- At Key Stages 3 and 4, pills learners’ use of Web 2.0 and related Internet activities is extensive.
- Use is not generally sophisticated; learners are mainly consumers rather than producers of internet content.
- Of the 2,600 learners surveyed across 27 schools, 74% have social networking accounts and 78% have uploaded artefacts (mostly photographs or video clips from phones) to the Internet. However, nearly all Web 2.0 use is currently outside school, and for social purposes.
- There is only limited use of Web 2.0, and only a few embryonic signs of criticality, self-management and meta-cognitive reflection.
- Many learners lack technical skills, and lack an awareness of the range of technologies and of when and how they could be used, as well as the digital literacy and critical skills to navigate this space.
- There is a disparity between home and school use of IT, both in terms of the larger range of activities and the increased time spent on IT at home.
- Use of web 2.0 in schools is limited.
Four potential benefits were identified: 1. Stimulating new modes of enquiry, 2. Engaging in collaborative learning, 2. Engaging with new literacies, 4. Online publication of content. The report also talked about the barriers and challenges with using web 2.0 in a school context, including issues around e-safety. The exec summary concludes with the following quote:
Perhaps the key implication for practice, therefore, is for evangelists, innovators and visionaries (and policy makers) to take careful account of the effort required of teachers if encouraging the wider implementation of Web 2.0, and to recognise that, although most teachers are positive towards Web 2.0 in principle, relatively slow and cautious progress is inevitable.