Amazing how many great web applications are available on the Internet, free and for the taking, even on education! Soon in May the 20th Webby Awards (1) will be granted. The Webby’s are a kind of Internet Oscars, honoring the best of exciting web tools on social media, online video, web sites and the like. The content cover a wide range (from business to art design to community services). Education is also among them but, to say it mildly, circumscribed. Nevertheless great ones; See referencing section below (2). We need great web tools that are educational to provide online curriculum or education services to capture our students’ attention who are far more ahead in online activity than thought of by educationalists. A prestigious prize on developing education web tools, something with a snappy label, say “Educy Award” would certainly put it on the ‘map’. But let us flip the argument here. Great tools must be used, of course. And therein lies a problem.
A study on teacher education students’ deployment and use of web 2.0 tools during their internship revealed that their positive intentions were restricted by lack of resources at the teaching site, unwillingness of mentor teachers, and uneasiness to try out new tools in the classroom. Nevertheless, most of the students persevered in introducing web applications in the classroom.
Innovations will find their way somehow. But a catalyst, like some kind of credit, could speed up things. So, to move student teachers from intention to action an honoring, issued by the teacher education institute, could support them as early adopters. They set things in motion. Web applications take effect by the number of their users. VSCO, Flipagram or Blendle grow because of them. A catalyst in the process could make things work more easily; in education too.
An investigation of the factors that influence preservice teachers’ intentions and integration of Web 2.0 tools by Ayesha Sadaf, Timothy J. Newby & Peggy A. Ertmer. In: Education Tech Research Dev (2016) 64:37–64. Springer Publishers DOI 10.1007/s11423-015-9410-9.