Using Wikispaces As An Educational Tool - Case Study: Tao Tribe Culture


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Using Wikispaces As An Educational Tool - Case Study: Tao Tribe Culture

  1. 1. Using Wikispaces As An Educational ToolCase Study: Tao Tribe Culture
  2. 2. What’s Web 2.0? ?
  3. 3. Web 2.0 - a broad range of software & service.
  4. 4.
  5. 5. Web 2.0 Tools Blog, Wiki, Twitter, YouTube, Facebook, and etc. second generation of Internet-base services share information gain knowledge collaborate projects communicate with others
  6. 6. Wiki which means “quick,” is borrowed from Hawaiian word group members can share information, collaborate, provide feedbacks, and reflect thoughts is referred to as a combination of web pages and word documents record each individual change - track History and Discussion Board enables both educators and participants to monitor page update information through tracking wiki pages educators are able to evaluate an individual’s involvement and recognize who contributes significant work
  7. 7. Objective to promote joint creation of knowledge to learn about the benefits and the challenges of integrating wiki into pedagogy to investigate how educators can effectively utilize wiki as a pedagogical tool to facilitate participants’ engagement and collaboration
  8. 8. Introduction to the Tao Tribe• Geographical Location• Culture• “Traditional Women’s Hair Dance”• “Men’s Warrior Spiritual Dance”• “Flying Fish Ceremony”• “Boat Launching Ceremony”• “House Completion Ceremony”
  9. 9. Introduction
  10. 10. Case Study: Participants can contribute content to web pages that include Home, Introduction, History and Geography, Culture, Architecture, Arts and Crafts, Current Events, Feedback, and Resources.
  11. 11. Case Study:
  12. 12. Case Study:• assign groups of students with different topics and have students complete the tasks in a web format• revolutionize traditional teaching instruction• enhance participants collaborative learning• collaborative learning
  13. 13. Research Questions• How can educators provide interface activities to help participants engage with content?• How does the use of Wikispaces support critical thinking?• How does the use of Wikispaces facilitate collaboration and interactive learning?• How does Wiki help teachers and students organize data?• What benefits and challenges might educators have while using wiki to promote content?• How can educators utilize wiki effectively?
  14. 14. Theoretical Framework Constructivism• is based on how participants actively create, interpret, and construct their prior knowledge• participants interact with others• collaborative learning• reflective learning on what they have published• through reflection and collaboration with others, participants integrate new ideas with their prior knowledge
  15. 15. Project Design Software Used• Software /Application: PowerPoint, Word, Photoshop, Illustrator, Dreamweaver, HTML5, and CSS• Website built:• Wikispaces Site:• PC and Mac with Internet access, iPad, iPhone, and other mobile Devices
  16. 16. Project Design
  17. 17. Project Design Participants• age range• educational background• socio-economic status• ethnicity• learning context
  18. 18. Significance• increase participants’ reflective learning• integrate Wikispaces to enhance pedagogy• simulate participants’ real-world experience, develop their knowledge, and encourage them to actively engage with modern technology
  19. 19. Project Design Assessment• the validity and reliability• the authenticity and consistence of the data collection• feedback provide• pros and cons of using Wikispaces into education• conclusion• future suggestion
  20. 20. ReferencesAdcock, L. & Bolick, C. (2011). Web 2.0 tools and the evolving pedagogy of teacher education. Contemporary Issues in Technology and Teacher Education, 11(2),223-236.Can Social Media be used as part of an effective pedagogy in secondary education in NZ? (2011). Retrieved November 8, 2011, from, J. T., & Parker, K. R. (2007). Wiki as a teaching tool. Interdisciplinary Journal of Knowledge and Learning Objects, 3, 57–72.Corbett, J., Singleton, G., & Muir, K. (2009). Web 2.0 for aboriginal cultural survival: a new Australian outback movement. Participatory Learning and Action, 59(1), 71–78.Deters, F., Cuthrell, K., & Stapleton, J. (2010). Why Wikis? Student perceptions of using wikis in online coursework. Journal of Online Learning and Teaching, 6(1), 122–134.Gauld, D. (2009, October 29). 3sty Minds: Reflections on Understanding the Impact of Technology on Education, Work, and Society. 3sty Minds. Retrieved November 8, 2011, from, M. (2009). Toward a pragmatic discourse of constructivism: Reflections on lessons from practice. Educational Studies, 45(1), 39–58.Heafner, T. L., & Friedman, A. M. (2008). Wikis and constructivism in secondary social studies: Fostering a deeper understanding. Computers in the Schools, 25(3-4), 288–302.Koehler, Matthew. (2011, May 13). What happened to the TPACK Wiki? Content Knowledge. Retrieved from http://www.tpck.orgMo, S. X. (2011). Exploring the use intention of digital archives Web 2.0 websites - the case of Atayal culture. Retrieved from www.airitilibrary.comLin, I-Fan. (2012)Global Voice. Taiwan: Flying Fish Season on Orchid Island. Retrieved from fish-season-on-orchid-island/pb Wiki-Collaboration. (2007). Retrieved from (n.d.). In Digital Museum of Taiwan Indigenous Peoples’ online digital museum. Retrieved from Wikis for student collaboration - Case study. (2011). Retrieved from, D. W., Lin, X., Longstreet, P., & Sarker, S. (2011). Web 2.0: A Definition, Literature Review, and Directions for Future Research. AMCIS 2011 Proceedings - All Submissions.Yami Tribe. (n.d.). Taiwan Indigenous Culture Parks online article. Retrieved from
  21. 21. The End!