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The Indian Institutes of Technology (IITs) are the premier autonomous public technical and research universities located across India, created to be Centres of Excellence for training, research and development in science, engineering and technology in India. Every IITs being centres of Excellence with predefined goals objectives, each one has its own exclusive achievements to boast of. Part of every successful IIT is its well-developed library and its very supportive website to assist academics in their training and research endeavour. The Homepages of the websites being the firsthand view of the quality of the website, it is imperative that the Homepage contain a capsule view of the entire website. The study evaluates the content of the Homepages of select library websites of IITs analysing both qualitative and quantitative aspects using a checklist prepared on the basis of previous studies performed. The study compares the content and usability of the various Homepages of the top 10 IIT libraries as ranked by NIRF. A web survey is conducted using a checklist prepared with 60 questions grouped under 9 criteria based on qualitative and quantitative content features offered by IIT library websites in India. The data collected is tabulated and the total score per Homepage derived to identify the best among the 10. Most homepages have ignored some important basic components needed on a website homepage. The homepages have not exploited the use of Web 2.0 tools. A platform for co-ordination and development of every website is the need of the hour to devise well-developed websites to meet the objectives of the institution and the needs and expectations of its users.

Web is intrinsically a global medium. Web has grown from a group work tool for scientists at CERN into a global information space more than billion users. Currently it is both as a read, write tool as well as a more social and participatory platform. The continuously changing trends have led to enter a new, improved web version 2.0.It is actually just an extension of the original ideas of the web. The web 2.0 has gained substantial momentum in the last decade. The influence of web 2.0 principles and technologies has fuelled an explosion of information and media content on the web and individual and corporate adoption of the technologies continues to rise. The present study has been carried out to identify, usage and application of different web 2.0 tools of the top 100 universities according to the “Ranking web of universities” 2020.

The article is devoted to the formation of socio-cultural competence of students, which is one of the components of linguistic-socio-cultural competence and is an integral part of foreign language communicative competence. There are considered different approaches to the formation of socio-cultural competence (cognitive, communicative, intercultural) and the possibility of developing materials on the basis of the topic “German traces in Ukraine”. Within the article exercises developed by using mobile applications and WEB 2.0 tools, the material for which were lexical units and texts on the topic, may be found. In the conclusion it is mentioned that the topic “German traces in Ukraine” has great potential for the formation of socio-cultural competence of students and contributes the motivation to learn German.

The article is devoted to the formation of socio-cultural competence of students, which is one of the components of linguistic-socio-cultural competence and is an integral part of foreign language communicative competence. There are considered different approaches to the formation of socio-cultural competence (cognitive, communicative, intercultural) and the possibility of developing materials on the basis of the topic “German traces in Ukraine”. Within the article exercises developed by using mobile applications and WEB 2.0 tools, the material for which were lexical units and texts on the topic, may be found. In the conclusion it is mentioned that the topic “German traces in Ukraine” has great potential for the formation of socio-cultural competence of students and contributes the motivation to learn German.

This research study aims to focus towards the application or evaluation of Web 2.0 tools in State University Libraries of India. The present study deals with the extent usage of Web 2.0 in State University Libraries of India.This research used content analysis based on quantitative and qualitative data which is collected by website observation and questionnaire method. Out of 348 Indian State University Libraries 69% of libraries are having official website and 31% of libraries are lacking any dedicated library webpage. It is found that 9.77% of the Indian State University Libraries were using Web 2.0 technologies to provide services to their users. It is found that the highest Web 2.0 application index is in state of Kerala. OPAC 2.0, Mashups, RSS, Social Bookmarking & Tagging, Social Networking Services, Vodcast and Blog are the most widely applied technology and YouTube, Google Docs, Instant Messaging, Wikis are the least used technology amongst respondent libraries.

This paper examines what the concept of web 2.0 is all about and it attributes by using an acronym SLATES to explain what web 2.0 entails and they are as follows: Search: this is the ease of finding information through keyword search which makes the platform valuable Links: guides to important pieces of information. The best pages are the most frequently linked to.Authoring: the ability to create constantly updating content over a platform that is shifted from being the creation of a few to being the constantly updated, interlinked work. In Wikis, the content is iterative in the sense that the people undo and redo each other’s work. In blogs, content is cumulative in that posts and comments of individuals are accumulated over time.Tags: categorization of content by creating tags that are simple, one-word descriptions to facilitate searching and avoid rigid, pre-made categories.Extensions: automation of some of the work and pattern matching by using algorithms e.g. amazon.com recommendations.Signals: the use of RSS (Really Simple Syndication) technology to notify users with any changes of the content by sending e-mails to them.” The various web 2.0 tools such as social networks, wiki, blogs, microblogging etc. it also talks about the application of these tools in the provision of effective and efficient reference services. The paper alsoaddressthe effects of web 2.0 application on library and information professionals and the library users. The constraints to the application of web 2.0 for reference services.

Eduardo Mondlane University (UEM) is in the process of modernising its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with Web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored—using action research strategy—to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course. Eight semi-structured interviews with students were combined with sixteen classroom observations to see how students used the Learning Management System (LMS) and Web 2.0 tools over eight weeks. Content analysis was used for interviews and information produced by students. The results showed that collaboratively e-learning supported the development of students’ information management and problem-solving skills and their use of metacognitive strategies for self-regulated learning. Information and Communication Technology (ICT)–supported, problem-based learning contributed to greater intrinsic motivation. However, not all students were ready to adopt an active role. At the start, they saw teaching as a one-way knowledge transfer. This article recommends that e-learning initiatives in Mozambique always go together with an ICT-based literacy course and training in 21st-century learning skills.

Eduardo Mondlane University (UEM) is in the process of modernising its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with Web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored—using action research strategy—to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course. Eight semi-structured interviews with students were combined with sixteen classroom observations to see how students used the Learning Management System (LMS) and Web 2.0 tools over eight weeks. Content analysis was used for interviews and information produced by students. The results showed that collaboratively e-learning supported the development of students’ information management and problem-solving skills and their use of metacognitive strategies for self-regulated learning. Information and Communication Technology (ICT)–supported, problem-based learning contributed to greater intrinsic motivation. However, not all students were ready to adopt an active role. At the start, they saw teaching as a one-way knowledge transfer. This article recommends that e-learning initiatives in Mozambique always go together with an ICT-based literacy course and training in 21st-century learning skills.

Eduardo Mondlane University (UEM) is in the process of modernising its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with Web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored—using action research strategy—to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course. Eight semi-structured interviews with students were combined with sixteen classroom observations to see how students used the Learning Management System (LMS) and Web 2.0 tools over eight weeks. Content analysis was used for interviews and information produced by students. The results showed that collaboratively e-learning supported the development of students’ information management and problem-solving skills and their use of metacognitive strategies for self-regulated learning. Information and Communication Technology (ICT)–supported, problem-based learning contributed to greater intrinsic motivation. However, not all students were ready to adopt an active role. At the start, they saw teaching as a one-way knowledge transfer. This article recommends that e-learning initiatives in Mozambique always go together with an ICT-based literacy course and training in 21st-century learning skills.

Eduardo Mondlane University (UEM) is in the process of modernising its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with Web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored—using action research strategy—to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course. Eight semi-structured interviews with students were combined with sixteen classroom observations to see how students used the Learning Management System (LMS) and Web 2.0 tools over eight weeks. Content analysis was used for interviews and information produced by students. The results showed that collaboratively e-learning supported the development of students’ information management and problem-solving skills and their use of metacognitive strategies for self-regulated learning. Information and Communication Technology (ICT)–supported, problem-based learning contributed to greater intrinsic motivation. However, not all students were ready to adopt an active role. At the start, they saw teaching as a one-way knowledge transfer. This article recommends that e-learning initiatives in Mozambique always go together with an ICT-based literacy course and training in 21st-century learning skills.

Eduardo Mondlane University (UEM) is in the process of modernising its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with Web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored—using action research strategy—to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course. Eight semi-structured interviews with students were combined with sixteen classroom observations to see how students used the Learning Management System (LMS) and Web 2.0 tools over eight weeks. Content analysis was used for interviews and information produced by students. The results showed that collaboratively e-learning supported the development of students’ information management and problem-solving skills and their use of metacognitive strategies for self-regulated learning. Information and Communication Technology (ICT)–supported, problem-based learning contributed to greater intrinsic motivation. However, not all students were ready to adopt an active role. At the start, they saw teaching as a one-way knowledge transfer. This article recommends that e-learning initiatives in Mozambique always go together with an ICT-based literacy course and training in 21st-century learning skills.

Eduardo Mondlane University (UEM) is in the process of modernising its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with Web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored—using action research strategy—to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course. Eight semi-structured interviews with students were combined with sixteen classroom observations to see how students used the Learning Management System (LMS) and Web 2.0 tools over eight weeks. Content analysis was used for interviews and information produced by students. The results showed that collaboratively e-learning supported the development of students’ information management and problem-solving skills and their use of metacognitive strategies for self-regulated learning. Information and Communication Technology (ICT)–supported, problem-based learning contributed to greater intrinsic motivation. However, not all students were ready to adopt an active role. At the start, they saw teaching as a one-way knowledge transfer. This article recommends that e-learning initiatives in Mozambique always go together with an ICT-based literacy course and training in 21st-century learning skills.

En este artículo se presentan los resultados de un estudio que tiene como objetivo analizar herramientas web 2.0 gratuitas para el diseño de cuestionarios on-line. El procedimiento se desarrolla en cuatro fases: (1) Identificación y localización de herramientas; (2) Definición de criterios de análisis; (3) Análisis de herramientas y (4) Análisis de resultados. Se analiza un total de 37 herramientas de las 45 identificadas. Se constata el elevado número de aplicaciones existentes con versiones gratuitas que, en general, ofrecen funciones limitadas. Aunque las características de algunas de ellas pueden ajustarse a las necesidades de los investigadores., This article presents the results of a study that aims to analyze free web 2.0 tools for designing online questionnaires. The procedure was developed in four phases: (1) Identification and location of the tools; (2) Definition of analysis criteria; (3) Analysis of tools and (4) Analysis of results. We analyzed 37 of a total 45 identified. It cconfirm the high number of existing applications with free versions that, generally, offer limited functions. However, the characteristics of some of them can meet the needs of researchers.

En este artículo se presentan los resultados de un estudio que tiene como objetivo analizar herramientas web 2.0 gratuitas para el diseño de cuestionarios on-line. El procedimiento se desarrolla en cuatro fases: (1) Identificación y localización de herramientas; (2) Definición de criterios de análisis; (3) Análisis de herramientas y (4) Análisis de resultados. Se analiza un total de 37 herramientas de las 45 identificadas. Se constata el elevado número de aplicaciones existentes con versiones gratuitas que, en general, ofrecen funciones limitadas. Aunque las características de algunas de ellas pueden ajustarse a las necesidades de los investigadores., This article presents the results of a study that aims to analyze free web 2.0 tools for designing online questionnaires. The procedure was developed in four phases: (1) Identification and location of the tools; (2) Definition of analysis criteria; (3) Analysis of tools and (4) Analysis of results. We analyzed 37 of a total 45 identified. It cconfirm the high number of existing applications with free versions that, generally, offer limited functions. However, the characteristics of some of them can meet the needs of researchers.

The purpose of this study is to examine the information literacy regarding the library resources among the postgraduate students at Aligarh Muslim University, and to know their basic needs of information and information search strategies in the library as well as in web based resources. The present study selects the descriptive survey method and covers 329 postgraduate students of five selected faculties e.g. Faculty of Arts, Faculty of Science, Faculty of Commerce, Faculty of Theology, Faculty of Social Science at AMU. The questionnaire discusses their information searching strategies on OPAC, their search engine preference, awareness of e-resources, level of information literacy skill, needs of information literacy skill etc. The paper reveals that most of the students are aware of the information sources which are available in the library. “Google” is the most popular search engine to the students. Through this study, the investigators find that there are some valuable suggestions which are made by the users according to their need to improve their information literacy skill such as motivational lectures, workshops, conferences, symposium, project based learning, and online literacy programme. This study may be considered as a unique one which brings out the current status of information literacy skills among the PG students at AMU. It will help recognize the librarian and teachers to instruct students as to where to search the source of information and how to evaluate information to meet their information needs.

The study aims to investigate the level of awareness and use of Web 2.0 tools by Library and Information Science (LIS) students at the University of Nigeria, Nsukka. The study adopted a descriptive survey method and questionnaire was used to collect data from 220 respondents. The results show that the LIS students of UNN are quite familiar with some Web 2.0 tools such as Social networking sites, Instant Messaging, blogs and Wikis, while, they are not familiar with tools such as RSS feeds, Podcasts, and social bookmarks. The study revealed that the most frequently used Web 2.0 tools are Facebook, followed by YouTube and Wikis. The UNN LIS students indicated communicating with friends/family, exchanging opinions/news for their personal life, and acquaintances/meet people as the top reasons for joining social networks. The study also revealed that UNN students acquired the skills to use Web 2.0 tools through friends, followed by through self-practice, While only a few students indicated learning the skills through the library school. It is recommended that LIS schools incorporate units about Web 2.0 tools into their curricula to prepare future information professionals by developing their skills for future challenges of using such tools.

En este artículo se presentan los resultados de un estudio que tiene como objetivo analizar herramientas web 2.0 gratuitas para el diseño de cuestionarios on-line. El procedimiento se desarrolla en cuatro fases: (1) Identificación y localización de herramientas; (2) Definición de criterios de análisis; (3) Análisis de herramientas y (4) Análisis de resultados. Se analiza un total de 37 herramientas de las 45 identificadas. Se constata el elevado número de aplicaciones existentes con versiones gratuitas que, en general, ofrecen funciones limitadas. Aunque las características de algunas de ellas pueden ajustarse a las necesidades de los investigadores., This article presents the results of a study that aims to analyze free web 2.0 tools for designing online questionnaires. The procedure was developed in four phases: (1) Identification and location of the tools; (2) Definition of analysis criteria; (3) Analysis of tools and (4) Analysis of results. We analyzed 37 of a total 45 identified. It cconfirm the high number of existing applications with free versions that, generally, offer limited functions. However, the characteristics of some of them can meet the needs of researchers.

En este artículo se presentan los resultados de un estudio que tiene como objetivo analizar herramientas web 2.0 gratuitas para el diseño de cuestionarios on-line. El procedimiento se desarrolla en cuatro fases: (1) Identificación y localización de herramientas; (2) Definición de criterios de análisis; (3) Análisis de herramientas y (4) Análisis de resultados. Se analiza un total de 37 herramientas de las 45 identificadas. Se constata el elevado número de aplicaciones existentes con versiones gratuitas que, en general, ofrecen funciones limitadas. Aunque las características de algunas de ellas pueden ajustarse a las necesidades de los investigadores., This article presents the results of a study that aims to analyze free web 2.0 tools for designing online questionnaires. The procedure was developed in four phases: (1) Identification and location of the tools; (2) Definition of analysis criteria; (3) Analysis of tools and (4) Analysis of results. We analyzed 37 of a total 45 identified. It cconfirm the high number of existing applications with free versions that, generally, offer limited functions. However, the characteristics of some of them can meet the needs of researchers.

En este artículo se presentan los resultados de un estudio que tiene como objetivo analizar herramientas web 2.0 gratuitas para el diseño de cuestionarios on-line. El procedimiento se desarrolla en cuatro fases: (1) Identificación y localización de herramientas; (2) Definición de criterios de análisis; (3) Análisis de herramientas y (4) Análisis de resultados. Se analiza un total de 37 herramientas de las 45 identificadas. Se constata el elevado número de aplicaciones existentes con versiones gratuitas que, en general, ofrecen funciones limitadas. Aunque las características de algunas de ellas pueden ajustarse a las necesidades de los investigadores., This article presents the results of a study that aims to analyze free web 2.0 tools for designing online questionnaires. The procedure was developed in four phases: (1) Identification and location of the tools; (2) Definition of analysis criteria; (3) Analysis of tools and (4) Analysis of results. We analyzed 37 of a total 45 identified. It cconfirm the high number of existing applications with free versions that, generally, offer limited functions. However, the characteristics of some of them can meet the needs of researchers.

[EN] Little research in the ESL context has examined the online teaching and learning activities in high schools. One main reason is the lack of appropriate theoretical framework rather than the learners or the environment. Using data from twelve high school students and two teachers from two Malaysian schools, the current study adapted Borup et al.’s framework to identify the teachers’ interaction with the students while engaged in the online writing environment. Borup et al. termed the construct as teacher engagement. Findings revealed that the teacher from the urban school was actively engaged in the interactions. However, the interactions of the sub-urban teacher were limited. The implications of this study suggest that teachers who are seen as digital immigrants need to consider the use of technology. Appropriate training and a checklist will be helpful to encourage the adoption of technology by teachers.

[EN] Little research in the ESL context has examined the online teaching and learning activities in high schools. One main reason is the lack of appropriate theoretical framework rather than the learners or the environment. Using data from twelve high school students and two teachers from two Malaysian schools, the current study adapted Borup et al.’s framework to identify the teachers’ interaction with the students while engaged in the online writing environment. Borup et al. termed the construct as teacher engagement. Findings revealed that the teacher from the urban school was actively engaged in the interactions. However, the interactions of the sub-urban teacher were limited. The implications of this study suggest that teachers who are seen as digital immigrants need to consider the use of technology. Appropriate training and a checklist will be helpful to encourage the adoption of technology by teachers.

[EN] Little research in the ESL context has examined the online teaching and learning activities in high schools. One main reason is the lack of appropriate theoretical framework rather than the learners or the environment. Using data from twelve high school students and two teachers from two Malaysian schools, the current study adapted Borup et al.’s framework to identify the teachers’ interaction with the students while engaged in the online writing environment. Borup et al. termed the construct as teacher engagement. Findings revealed that the teacher from the urban school was actively engaged in the interactions. However, the interactions of the sub-urban teacher were limited. The implications of this study suggest that teachers who are seen as digital immigrants need to consider the use of technology. Appropriate training and a checklist will be helpful to encourage the adoption of technology by teachers.

[EN] Little research in the ESL context has examined the online teaching and learning activities in high schools. One main reason is the lack of appropriate theoretical framework rather than the learners or the environment. Using data from twelve high school students and two teachers from two Malaysian schools, the current study adapted Borup et al.’s framework to identify the teachers’ interaction with the students while engaged in the online writing environment. Borup et al. termed the construct as teacher engagement. Findings revealed that the teacher from the urban school was actively engaged in the interactions. However, the interactions of the sub-urban teacher were limited. The implications of this study suggest that teachers who are seen as digital immigrants need to consider the use of technology. Appropriate training and a checklist will be helpful to encourage the adoption of technology by teachers.

El dominio de las fuentes y recursos necesarios para el acceso a la información, en especial, aquella disponible en la red, resulta fundamental en el trabajo de investigación sobre arquitectura. Conociendo diversos canales de depuración, los estudiantes pueden organizar de manera autónoma la descomunal cantidad de datos presente en Internet, depurar los contenidos y compartirlos, evitando la excesiva dependencia de conocidos motores de búsqueda. Se pretende así que cada alumno, en sus tareas de investigación, aprenda a familiarizarse con un escenario de trabajo cada vez más abierto y flexible. En definitiva, se trata de que incorpore el aprendizaje de la tecnología como elemento indispensable y horizontal de su formación, alejándose de la rutina y de unos modelos de uso completamente desfasados., The domain of the resources and tools to access information, especially that available on the net, is a key question for researchers in architecture. Using visual and collaborative curation tools, the students are able to organize the huge amount of data from the Internet. Moreover, they can drag and collect digital objects, filter web contents and results, avoiding over-reliance on popular search engines. The aim is to enable the students to acquaint an increasingly flexible and open work environment. To sum up, it is important to incorporate technology, digital tools and online learning activities as essential elements of their training in order to banish completely outdated routines and uses.

Osnovni činilac razvoja ljudskih resursa je znanje i to savremeno znanje čijom primenom pojedinac i kompanija opstaju kao konkurentni na tržištu. Znanje stičemo kako tokom formalnog obrazovnog procesa tako i neformalnim učenjem, u školama i na fakultetima, a kasnije i u kompanijama, i to u tradicionalnom i onlajn okruženju. Danas je u nauci velika pažnja poklonjena upravo elektronskom učenju (e-učenju) i elektronskom obrazovanju (e-obrazovanju) primenom savremenih informacino komunikacionih tehnologija. U ovom radu razmatrani su neformalni oblici e-učenja primenom Veb 2.0 alata i mogućnosti i koristi njihove integracije u formalne obrazovne procese. Iako su relativno poznati oblici i metode e-učenja još uvek nisu u dovoljnoj meri primenjeni posebno u našim uslovima. U radu je istražen uticaj primene neformalnih oblika e-učenja primenom Veb 2.0 alata (e-učenja 2.0) u podsticanju potencijala ljudskih resursa. Kao jedan od načina struktuiranja neformalnog e-učenja 2.0 razmatrana primena koncepta formiranja ličnog okruženja za učenje kao modaliteta u kome student sam dizajnira svoje učenje i uključuje upravo neformalno učenje. U tom smislu razmatrane su i promene pedagogije koje se ogledaju u tome da iz jednog okruženja kontrolisanog od strane nastavnika, propisanog i didaktičkog režima, prelazi se na socijani, kolaborativni i participativni pristup dizajniranju zadataka i angažmanu učenika, sa učenikom u centru, odnosno na pedagogiju 2.0., Knowledge is the crucial factor of human resource development. The application of contemporary knowledge is a necessity for the individual and the company to survive and be competitive in the market. We can acquire knowledge during the educational process, trough formal and informal learning in schools and colleges, and later in the companies, in traditional and online environments. Today in science, major attention is given to electronic learning (e-learning) and electronic education (e-education) using modern information-communication technologies. This PhD considers informal forms of e-learning using Web 2.0 tools as well as features and benefits of their integration into the formal educational processes. Although forms and methods of e-learning are relatively well-known, they are still not sufficiently implemented especially in our settings. This paper explores the impacts of the implementation of informal forms of e-learning using Web 2.0 tools (e-learning 2.0) in stimulating the potential of human resources. The concept of personal learning environment as a way of structuring the informal e-learning 2.0 is applied. In this sense, the changes from pedagogy to pedagogy 2.0 are considered. Those changes are reflected trough the fact that from an environment controlled by the teacher and strictly prescribed didactical learning regime, we go to social, collaborative and participatory approach in designing tasks and student engagement, and to learner-centered approach and the pedagogy 2.0.

This paper reports on a mixed methods study that investigated access to, use, and perceptions of current and emerging technologies among Information Technology (IT) staff and students at universities of technology (UoTs) in South Africa. Fifty-eight IT staff and 410 IT students from 4 UoTs participated in the study. The primary research instrument was an online survey questionnaire, which was supplemented by semi-structured interviews with 31 of the study participants. Web investigations and conversations with IT support staff from UoTs also formed part of the mixed methods employed in the study. The findings of the online survey are analysed both from individual institutional perspectives and in aggregate form representative of the sector as a whole. Cross tabulations are used to analyse the data across institutions. The quantitative analysis reveals interesting trends and patterns in how students and staff are taking advantage of the potential held by Information and Communication Technologies (ICTs) for teaching and learning and for use in their daily lives. The qualitative findings question the assumptions that have been made about a digital divide between digital native students and their digital immigrant lecturers, suggesting that we need to develop a more sophisticated understanding of the role that technologies play in the lives of both students and staff. Results indicate that while students are very enthusiastic about using various ICTs and Web 2.0 tools, most have still to be convinced about their use for formal academic functions. Academic staff, on the other hand, continues to be cautiously optimistic about the use of ICTs in teaching and still harbour a number of concerns.

Web 2.0 popular platforms such as Facebook, YouTube and Wikis offer an emerging social networking practice, collective intelligence and a natural context to promote learner independence in informal ESL acquisition. This paper presents a review of recent research that investigates “the perceived learning strategies of Malaysian university students in Web 2.0-based informal learning of ESL”. The main research question considers how ESL learners account for the strategies of Web 2.0-based ESL learning when they engage with these tools in informal, learning settings. Questionnaires were used to generate quantitative data from the university student population (N=400) through an on-line self-reported survey. Results suggest that the majority of the Malaysian university students (ESL learners) surveyed use learning strategies with Web 2.0 tools for their English informal learning that are intentional and purposeful, and provide valuable lifelong learning experiences too. Powerful shared intentions and thoughts guide actions, shared practice and sociocultural mediation through Web 2.0 tools and roles in this informal learning activity system, locally and globally. These learners also seek help from their peers and their own independent research, using web 2.0 tools to practice in communicative language learning environments outside of the classroom in more relaxed atmosphere. This media has enabled students to adopt new learning behaviours, cooperative practice, mutual engagement and responsibilities consistent with the realities of a rapidly changing virtual community. The participants also expressed strong positive experiences and perceptions towards learning strategies with Web 2.0 tools towards their meaningful English informal learning.

This paper reports on a mixed methods study that investigated access to, use, and perceptions of current and emerging technologies among Information Technology (IT) staff and students at universities of technology (UoTs) in South Africa. Fifty-eight IT staff and 410 IT students from 4 UoTs participated in the study. The primary research instrument was an online survey questionnaire, which was supplemented by semi-structured interviews with 31 of the study participants. Web investigations and conversations with IT support staff from UoTs also formed part of the mixed methods employed in the study. The findings of the online survey are analysed both from individual institutional perspectives and in aggregate form representative of the sector as a whole. Cross tabulations are used to analyse the data across institutions. The quantitative analysis reveals interesting trends and patterns in how students and staff are taking advantage of the potential held by Information and Communication Technologies (ICTs) for teaching and learning and for use in their daily lives. The qualitative findings question the assumptions that have been made about a digital divide between digital native students and their digital immigrant lecturers, suggesting that we need to develop a more sophisticated understanding of the role that technologies play in the lives of both students and staff. Results indicate that while students are very enthusiastic about using various ICTs and Web 2.0 tools, most have still to be convinced about their use for formal academic functions. Academic staff, on the other hand, continues to be cautiously optimistic about the use of ICTs in teaching and still harbour a number of concerns.

Las nuevas fórmulas de comunicación digital -redes sociales, blogs, wikis, foros y otras- han metamorfoseado la labor tradicional del periodista. Especialmente se nota por la abundancia de fuentes de información y la dinamización ciudadana mediante herramientas “crowdsourcing”. Este artículo estudia la forma en que esos nuevos recursos informativos afectan a las exigencias deontológicas del periodista. La metodología incluye revisión bibliográfica y trabajo de campo con entrevistas a experimentados profesionales del periodismo que trabajan en grandes medios de comunicación andaluces. Las conclusiones orientan sobre los riesgos del cortar y pegar sin contraste informativo, así como sobre las buenas prácticas periodísticas y recomendaciones en el empleo de herramientas participativas y comunicativas., The new methods of digital communication - social networks, blogs, wikis, forums and others - have transformed the traditional labor of the journalist. The abundance of sources of information and the energizing of citizens by means of “crowdsourcing” tools are particularly noteworthy. This article studies the ways in which these new information resources affect the ethical requirements of the journalist. The methodology includes bibliographical review and fieldwork with interviews of experienced journalism professionals employed by large Andalusian mass media. The conclusions focus on the risks of cutting and pasting without informative contrast, as well as on good journalistic practices and recommendations on the use of participatory and communicative tools

Las nuevas fórmulas de comunicación digital -redes sociales, blogs, wikis, foros y otras- han metamorfoseado la labor tradicional del periodista. Especialmente se nota por la abundancia de fuentes de información y la dinamización ciudadana mediante herramientas “crowdsourcing”. Este artículo estudia la forma en que esos nuevos recursos informativos afectan a las exigencias deontológicas del periodista. La metodología incluye revisión bibliográfica y trabajo de campo con entrevistas a experimentados profesionales del periodismo que trabajan en grandes medios de comunicación andaluces. Las conclusiones orientan sobre los riesgos del cortar y pegar sin contraste informativo, así como sobre las buenas prácticas periodísticas y recomendaciones en el empleo de herramientas participativas y comunicativas., The new methods of digital communication - social networks, blogs, wikis, forums and others - have transformed the traditional labor of the journalist. The abundance of sources of information and the energizing of citizens by means of “crowdsourcing” tools are particularly noteworthy. This article studies the ways in which these new information resources affect the ethical requirements of the journalist. The methodology includes bibliographical review and fieldwork with interviews of experienced journalism professionals employed by large Andalusian mass media. The conclusions focus on the risks of cutting and pasting without informative contrast, as well as on good journalistic practices and recommendations on the use of participatory and communicative tools

Las nuevas fórmulas de comunicación digital -redes sociales, blogs, wikis, foros y otras- han metamorfoseado la labor tradicional del periodista. Especialmente se nota por la abundancia de fuentes de información y la dinamización ciudadana mediante herramientas “crowdsourcing”. Este artículo estudia la forma en que esos nuevos recursos informativos afectan a las exigencias deontológicas del periodista. La metodología incluye revisión bibliográfica y trabajo de campo con entrevistas a experimentados profesionales del periodismo que trabajan en grandes medios de comunicación andaluces. Las conclusiones orientan sobre los riesgos del cortar y pegar sin contraste informativo, así como sobre las buenas prácticas periodísticas y recomendaciones en el empleo de herramientas participativas y comunicativas., The new methods of digital communication - social networks, blogs, wikis, forums and others - have transformed the traditional labor of the journalist. The abundance of sources of information and the energizing of citizens by means of “crowdsourcing” tools are particularly noteworthy. This article studies the ways in which these new information resources affect the ethical requirements of the journalist. The methodology includes bibliographical review and fieldwork with interviews of experienced journalism professionals employed by large Andalusian mass media. The conclusions focus on the risks of cutting and pasting without informative contrast, as well as on good journalistic practices and recommendations on the use of participatory and communicative tools

Today we are presenting the 1st volume of CTE Workshop Proceedings, a Diamond Open Access peer-reviewed journal published annually by the Academy of Cognitive and Natural Sciences. CTE Workshop Proceedings depict the latest achievements in educational technology research – revealing emerging trends and new ideas before they appear in journals. CTE Workshop Proceedings offer broad coverage of new ideas, methodologies, and projects in fast-moving areas of research related to cloud technologies in education.

Today we are presenting the 1st volume of CTE Workshop Proceedings, a Diamond Open Access peer-reviewed journal published annually by the Academy of Cognitive and Natural Sciences. CTE Workshop Proceedings depict the latest achievements in educational technology research – revealing emerging trends and new ideas before they appear in journals. CTE Workshop Proceedings offer broad coverage of new ideas, methodologies, and projects in fast-moving areas of research related to cloud technologies in education.

Web 2.0 has had an impact on library web sites making them more interactive with users, giving rise to the term Library 2.0. What is meant by Web 2.0 tools is generally understood but the degree of implementation of these tools in libraries is largely unknown. This study reports on the implementation of these tools in national libraries all over the world in order to give an objective measure of the impact of Web 2.0 on library web sites. © 2011 Elsevier Ltd. All rights reserved.

Web 2.0 tools, while mobilising citizens to make informed choices, may also manipulated public opinion. This hypothesis forms the central theme of this research investigation through the historiography lens. Based on concurrent research from decade, the authors take a closer look at citizen-to-citizen engagement, so as to trace the role of web 2.0 tools, in perhaps manipulating public opinion or enabling democratic governance through reversal of some existing defects in the Indian context. Specifically, they raise these questions: Has ICT enabled civic engagement manipulated public opinion in this developing democracy? Has it succeeded in reversing apparent defects in the electoral system, which is regarded pivotal in democracies? Focusing on the elections, the authors present a synopsis of the use of web 2.0 tools which were seemingly efficiently and prolifically used during the elections albeit to reach out to the large population base in this country.

Organizations today engage in various forms of alliances to manage their existing business processes or to diversify into new processes to sustain their competitive positions. Many of today’s alliances use the IT resources as their backbone. The results of these alliances are collaborative organizational structures with little or no ownership stakes between the parties. The emergence of Web 2.0 tools is having a profound effect on the nature and form of these alliance structures. These alliances heavily depend on and make radical use of the IT resources in a collaborative environment. This situation requires a deeper understanding of the governance of these IT resources to ensure the sustainability of the collaborative organizational structures. This study first suggests the types of IT governance structures required for collaborative organizational structures. Semi-structured interviews with senior executives who operate in such alliances reveal that co-created IT governance structures are necessary. Such structures include co-created IT-steering committees, co-created operational committees, and inter-organizational performance management and communication systems. The findings paved the way for the development of a model for understanding approaches to governing IT and evaluating the effectiveness for such governance mechanisms in today’s IT dependent alliances. This study presents a sustainable IT-related capabilities approach to assessing the effectiveness of suggested IT governance structures for collaborative alliances. The findings indicate a favourable association between organizations IT governance efforts and their ability to sustain their capabilities to leverage their IT resources. These IT-related capabilities also relate to measures business value at the process and firm level. This makes it possible to infer that collaborative organizations’ IT governance efforts contribute to business value.

This article shows the application of podcast to the teaching of physics and chemistry of high school. This planning is followed with the podcast, its sequencing throughout the academic year 2011-2012, (Audacity) employed technological application, other thematic resources employed in this project such as the development of timelines, videos on cuisine and recipes murals multimedia computer storage media used, Dipity, Video Maker with Glogster, the row headings of evaluation, the results have been very satisfactory and issued conclusions., El presente artículo muestra la aplicación de los podcast a la enseñanza de la Física y Química de Bachillerato. Para ello se presenta la planificación seguida con los podcast, su secuenciación a lo largo del curso académico 2011 – 2012, la aplicación tecnológica empleada (Audacity), otros recursos temáticos utilizados en este proyecto como la elaboración de líneas del tiempo, vídeos sobre recetas de cocina y murales multimedia con los soportes informáticos usados, Dipity, Video Maker y Glogster, las rúbricas de evaluación seguidas, los resultados obtenidos, que han sido muy satisfactorios y las conclusiones emitidas.

Background: Web 2.0 provides a platform or a set of tools such as blogs, wikis, really simple syndication (RSS), podcasts, tags, social bookmarks, and social networking software for knowledge sharing, learning, social interaction, and the production of collective intelligence in a virtual environment. Web 2.0 is also becoming increasingly popular in e-learning and e-social communities. Objectives: The objectives were to investigate how Web 2.0 tools can be applied for knowledge sharing, learning, social interaction, and the production of collective intelligence in the nursing domain and to investigate what behavioral perceptions are involved in the adoption of Web 2.0 tools by nurses. Methods: The decomposed technology acceptance model was applied to construct the research model on which the hypotheses were based. A questionnaire was developed based on the model and data from nurses (n = 388) were collected from late January 2009 until April 30, 2009. Pearson's correlation analysis and t tests were used for data analysis. Results: Intention toward using Web 2.0 tools was positively correlated with usage behavior (r = .60, P < .05). Behavioral intention was positively correlated with attitude (r = .72, P < .05), perceived behavioral control (r = .58, P < .05), and subjective norm (r = .45, P < .05). In their decomposed constructs, perceived usefulness (r = .7, P < .05), relative advantage (r = .64, P < .05), and compatibility (r = .60,P < .05) were positively correlated with attitude, but perceived ease of use was not significantly correlated (r = .004, P < .05) with it. Peer (r = .47, P < .05), senior management (r = .24,P < .05), and hospital (r = .45, P < .05) influences had positive correlations with subjective norm. Resource (r= .41,P< .05) and technological (r= .69,P< .05) conditions were positively correlated with perceived behavioral control. Conclusions: The identified behavioral perceptions may further health policy makers' understanding of nurses' concerns

Organizations today engage in various forms of alliances to manage their existing business processes or to diversify into new processes to sustain their competitive positions. Many of today’s alliances use the IT resources as their backbone. The results of these alliances are collaborative organizational structures with little or no ownership stakes between the parties. The emergence of Web 2.0 tools is having a profound effect on the nature and form of these alliance structures. These alliances heavily depend on and make radical use of the IT resources in a collaborative environment. This situation requires a deeper understanding of the governance of these IT resources to ensure the sustainability of the collaborative organizational structures. This study reports on the first stage of this initiative. It suggest the types of IT governance structures required for collaborative organizational structures. Semi-structured interviews with senior executives who operate in such alliances reveal that co-created IT governance structures are necessary. Such structures include co-created IT-steering committees, cocreated operational committees, and inter-organizational performance management and communication systems. The findings pave the way for the development of a model for understanding approaches to governing IT and evaluating the effectiveness for such governance mechanisms in today’s IT dependent alliances.

Background: Web 2.0 provides a platform or a set of tools such as blogs, wikis, really simple syndication (RSS), podcasts, tags, social bookmarks, and social networking software for knowledge sharing, learning, social interaction, and the production of collective intelligence in a virtual environment. Web 2.0 is also becoming increasingly popular in e-learning and e-social communities. Objectives: The objectives were to investigate how Web 2.0 tools can be applied for knowledge sharing, learning, social interaction, and the production of collective intelligence in the nursing domain and to investigate what behavioral perceptions are involved in the adoption of Web 2.0 tools by nurses. Methods: The decomposed technology acceptance model was applied to construct the research model on which the hypotheses were based. A questionnaire was developed based on the model and data from nurses (n = 388) were collected from late January 2009 until April 30, 2009. Pearson's correlation analysis and t tests were used for data analysis. Results: Intention toward using Web 2.0 tools was positively correlated with usage behavior (r = .60, P < .05). Behavioral intention was positively correlated with attitude (r = .72, P < .05), perceived behavioral control (r = .58, P < .05), and subjective norm (r = .45, P < .05). In their decomposed constructs, perceived usefulness (r = .7, P < .05), relative advantage (r = .64, P < .05), and compatibility (r = .60,P < .05) were positively correlated with attitude, but perceived ease of use was not significantly correlated (r = .004, P < .05) with it. Peer (r = .47, P < .05), senior management (r = .24,P < .05), and hospital (r = .45, P < .05) influences had positive correlations with subjective norm. Resource (r= .41,P< .05) and technological (r= .69,P< .05) conditions were positively correlated with perceived behavioral control. Conclusions: The identified behavioral perceptions may further health policy makers' understanding of nurses' concerns

Background: Web 2.0 provides a platform or a set of tools such as blogs, wikis, really simple syndication (RSS), podcasts, tags, social bookmarks, and social networking software for knowledge sharing, learning, social interaction, and the production of collective intelligence in a virtual environment. Web 2.0 is also becoming increasingly popular in e-learning and e-social communities. Objectives: The objectives were to investigate how Web 2.0 tools can be applied for knowledge sharing, learning, social interaction, and the production of collective intelligence in the nursing domain and to investigate what behavioral perceptions are involved in the adoption of Web 2.0 tools by nurses. Methods: The decomposed technology acceptance model was applied to construct the research model on which the hypotheses were based. A questionnaire was developed based on the model and data from nurses (n = 388) were collected from late January 2009 until April 30, 2009. Pearson's correlation analysis and t tests were used for data analysis. Results: Intention toward using Web 2.0 tools was positively correlated with usage behavior (r = .60, P < .05). Behavioral intention was positively correlated with attitude (r = .72, P < .05), perceived behavioral control (r = .58, P < .05), and subjective norm (r = .45, P < .05). In their decomposed constructs, perceived usefulness (r = .7, P < .05), relative advantage (r = .64, P < .05), and compatibility (r = .60,P < .05) were positively correlated with attitude, but perceived ease of use was not significantly correlated (r = .004, P < .05) with it. Peer (r = .47, P < .05), senior management (r = .24,P < .05), and hospital (r = .45, P < .05) influences had positive correlations with subjective norm. Resource (r= .41,P< .05) and technological (r= .69,P< .05) conditions were positively correlated with perceived behavioral control. Conclusions: The identified behavioral perceptions may further health policy makers' understanding of nurses' concerns

Web 2.0 is a debatable term and draws much argument. In spite of one’s opinion towards the term, Web 2.0 tools such as blogs, wikis, podcasts and RSS feeds are enormously used in learning environments. In this sense, the overall purpose of this research was to investigate potential of using different Web 2.0 tools in collaborative learning as well as their advantage. Four interviews have been conducted with the user of Web 2.0 tools and number of documents has been taken as empirical data to analysis what Web 2.0 tools are preferred to use in collaborative learning and what will be the advantages of using Web 2.0 tools in education. This research work represents a framework for Web 2.0 tools through the assembly of literature and empirical data which describe the course of action in learning and benefits of these tools.

Web 2.0 is a debatable term and draws much argument. In spite of one’s opinion towards the term, Web 2.0 tools such as blogs, wikis, podcasts and RSS feeds are enormously used in learning environments. In this sense, the overall purpose of this research was to investigate potential of using different Web 2.0 tools in collaborative learning as well as their advantage. Four interviews have been conducted with the user of Web 2.0 tools and number of documents has been taken as empirical data to analysis what Web 2.0 tools are preferred to use in collaborative learning and what will be the advantages of using Web 2.0 tools in education. This research work represents a framework for Web 2.0 tools through the assembly of literature and empirical data which describe the course of action in learning and benefits of these tools.