Based on what I have read and heard about WEB 2.0, ICTs, and so, during this course, I can infer the following concepts:
1. The concept of WEB 2.0 perfectly fits as an answer of what Freyre (1970) proposed when claiming for a change in educational processes, looking for a dynamic and participative form of learning, involving students actions, operation, and opinions; instead of promoting a banking education where the students are like containers to whom knowledge and contents are deposited.
2. ICTs are complementary tools for students to actively construct their own understanding at their own pace by developing autonomy.
1. The concept of WEB 2.0 perfectly fits as an answer of what Freyre (1970) proposed when claiming for a change in educational processes, looking for a dynamic and participative form of learning, involving students actions, operation, and opinions; instead of promoting a banking education where the students are like containers to whom knowledge and contents are deposited.
2. ICTs are complementary tools for students to actively construct their own understanding at their own pace by developing autonomy.
3 It is a chance for teacher to meet the challenge and make new and alternative methodological changes to grant quality in education.
4. The use of ICTs helps to promote on-campus and distance education. It comes to mind the concept of ubiquity, ICTs everywhere, at any time.
5. They provide major and real reference sources. Everything is at your service.
I agree with your first comment in that Web 1.0 mirrors the Freirian concept of banking education in which the teacher is a subject and students are objects; while Web 2.0 is near the idea of liberating eduacation since students play a more autonomous active role. However, this is not absolutely true because the fact that students have more participation in the construction of knowledge through the Web 2.0 does not necessarily make them critical as Freire expected.
ResponderEliminar