Editing Situated learning (section)

=== Web tools for classrooms ===
In the 2010 article "Blogs, wikis, podcasts and other powerful web tools for classrooms", W. Richardson stipulated:

{{blockquote|text=The act of writing in a [[Weblog]], or 'blogging' can go a long way toward teaching skills such as research, organizations, and the synthesis of ideas.<ref>Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin, p. 27.</ref>}}

Teachers/instructors have come to realize just how important it is to utilize the web as a teaching tool for the new generation of students ([[digital native]]s). One digital tool that can be used is a [[weblog]]. It gives the students an opportunity to think, research, and realize that they can write and have a voice that can be viewed and read by many who may or may not share the same idea. When students blog, they are creating journals/text entries which are considered to be English (writing) and reading; they also have the opportunity to utilize other learning tools such as videos, photos, and other [[digital media]].

{{blockquote|text=Networked learning, in contrast, is committed to a vision of the social that stresses cooperation, interactivity, mutual benefit, and social engagement. The power of ten working interactively will invariably outstrip the power of one looking to beat out the other nine.<ref>Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin, p. 133.</ref>}}

Social networks like [[Facebook]], [[Twitter]] and [[Ning (website)|Ning]] allow learners, once they move beyond the personal connections, to embrace a community where they can learn from each other.  Social interaction is an important part of the learning process.<ref name=hung/> As technology has grown and become an integral part of the lives of children, teens, and young adults, older adults have been forced to adapt. For example, as more adults have been forced to move through the job market recently, they've turned to technology to develop new skills and to find work. Even fast-food restaurants require job seekers to complete employment applications online.

{{blockquote|text=By the creation of visualizations, students learn to use different types of computer applications that will be useful as they select a direction for their future study.<ref>Ernst, J. & Clark, A. (2009). Technology-based content through virtual and physical modeling: A national research study.  Journal of Technology and Teacher Education 1989-1997: 1997-2010. 20(2), 23–36.</ref>}}

Students learn in different manners and visualization or situated learning seems to be the most used of all [[learning styles]]. Students are able to mimic what they see and hear which enables them to retain information for the long term. Through visualizations of different types of computer applications; the student's knowledge is defined by the social process of interacting and doing.  It allows the students to learn naturally as a result of social behavior. The computer application acts as a guide while the students learn naturally from their own experience. As always, situated learning accelerates a student's learning process and ability.

Web-based learning tools provide integrated environments of various technologies to support diverse educators' and learners' needs via the internet. The goals of these tools are to enhance face-to-face instruction and make distance learning are courses available. Each of these tools offers similar components, such as course note-posting, assignments submission, quizzes, and communication features. The primary motivation for developing these tools is to make it easier for instructors who have very little knowledge of HTML and web navigation to put course materials on the web. There are significant drawbacks as well of using these tools. For example, these systems course instructors and course administrators to use predetermined navigation models and course formats. These constraints may have a negative impact on their flexibility and usability for administrators, teachers, and students. A tool should be as such suitable for diverse courses campus-wide. Accordingly, a web-based learning tool should be able to provide facilities for courses, news, and announcements, and area to store course notes and related information synchronous and asynchronous tools such as e-mail, bulletin board, and chat facilities as well as features for creating and administering online quizzes and online submissions. Web tools also support inquiry-based learning suitable for teachers and students both involving the essence of inquiry-based learning.<ref>{{Cite journal |url=https://www.jstor.org/stable/jeductechsoci.5.3.91 |jstor=jeductechsoci.5.3.91 |access-date=2015-09-27 |archive-url=https://web.archive.org/web/20160304072214/http://www.ifets.info/journals/5_3/storey.html |archive-date=2016-03-04 |url-status=dead |title=Evaluating the usability of Web-based learning tools |last1=Storey |first1=M. -A |last2=Phillips |first2=B. |last3=MacZewski |first3=M. |last4=Wang |first4=M. |journal=Journal of Educational Technology & Society |year=2002 |volume=5 |issue=3 |pages=91–100 }}</ref>
 
Inquiry-based learning describes approaches to learning that are based on the investigation of questions, scenarios, or problems-often assisted by a facilitator. Inquiries will understand and study issues and questions to improve their knowledge or solutions. It includes problem-based learning and is used in small-scale investigation and projects as well as research. It will be much more beneficial for students because involvement in learning results in the improvement of possessing skills and attitudes that permit you to seek solutions and issues while you build your new knowledge. There are numerous web tools that support inquiry-based learning which teachers can use effectively to make all students interact in the class.<ref>http://www.edtech.review.in/news/435-how-teachers-use-web-tools-for-ibl{{dead link|date=May 2018 |bot=InternetArchiveBot |fix-attempted=yes }}</ref>

Web-based learning tools are also referred to as learning objects, interactive web-based tools that support learning by enhancing, amplifying, and guiding the cognitive processes of learners. It offers two noteworthy features that can reduce the impact of potential obstacles teachers face when using technology. Firstly it is designed to focus on specific concepts, making them easy to learn and use and more attractive to busy educators who have little time to learn more complex, advanced software packages. Ease of use also makes it more palatable to teachers who are apprehensive about using technology. Secondly, a wide range of web-based learning tools exists including drill and practice assessment tools or tutorials, video case studies or supports, general web-based multimedia resources, and self-contained interactive tools in a specific content area. In contrast with other learning technologies burdened with implementation challenges and costs, web-based learning tools are readily accessible over the net and teachers need not worry about extra cost or not having the latest version. It is speculated that the broad selection of readily accessible web-based learning tools will make it easier for teachers to integrate WBLT's into a classroom environment. Some of the best interactive web tools for educators.<ref>{{cite web |url=http://www.ijello.org/volume5/IJELLOv5p027-050Kay649.pdf |title=Archived copy |access-date=2015-09-27 |url-status=dead |archive-url=https://web.archive.org/web/20140812020427/http://www.ijello.org/Volume5/IJELLOv5p027-050Kay649.pdf |archive-date=2014-08-12 }}</ref>