APPROPRIATION OF WEB 2.0 TOOLS IN EDUCATION: A SCIENTOMETRIC ANALYSIS
Information and Communication Technologies, ICT, in particular the Web 2.0 tools have significantly transformed the learning environments of educational institutions. The Web 2.0 tools usually allow knowledge transformation, innovation, collaborative working. To date, the literature has focused on the study of use and adoption and not on the appropriation of ICT. The adoption and penetration of ICT does not guarantee the creation of value and the production of new digital content that is achieved through appropriation. In this sense, it is important to differentiate between adoption, use and appropriation concepts in order to identify some factors that influence the appropriation of ICT and the advance of appropriation in scientific practice. This paper aims to present a scientiometric analysis of publications related to the appropriation of ICT in education, specifically appropriation of the Web 2.0 tools. Considering that the term Web 2.0 was first used in 2004, this analysis was carried for the period 2005 – 2016.
The method used in this work was an exploratory and descriptive approach. The first step was a search and selection of referring documents; this step included a definition of quality criteria, a search strategy and applied these elements on SCOPUS database. The second step was to perform the scientometric analysis of the documents found and collected using Vantage Point software. This analysis took into account data such as date of publication, country of origin of the document, correlation between authors and country of origin, relationship between type of document and country of origin. Likewise, a co-occurrence analysis of words from titles, abstracts and keywords of the selected documents was carried out, in order to determine the main themes dealt with by the authors and its relationships and not only that words most used, to carry out this analysis we used the VOSviewer software.
Our findings have identified three predominant clusters of co-occurrence between words from titles and keywords of the selected documents. These clusters were about e-learning, Web 2.0 and the information society, showing its relationships with topics such as ICT use, education, social media, indicators, among other relevant topics. Also, factors which have influenced on the appropriation of ICT were identified, among which were in the purpose of use, motivation, prior knowledge. In the same way, it was determined that among Web 2.0 tools Facebook was the most used by education students, followed by Blogs, Wikis, Youtube and Google Docs respectively, because of their great utility for promoting collaborative learning. Scientometric analysis included documents from 19 countries, including Colombia, United States, Mexico, Spain, United States, United Kingdom.
Among the limitations of the study was not finding all documents in full text and not contemplating other databases for the search of documents.
The contribution of this paper is to highlight the difference between adoption, use and appropriation of Web 2.0 tools, identifying the main factors that influence the appropriation of ICT. Based on that, we argue that the appropriation of Web 2.0 tools occurs when if and only if a person is able to produce new digital contents, transforming the information into new knowledge.