The unique features and educational affordances of Web 2.0 technologies pose new challenges for conducting learning and teaching research in ways that adequately address ethical issues of informed consent, beneficence, respect, justice, research merit and integrity. This paper reviews these conceptual bases of human research ethics and gives examples of their consideration in the literature of research into learning and teaching with Web 2.0. The paper goes on to give an account of reflective practice by two academic developers in relation to ethical issues they encountered, considered and addressed in eight case studies, which were part of a larger multi-university Australian study into learning and teaching with Web 2.0. The paper concludes that the human research ethics approval process needs to be understood as a series of measures that are important to protect not only the students but also the teacher-researchers and their institutions when doing learning and teaching research with Web 2.0. This understanding is important for educators and as well for educational developers, educational technologists and human research ethics review committees (also known as institutional review boards).