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Web 2.0 applications like blogs, bookmark sites, games, wikis etc. allow a diverse group of participants to collaborate and support each other on different levels. These groups are reshaping the online community. Like a community of practice, it is the activity that brings the participants together who share a common understanding of their goal. Web 2.0’s primary principles of openness and inclusion (Alexander, 2006) appeals to members who innately have a desire to belong to a group. The knowledge that is gained from the Web 2.0 or a community of practice is the result of the collective and not an individual member. Both a community of practice and the Web 2.0 are continually adapting to the actions of its members.

My learning context primarily supports teacher-led instruction with pockets of student centred learning. Inclusion, participation, collaboration, and peer-to-peer sharing are valued. Sadly, I can’t say that “deep learning” is always taking place. I am on a journey of learning how to establish an environment that encourages consistent knowledge building. I am beginning to see how to overcome the obstacles in the system that have prevented deep learning from regularly taking place. Being in the MET program has given me the confidence and understanding to create a more authentic learning environment in my classroom.

One reason why it is important for me to be confident in using 21rst century teaching methods is so that I can defend my practices to parents and other teachers. Another obstacle is creating problems or projects that will motivate my students and meet learning objectives. Time and collaboration with other like minded teachers would help me reorganize my curriculum.

Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? Educause Review, 41(2),  32-44