Use of Web 2.0 and Mobile Technologies for Developing Argumentative Skills

Abstract

Web 2.0 and mobile technologies have the potential to support learning outside formal learning spaces. In this paper, we examine the extent to which the use of Web 2.0 and mobile technologies has an impact on the argumentative skills of Grade 11 students in a Singapore high school. Using a quasi-experimental and mixed method research design, we looked at the quality of students’ writing at the end of a six-week intervention that involved students using Schoology to read assigned materials, share new materials, post arguments, and respond to their classmates’ arguments. We also examined both student and teacher interview transcripts to gain an understanding of how students and teachers viewed Schoology as an e-learning tool. Students in the experimental group showed higher levels of argumentation skills compared to students in the control group. Findings from student and teacher interviews concerning the use of Web 2.0 and mobile technologies to help them develop argumentative skills were mixed. The analysis of the interviews revealed that some students felt that it was distracting because they tended to veer into social media sites and preferred to use them in the classroom, while others felt that Schoology provided a great platform for them to develop argumentative skills as peer feedback gave them multiple perspectives. It developed a community of learners, and provided an interesting and interactive experience. The participation rate was higher on the online platform compared to classroom discussion. The teacher reported that students’ essays became more coherent and their content more relevant.