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Conference Proceeding

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Publication Details

This conference proceeding was originally published as:

Beamish, P., & McLeod, B. (2014). Can the use of web 2.0 tools help deliver 21st century learning? In T. Sweeney & S. Urban (Eds.), Now Its Personal. Paper presented at the Australian Council for Computers in Education, Adelaide Convention Centre, Adelaide, 30 September -3 October (pp. 36-44). Lesmurdie, Australia: Australian Council for Computers in Education.



130103 Higher Education| 130303 Education Assessment and Evaluation| 130306 Educational Technology and Computing

Reportable Items



It has long been recognized that people need to be literate to function optimally within society. The 21st century has seen technology increase the complexity of environments, so that a literate person must now possess a wide range of abilities, competencies, and literacies. These have often been referred to as “21st-century skills” and while many of them are not new, the extent to which individual success depends on having such skills is new. The current study seeks to explore ways in which technology can be used to increase literacy and enhance 21st century skills in students.

1193 students attending Sahmyook University in Seoul, South Korea were placed in small groups and asked to make a movie in English. This constructivist, real-world, group-based project required students to collaboratively negotiated their way through a variety of language, technical and social challenges using a wiki. We can conclude from this study that collaborative projects, supported by web 2.0 tools, can deliver worthwhile learning.

Students reported that the project; was interesting and rewarding, improved their relationships with classmates, encouraged teamwork, improved English skills, facilitated positive attitudes and the development of ICT skills. Students experienced improved technical, collaborative, leadership, critical thinking and problem solving skills that enhanced knowledge and contributed to their personal 21st century skill set.


Used by permission: ACCE and the authors.

This conference paper may be accessed from the conference website here.