Introduction

**Introduction ** The times we live in are characterized by widely dispersed productive capacity of knowledge and power more so than any other time in history. To navigate this new and complex world it is vitally important that educators are able to participate in the networks that are updating knowledge to produce value. The growth of the Web 2.0 has supported the phenomenon that learning is no longer fixed in time and space, and self-directed learning opportunities have strong value for education. The development of the new tools leads to the importance of constructivist learning theories. As a product of the times we live in, today’s K-12 students think and process information differently than any other generation. Today’s generation of students have been referred to as “digital natives," “net geners,” and even “Web 2.0 students.”

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At this point in time educators are faced with the challenge of effectively engaging and educating students with tools that are a product of their time. For educators of K-12 students this has many implications in expanding roles to effectively offer guidance to students to make sense of the deluge of information available from the Web 2.0 technologies. As a result of the research we have done, we are urging educators to make a commitment to stay ahead of the tools of the next generation and to maintain a technological edge which will enable education to be effective in training students to be network savvy users of online connections.

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The Web 2.0 has changed the role of traditional classrooms. Educators are challenged to rethink the teaching and learning spaces as well as the roles they play in student's lives. The definition of literacies is more malleable in this era as students will need to be able to handle hypertext, critically read information, critically read people, write for audiences, write for multiple modes, and participate in organized sharing, and engage in diverse voices (Richardson, 2009).

 The skill sets students need to effectively function in these times are more diverse than ever. Student need to be able to read hypertext and synthesize information from many different sources. Students will need to be able to read as highly trained editors read (Richardson, 2009). They need to be able to determine credible sources and truths in the text and in authors. They should be able to determine who owns a site, and what the motivation might be for the publishing in order to determine the relevance of information found there. Critically reading people will involve doing research on individuals from online communities to make decisions on weather sources are trustworthy for knowledge and learning. Students need to be able to leverage online connections and benefit from the deep learning that can be found through these connections.

 The Web 2.0 supports the advent of the “knowledge economy” and this has very strong implications for early education as well as other walks of life.

 **Works Cited on this Page:** Richardson, Will (2009 March). “Becoming Network-Wise” Educational Leadership, 26-31