NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1031966
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1475-939X
The Next G Web: Discernment, Meaning-Making, and the Implications of Web 3.0 for Education
Poore, Megan
Technology, Pedagogy and Education, v23 n2 p167-180 2014
What might Web 3.0 mean for education--that is, education seen as an intellectual and philosophical endeavour where we seek to critique the world and understand our place in it with others? In this paper, I argue that current emphases on the semantic functionality of Web 3.0 have the potential to concomitantly challenge and extend the humanist educational enterprise, both as practice and intellectual endeavour. I present a brief history and description of Web 3.0, before providing an analysis of the two dominant scenarios in the Web 3.0 educational literature: the administrative scenario and the pedagogical scenario. My main point is that the role of the teacher in the Web 3.0 landscape must be understood as one of discernment--that is, the ability to judge and judge well on the part of both teacher and learner--for it is discernment that underlies the uniquely human ability to create meaning and thus make sense of the world.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A