Information and communication technology has brought many changes in teaching and learning such as removal of obstacles set by time and place; learner autonomy; realistic communication environments; quick access to digital teaching material; individualized learning; and experiential acquisition of knowledge, motivation, feedback, and language skill improvement (EACEA, 2007/09: 66). At the same time, young people’s attitudes, behaviors, and expectations are different, and include freedom to express their views; customization and personalization; integrity and openness in their interactions; entertainment integrated into learning; collaboration; and innovation. In regards to modern digital tools, they are also changing the way learners interact with the rest of the world for the reason that learners have to be adaptable and analytic, and have the skills to use these tools in order to connect, cooperate, share information, and solve problems (Solomon & Schrum, 2007: 1). For this reason, schools should teach students how to use them in education. In this framework, the present research, conducted in a model experimental school in Thessaloniki, Greece, attempts to examine learners’ expectations and familiarization with Web 2.0 tools; the contribution of Web 2.0 tools to learning and development of 21st century skills; the requirements of their integration into education; and learners’ attitudes toward technology integration into school. The results show that the specific students are quite familiar with digital tools and positive to them being integrated in education since they believe that these tool will advance learning.
|Keywords:||21st Century Skills, Technology, Web 2.0 Tools, Education, Learning|
EL Teacher, Aristotle University of Thessaloniki, Greece, Thessaloniki, Thessaloniki, Greece
Assistant Professor, University of Western Macedonia, Thessaloniki, Greece