A web 2.0 classroom looks like controlled chaos. The classroom is more student-centered, with the teacher guiding the students lessons through modeling and examples versus direct instruction. Teachers facilitate learning with lessons that encourage more engagement and application of knowledge and skills, in addition to quicker feedback and more opportunities for help and understanding through online instructions, notes, videos, and email that can be accessed outside of school hours. The days of handouts and dittos and workbooks are gone, replaced by lessons that give students the confidence students to create and express what they have learned in different ways using technologies that they enjoy and need to be familiar with in today’s increasingly technological world. Students, although learning the same concepts and processes, can accomplish the goals of the classroom and lessons in ways that make more sense to them and can then share that information with others much more easily than traditional methods. Some students may be looking at video recording of lessons in order to take notes or review information while others are creating the videos for peers to view. In addition, student can use a variety of means to communicate and express their thoughts and opinions using various forms of media such as webcasts, podcasts, videos, pictures, comments, blogs, etc. Students may articulate and debate their ideas with each other without fear or embarrassment using comments and blogs. For many students, this can encourage more active participation in activities versus a traditional classroom activities and group discussions. In a web 2.0 classroom, students can use their imaginations to take apart and reinvent information, resulting in higher levels of critical thinking and creativity. They become active problems solvers versus passive questions answerers. It is a different classroom that appears less orderly but is more effective in developing a love for learning. Although it will be necessary to ensure that all students have access to web and other technologies (on and/or off campus), the web 2.0 classroom will bring education to a more engaging and imaginative level than ever before.
A technology-rich constructivist classroom is created through trust. You must trust that the students will take ownership of their learning through the use of technology and work together to learn and grow as students, peers, and individuals. The teacher does not take part in direct instruction for the majority of classroom time. Although direct instruction is a vital part of any classroom, the bulk of the time is dedicated to lessons the teacher creates that inspire students to use and manipulate the information they receive in class to create and imagine new possibilities for that information. Collaboration with peers is valued so many projects involve group activities so that students can discuss, debate, and clarify information with each other and work together to become problem solvers .For some students, it does not matter how many times the teacher repeats the information in class- sometimes seeing it in a video, hearing it in as a podcast, or working with a classmate via a social network may provide the right push to encourage the student to seek help to understand difficult material on their own which will only serve to deepen their knowledge and love of learning. Student opinions and ideas are valued and the teacher serves as a facilitator who helps clarify misunderstandings and instructions for students but, largely, takes a step back and lets the students take responsibility of the learning. Questions are encouraged as well as finding the answers using technology and other resources versus the teacher merely telling them the answer. Sometimes in technology-rich constructivist classroom there is no answer; instead, the students are engaged in learning processes to solve future problems. Much like hands-on learning during labs, by allowing students to manipulate the material on their own using technology can only improve their knowledge of available technologies in addition to learning the content for their courses and necessary academic and life skills.
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