ESSAY ABOUT WEB 2.0

UNIVERSIDAD AUTÒNOMA DEL CARMEN

 

Monzòn Cancino Maria Conchita

 

English Language 

ICT 

Rafael Ferrer Mèndez

 

ACTIVITY 1.14

 

September 30, 2015

 

ESSAY ABOUT WEB 2.0

 

Tim Berners-Lee and Robert Cailliau web invented around 1990, during the last two decades has been an extraordinary and amazing evolution, appearing in 2004 the concept of Web 2.0 is the result of evolving technology.

Before the advent of Web 2.0 technologies static pages programmed in HTML (Hyper Text Markup Language) which were not updated frequently were used. Successful.com depended more dynamic websites (sometimes called Web 1.5) where content management systems served dynamic HTML pages created on the fly from an updated database.

Either way, getting hits (visits) or visual aesthetics were considered as factors.

Theorists approach to Web 2.0 think that the use of the website is aimed at interaction and social networks that can serve content that exploits network effects, creating or not interactive and visual websites. That is, the Web 2.0 sites act more as meeting points or sites dependent users than as traditional websites.

 

Web 2.0 is nothing more than the evolution of the Web or Internet in which users are no longer passive users to become active members, who participate and contribute to the content of the network being able to support and be part of a company reporting, communicating and generating knowledge.

 

 

THE USE OF THE WEB 2.0 IN THE EDUCATION

 

The use of social networks in the development of higher education, and especially what distance education is a clear demonstration of the forms of interaction that allows it, for teachers to establish good communication and dynamic development tutoring and the scope proposed in the development of activities by student achievement.
 Web 2.0 has been a transition from Web 1.0, which established a one-way system between users, who only exercised the role of receptors, and Web 1.5 is the use of dynamic pages for communication.

These pages are developed in languages ​​Perl, Python, PHP, etc., which are application servers in building Web pages programming.
 It is indisputable highlight the importance exercised by the Information Technology and Communications as the appropriate means of communication and transmission of information, either asynchronously or synchronously, for interaction between actors (students' guardians) in Education.
 Social networks play a leading role today and too important in the development or transformation of education.

 The use of blogs or Weblogs, use of them to climb and communication equipment set offers too many benefits in the organization of virtual communities. Also, the use of multimedia resources such as photos, sounds, videos, etc., do you take into account as important in the progress of regional and community actors as they allow sharing of digital resources more easily. Obviously, they also have disadvantages such as the massive participation of all people who want to enter them.

This can lead to the loss of privacy in the production of ideas and the restriction of a possible copyright violation.
 No doubt, these elements help us to have better resources to qualify for better conditions in the development of education, especially in remote communities of large cities.

 

 WHAT INCIDENTS HAVE IN EDUCATION WEB 2.0?

Web 2.0 moves over the one-way system of Web 1.0, where only users are recipients of information. Web 2.0 allows the interaction is done with a relay system of ideas or information that can be shared directionally by users.

 The developed technology is so simple that even novice users can upload the information you wish to share for others to view or download. The use of Weblogs, or blogs, which are structured forms ordered by items of dates where users post information, enable easy use and access.

Allow the documentation of information through messages they can do to feedback ideas. Also the use of Podcast, which are as sound programs uploaded in MP3 format, allowing for easy download and access to them. Although they are a little harder to use blogs also allow these can be shared easily.

 The Videocast let you set video formats easily created by users so they can be uploaded and shared by users. Using Wikis, which are places where users allow you to place content or articles. In addition, you can correct and easily edit them so that it can be shared with other user communities.

Perhaps the concept of Virtual Education is part of the context that this is, to reach the most remote villages, where the limiting existence of schools, teachers and resources for the development of it is.

 

It should be understood that students use self-study as a means of knowledge and training. The use of digital resources, colleagues, and the same means provided by society, are an example of how a student can learn through what is called "Self Learning".

 

This is the teaching method used today by most universities to reach market penetration students in distant geographic locations. This methodology has relegated teachers to the role of guardians, as mediators in the teaching-learning process. The traditional model in which the teacher was the one who imparted knowledge is no longer a dogma for education.

 

 With the advent of the Internet, these processes have been disconnected and the teacher just happens to be a mediator in the process of student learning.

 

Carlos Cano Fernández. Definición de Web 2.0 y su evolución hacia web 3.0

HERRERA, Francisco, 2006, ¿Se aprende con la Web 2.0?

TOBÓN, Sergio, 2007, Formación Basada en Competencias. Ecoe Ediciones. Bogotá.

Web 2.0 ¿Reconfiguración Tecnológica o Social? (2009, 15 de agosto).

ACTIVITY 2 PERSONAL INFORMATION



ACTIVITY 4 GLOSSARY



ACTIVITY  5 SUMMARY



ACTIVITY 6 SUMMARY



ACTIVITY 7 PRESENTATION ON POWER POINT



ACTIVITY 9 PRESENTATION ON POWER POINT WITH ADD VOICE

MONZÓN CANCINO MARIA CONCHITA

TIC’S

RAFAEL FERRER MÉNDEZ

JUNE 22, 2015

COMPUTER ASSISTED LANGUAGE LEARNING (CALL) IN THE PERSPECTIVE OF INTERACTIVE APPROACH: ADVANTAGES AND APPREHENSIONS

To begin with the question whether computers really assist second language learning, many teachers who have never touched a computer tend to respond with an emphatic no; whereas, the overwhelming number of teachers who give computers a try find that they are indeed useful in second language learning. No doubt, computers make excellent teaching tools, especially in teaching languages in any aspect, be it vocabulary, grammar, composition, pronunciation, or other linguistic and pragmatic communicative skills.

And the major benefits offered by computer in enhancing language acquisition apparently outweigh its limitations.

Is very important talk about interest and motivation. It is often necessary, in a language learning classroom, to provide repeated practice to meet important objectives. Because this can be boring, painful, and frustrating, many students lose interest and motivation to learn foreign languages.

CALL programmers present the learner with a novelty. They teach the language in different and more interesting, attractive ways and present language through games, animated graphics and problem-solving techniques. As a result even tedious drills become more interesting. In fact, CALL motivates the students to go beyond the point of initial mastery and practice activity until they become automatic.

Many students need additional time and individualized practice to meet learning objectives. The computer offers students self-instructional tasks that let them master prerequisite skills and objectives at a speed and level dictated by their own needs. Besides, additional programmers can be made available for students who master objectives quickly.

Computer database can be used by the instructor to classify and differentiate the type of general errors as well as errors committed by learners on account of the influence of the first language.

In spite of its glaring merits, the prospect of computer-assisted language learning has troubled teachers more. Perhaps, the major cause of their worry might have developed from the basic problem of accessibility.

Often the computers have been kept in Science or Math’s department causing a real and psychological distance in the minds of the Arts faculty. Nevertheless, many see computer as a threat not only in terms of its power to replace the traditional skills, which the language teachers promote, but also its eventual replacement of the teacher himself.

Furthermore, shifting the control center from the authoritarian teacher to the need-based learner and accepting the humble role of a facilitator/moderator instead of being a veritable dictator does not come easy for the traditionally clad chalk-talk teacher. In addition, the computer-student interactive learning not only allows the possibility of role changes, but also the potential for role-reversal, endangered by physical reversal by students.

Computer-Assisted Language Learning(CALL) contrasted with Textbook-Assisted Language Learning (TALL), demands certain extra-skills such as typography, graphic design, or paper making and the lack of which panics the teacher and the taught alike.

 For instance, an inadvertent typographical error on the part of the student input may be classified wrong although the grammar of the student's answer is correct. Further, in terms of communication of ideas, a book is a means of communication between the author and the reader.

Yet, these apprehensions should be seen in the backdrop of a developmental stage of computerisation of individuals and institutions and as a temporary phenomenon. The next generation of teachers and learners will be part of a computer generation.

They will take for granted the skills demanded by computer technology and handle it as coolly as switching on a taperecorder or watching a television. Similarly, the pupils will need no readjustment of attitude when faced with a computer in a classroom and their familiarity and frequent association with the machine would replace the sense of awe and alienation felt by older people.

MENDOZA, M. (2015, June 17). CALL. Retrieved October 17, 2015.

KITCHEN, D. (2009, August 10). ICT. Retrieved September 21, 2016.

CORNEY, H. (2011, February 27). Technology ICT. Retrieved July 12, 2019.

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