Conclusion

Some of the challenges to 2.0 learning are describe in Rimor et al in terms of technical skills, trust, and self-discipline (2010). Grant suggests that a focus on the end product rather than on the collective engagement with ideas leads to a shallow form of constructivism where thoughtful, significant contributions are met with hostility and individual ownership of information is dominant over the learning goal (2009). He suggests that to avoid this, collaborative groups should set clear learning goals (2009). Grant continues to explain that schools should not focus on the creation of new learning communities, but rather, participate in existing collaborative communities of practice, through wikis (2009). This paradigm shift both models and scaffolds effective collaboration. When learning goals with real world meaning and consequences are achieved through collaborative problem solving, engagement is increased according to Weeks, Boxma and Maxwell (2009). Offering a choice of activities, research topics, and demonstration of knowledge, while establishing effective peer and self-reflection creates that relevancy (2009). The development of 21st century skills including collaboration, innovation, and critical awareness as described by Sharples et al, can be accomplished through the explicit scaffolding of wikis and Diigo (2009). The process of discussion and reasoning about course content using web 2.0 tools positively impacts learning because it shifts the interaction with information on the web from recollection of facts to generating knowledge (Heafner & Friedman 2008; Larusson & Alterman 2009).

Only a few pioneer schools are exploring the effectiveness of web 2.0 collaboration for engaging learners. Sharples et al suggest that in order for these tools to be utilized more widely, methods of teaching and assessment that value creativity, teamwork and peer teaching need to be established (2009). In other words, continued research must be conducted and documented to make the process replicable for any classroom. The WDP, created by Larusson and Alterman, if expanded to include a variety of K-12 classrooms, would provide an ideal environment for further study (2009). Collaboration among teachers and researchers in this area will not only model and scaffold effective use of web 2.0 technology, but will benefit learners by allowing the entire learning community to engage in relevant knowledge building. Technology is changing at such an exponential rate that unless educators embrace the shift in learning pedagogy, they will be left in the dust of a world where reflective consumption and production of information is lost in a maze of unconnected knowledge.