a large private university located in the Southwestern United States examined best practices in the use of Padlet in the online classroom and explored other ways this Web tool can be used. While…

This design-based research study looks at how a learning unit to support the development of a knowledge community activity was designed within Diigo, a social bookmarking tool. The Diigo learning unit was divided into five one-week lessons that aligned with course topics and provided numerous opportunities for students to interact and collaborate…

This study explores the diffusion of Web 2.0 technologies among science educators and the ways that these technologies are used to build teacher professional communities of practice (CoP) in life sciences and physical sciences. We used surveys and web analytics collected over a 21-month period to examine factors that motivate teachers to…

The potential for social studies to embrace instructional technology and Web 2.0 applications has become a growing trend in recent social studies research. As part of an ongoing process of collaborative enquiry between an instructional specialist and social studies teachers in a Professional Learning Community, a table of Web 2.0 applications was…

The concept of situation awareness is essential in enhancing collaborative learning. Learners require information from different awareness aspects to deduce a learning situation for decision-making. Designing learning environments that assist learners to understand situation awareness via monitoring actions and reaction of other learners has been…

Studies have shown that when K-12 school districts implement a new technology initiative, it is not always accompanied by effective teacher professional development (PD). Many teachers have indicated that effective technology PD experiences should incorporate their individual PD needs. The authors surveyed technology-using K-12 teachers at two…

This paper focuses on community participation within the LIRA project--Lingua/Cultura Italiana in Rete per l'Apprendimento (Italian language and culture for online learning). LIRA is a multimedia repository of e-learning materials aiming at recovering, preserving and developing the linguistic, pragmatic and cultural competences of second and third…

Instructional simulation had major difficulties in the past for offering limited possibilities in practice and learning. This article proposes a link between instructional simulation and Web 2.0 technologies. More exactly, I present the design of the Virtual Olympic Games Framework (VOGF), as a significant demonstration of how interactivity in…

With this timely book, editors Les Lloyd and Gabriel Barreneche present an eye-opening look at projects that are innovating with technology to improve education and, indeed, the very quality of people's lives around the world. From collaborative learning communities and social networks to Web 2.0 tools, MOOCs, and mobiles, experts discuss an array…

This paper critically inquires into social networking as a set of mechanisms and associated practices developed in a structured Web 2.0 language learning community. This type of community can be roughly described as learning spaces featuring (more or less) structured language learning resources displaying at least some notions of language learning…

The article focuses on the notion of tablet technologies as placed resources (Prinsloo, 2005; Prinsloo & Rowsell, 2012) by exploring how an international research project in Australia, Canada, and the United States forged community through online spaces. There is a tendency in media and in literature to romanticize technologies like iPads as a…

To assume the role of technology leaders and information literacy specialists in their schools, librarians need access to the most current information. And, they do this by helping each other. There are many definitions, but professional learning networks (PLNs) involve sharing work-related ideas with a network of colleagues via various digital…