Twelfth International Conference on e-Learning & Innovative Pedagogies

Abstract

This paper is based on doctoral research that explores how Web 2.0 technologies can be used to support students’ completion of an inquiry project, and how student, teacher, and teacher librarian experiences with Web 2.0 technologies can influence their views on using these in the future to support learning. 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 trialling a range of Web 2.0 tools. 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 well as three mental models of technologies which can influence the way individuals’ approach the use of technologies. The paper presents a new theory called the ‘Personal Construction of Technology Use’ (PCTU) Theory. This theory provides an explanation of how students’ experiences with Web 2.0 technologies influence their views on using these technologies to support learning, including domains, dimensions, processes and principles of the PCTU Theory, providing a set of propositions for further investigation, and provides educators with a practical model that articulates one way of interpreting students’ information, technology and inquiry learning experiences in a blended classroom environment.