ANALYSIS OF THE EMERGENCY OF TEACHER 2.0 AND THE PEDAGOGICAL POTENTIALS OF USING WEB 2.0 IN GENERAL SECONDARY EDUCATION: CASE STUDY

Abstract

This article sought to discuss results from a case study carried out with 24 teachers at a Secondary School in Mozambique. Initially, the article discusses two interdependent, but diverse concepts: the teacher 2.0 and Web 2.0 as pedagogical potential in teaching-learning. The research followed a qualitative and quantitative combinatorial approach, with descriptive and exploratory purposes. Data were collected through bibliographic analysis and semi-open questionnaire instruments. The results were then analyzed and discussed. From the analysis carried out and discussion of the data collected, it was concluded that teachers at the studied school face numerous challenges in using Web 2.0, from digital inclusion, mastery of computer language to a new pedagogical practice, inclusion of new digital tools in the curriculum, generational conflicts between digital natives and digital emigrants and the lack of training in the use of these Web 2.0 tools. The results also showed from teachers that despite the challenges presented, Web 2.0 makes it possible for students to get involved in participating in classes using ICT. Teachers believe that using ICTs in curriculum development can strengthen more collaborative and constructive teaching in the classroom, through instructional methods based on Web 2.0 distribution.