In this blog, we've spent a good bit of time highlighting tools and have also spent some time discussing some of the general difficulties with seeing technology truly integrated into instruction. I've stumbled across a couple of articles that, while nearly a year old, do a fantastic job of capturing some of the hurdles in the "Web 2.0" debate.
On the Encyclopedia Brittanica blog, Steve Hargadon discusses why Web 2.0 will be a significant factor in learning as we move forward. The reasons have been heard before, but are stated very well. They include the engagement of the student, the collaboration that Web 2.0 is built upon and the well-reasoned discussions that can often be generated in a Web 2.0 environment.
In the same blog area, Daniel Willingham posts a response on why Web 2.0 will not be a significant factor in learning moving forward. The crux of his argument is that any type of project-based learning is difficult to do well, is difficult to map to content standards and requires much more of the teacher than more direct instruction.
Wherever you find yourself in this debate, I think both articles are well worth your time. In addition, I could see where the Encyclopedia Brittanica blog site could be of great benefit as an educator, where bloggers and commentators are engaging in all sorts of lively and thought-provoking conversations.
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