Chapter 9 of web 2.0 explores the "future of the web" and Solomon/Schrum evaluate several trends in educational technology and provide some guidance regarding these trends. Where Web 1.0 was a visual experience where the display of content was king, Web 2.0 demands interactivity and it "moves users from read-only pages to read-write." It's now a democratic experience dependent on collaboration and communication. The chapter provides a few "potential" focuses of web 3.0 including a "3D Web," "Media-Centric Web," and "Pervasive Web." The 3D web is self-explanatory. The book describes the media-centric web as an interaction from medito-to-media, instead of text-to-media. The example it gives is taking a picture of a painting and an search engine displaying dozens of similar paintings. The Pervasive Web is also self explanatory, but the chapter describes it as being everywhere and anywhere... spread throughout home, office, etc. Always on, always connected. The speculation regarding web 4.0 is "about ubiquity, identity, and connection. We need ubiquity"..."because it is about activity, not just data, and most human activity takes place offline." Identity is essential because "the deliverable is based on who you are and what you do and what you need." And the connection is important as well. "Web 4 is about making connections, about serendipity and about the network taking initiative."
The chapter specifically discusses how the new web 3.0 4.0, etc. will affect teaching/learning. It predicts that hardware prices will come down and computing will become more portable and 24/7 web access and 1:1 hardware to student rations will become commonplace. Customized-learning applications will be tailored to learning style and learning level and provide communicative and collaborative features. Multimedia will be commonplace and tools will be integrated.
Eleven specific technologies are explored.
"The power of communication tools can be harnessed for learning when students can reach outside the walls of classrooms into the global community."
Online word processing tools, wikis, social networking, PLNs, etc. are already present, but will be utilized further to facilitate virtual learning in virtual schools. Online textbooks have a fast refresh cycle and teachers will be able to "share their expertise to create book chapters and supplemental materials that others can retrieve as needed."
Hardware is continually decreasing in cost and smaller devices are becoming more popular. Anywhere/anytime learning is trending upward. The book is starting to show it's age (it's being proven correct) in that iPads and Tablets have exploded and it's not uncommon to find a very good 7" tablet for less than $100. Access to apps is crucial for the iPod touch and iPad. One school ran a pilot program, giving all the students ipod touches and the students enjoyed them and regularly used them to research what teachers were teaching about, look up vocab words and read on the devices.
Personalized learning "means that students are able to find and learn what they need to know, when they need to learn it, and in a manner that suits them based on their learning styles or the way they like to approach learning." In the future, it may be possible for students to received customized lessons based on their learning style with an assessment component to provide feedback and analytics for the teacher.
Transparent, Integrated, Intuitive--
Even though the same tools may exist well into the future, the chapter predicts a higher level of integration between the tools and seemless transitions between them as well as customizable, intuitive interfaces that transition from device to device well.
Extensible: Apps, Gadgets, and Widgets--
The chapter cites Facebook as a potential platform for application expansion. Educuation-specific apps "could include digital content that is integrated into a personal start page."
Content aggregation is already happening, the chapter cites iGoogle, netvibes, and pageflakes. Mashups should become more user friendly without the need to know a programming language to make them happen.
Content Management Systems--
The chapter suggests that these CMSs provide multiple tools and security as well as integration, with a cost. Moodle, Blackboard, echalk, and school fusion are all cited.
Improved capabilities in search should be expected which will benefit students and teachers with more accurate and relevant searches.
"the semantic web is all about managing content and managing data, so it is possible that schools can translate the results of students' work online into quantifiable assessments."
Cloud Computing and Infrastructure/Schools in the Cloud--
The chapter projects that schools will follow businesses into the cloud due to the cost benefits and natural demand for resources and maintenance. High availability and efficiency should "reduce costs, staff workload, and energy consumption." A feedback loop managed int he cloud could provide for educational interventions. "As assessment becomes mor eintegral to learning, performance analytics, whcih monitors data to ensure that students ar emeeting learning objectives and then adapting instruction accordingly, will play a bigger role." Additionally, the software of the future may be more intelligent and make alternate recommendations to students when learning a variety of topics. The SaaS model will become more prevalent and cost less and scale easily. "Cost efficiencies will be the driver into online learning"
This chapter concludes by explaining that everything changes in technology and it's difficult to predict what trends will take off, but change happens regularly and rapidly at times. It predicts that IT departments will be downsized and "streamlined" as operations are moved into the cloud. Other school operations may also be performed online. "Web-based tools are just ways of accomplishing what needs to be done" and teachers will continue to be essential and will "remain the designer of curriculum, planner of activities, and the one responsible for assessing student learning and requirements."