The purpose of the study is to explore the perspectives of students, teachers, and parents in using Web 2.0 technologies.
This study is based on the focus group interview data collected from two groups of students, two groups of teachers, and one group of parents in a secondary school in Hong Kong.
The findings indicate that there is no divide in terms of access to computer hardware and the Internet. However, the results suggest that there are different types and levels of usage given to such technologies. The students were found to use Web 2.0 technologies very frequently but seldom for educational purposes. The parents appeared to know less about the Web 2.0 technologies although they are more concerned about the influence of such technologies on their children's development. The teachers used Web 2.0 technologies merely for observing students' online behaviors.
Due to limited sample participants and the weakness of the focus group interview research method itself, the authors could not suggest that these findings should reflect the whole scene because it was just a reflection of a case under a specific context. In the future, more empirical studies with a larger sample and both quantitative and qualitative research methods must be needed in the future to understand the problem well.
This study attempts to contribute to the literature on home‐school connection in education for the benefit of student development. Joint efforts must be made by school and home together to ensure the positive impact of Web 2.0 technologies on students.
These typologies draw attention to the ways how parents, students and teachers make use of Web 2.0 technologies.
This paper was an original research based on focus group interview data that fulfil an identified need to study how teachers, students, and parents are using the Web 2.0 technology.
Yu, M., Yuen, A. and Park, J. (2012), "Using Web 2.0 technologies: Exploring perspectives of students, teachers and parents", Interactive Technology and Smart Education, Vol. 9 No. 4, pp. 204-216. https://doi.org/10.1108/17415651211284002Download as .RIS
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