Abstract:

This paper presents findings from a doctoral study that explored the use of Web 2.0 technologies by students in a secondary school inquiry learning setting. In particular, it aimed to examine how Web 2.0 technologies can be used to support students' completion of an inquiry project, and the different types of instructional intervention that a teacher librarian (TL) and class teacher can provide in a blended learning environment. The study identified seven broad functions that Web 2.0 technologies can provide students, teachers and TLs while undertaking inquiry projects, and presents a Technology Functionality Matrix as a scaffold to identify the features and functionality of the Web 2.0 tools to assist those interested in integrating one or more Web 2.0 tools into the curriculum. The study also identified a set of seven criteria for determining technology use which students apply when critically evaluating technologies that are available to them to support their learning.

As a result of the above, the concept of a student’s personal technology toolkit (PTT) was identified as a key element impacting on a student’s approach to technology use. This toolkit represents those technologies that students have adopted as their preferred or default suite of tools and techniques to meet their learning and personal needs. It was found when students are given a choice to use technologies to support their learning, they will draw upon their own personal suite of tools and techniques to complete learning tasks, unless they are exposed to other tools or techniques that could help them complete a task more efficiently, effectively or creatively than they would achieve with their existing toolkit.

In addition, the study identified the potential of Web 2.0 technologies as a platform for teachers and TLs to support eight different types of instructional intervention in the blended classroom when supporting students undertaking inquiry learning tasks. This paper concludes with an introduction of a new theory called the 'Personal Construction of Technology Use' (PCTU) Theory which provides educators with a model that articulates one way of interpreting students’ information, technology and inquiry learning experiences in a blended classroom environment.

Keywords:

Web 2.0, blended learning, technology functionality, technology adoption, personal technology toolkit, instructional intervention.