[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599764-105":59,"doc-detail-599764-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-role-of-the-teacher-in-primary-school-web-20-use","The Role of the Teacher in Primary School Web 2.0 Use","","Information and communication technologies (ICTs) are widely used, with primary school children increasingly relying on them for social interaction and learning. Despite high reported ICT use, evidence suggests many primary teachers do not leverage online resources effectively. The paper argues that research must more directly address the teacher’s pivotal role in integrating ICTs, identifying teachers’ internal and external barriers and the students’ role and expectations regarding pedagogical change.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-role-of-the-teacher-in-primary-school-web-20-use/599764/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-role-of-the-teacher-in-primary-school-web-20-use/599764.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper claim current research is insufficient for integrating ICTs in primary schools?","Question",{"text":112,"@type":113},"It argues that research focus on the primary setting is still limited and has not adequately examined the teacher’s vital role in ICT integration for deeper adoption.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What three core research areas does the paper identify as needed to support teachers?",{"text":117,"@type":113},"Teachers’ internal (personal) barriers, teachers’ external (socio-cultural) barriers, and the students’ role and expectations regarding pedagogical change.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper explain the importance of the teacher’s role for Web 2.0 in primary classrooms?",{"text":121,"@type":113},"It notes that Web 2.0 resources can support creativity, collaboration, and communication, but they also require teachers to change how they plan, interact, and deliver content, effectively using pedagogical skills to create learning experiences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599764,1792165157,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The Role of the Teacher in Primary School Web 2.0 Use  \nJoanne Blannin  \nUniversity of Melbourne, Australia  \nAbstract  \nInformation and communication technologies (ICTs) have become ubiquitous in our society. In particular, 10-12 year old (primary school aged) children report that they increasingly rely upon ICTs for social interaction and for learning (ACMA, 2013) . In spite of the large number of students reporting high ICT use, research indicates that many primary school teachers are not making effective use of online resources in the classroom.  \nInfluencing this lower level use is a lack of specifically focused research that considers the vital role of the primary school teacher in the integration of ICTs into the classroom program. To identify where research is most needed and might be most useful to support teachers to increase the use of ICTs in the classroom, this paper draws on research conducted in primary, secondary and tertiary education. It defines three core areas in which research is needed. These areas are teachers’ internal (personal) and external (socio-cultural) barriers as well as the students’ role in, and expectations of, pedagogical changes to classroom learning.  \nKeywords: Online learning; Self-efficacy; Teacher professional learning; Primary  \nschooling; ICT integration; Increasing ICT use.  \nIntroduction  \nThere is increasing concern that the effective use of Information and Communication Technologies (ICTs) in primary schooling has not yet received the research focus necessary for deeper integration of ICTs to occur (White, 2008a) . In particular, research considering the unique setting of the primary school continues to be scarce (Jimoyiannis, Tsiotakis, Roussinos,& Siorenta, 2013; Means, Toyama, Murphy, Bakia, & Jones, 2009) and this lack of research is limiting the sources to which school teachers and leaders can refer to for examples of effective use. It is this limited research that is the focus of this paper, the outcome of which suggests that research focus should be given to the impact of the teacher as leader in the classroom and to the students themselves, rather than explicitly on ICTs and their usage as is often seen in current research.  \nThe number and scope of ICTs is vast and ever expanding; this paper cannot focus on all available resources. There is, however, one sub-section of ICTs that appears to be growing very quickly within schools, and which has also received limited research focus. It is variously referred to as Web 2.0 (Alexander & Levine, 2008), the Social Web (White, 2008b), the Personal Web (Drexler, 2010) or the Interactive Web (Kay & Knaack, 2008) . These online environments support student-to-student and teacher-to-student interaction, with most descriptions of Web 2.0 referring to online resources that offer opportunities for creativity, collaboration and communication. Resources that offer these three key opportunities include learning management systems, online classrooms and cloud-based storage and are becoming  \nincreasingly popular in primary schools. Web 2.0 resources may offer innovative teaching opportunities but they also require many teachers to change the way they plan, interact and deliver content to their students. Indeed, as more and more Web 2.0 resources, websites and online tools become available, Crook, Cummings et al. (2008) predict that the role of the teacher will increasingly become taking content-free online tools and using their existing pedagogical skills to create online content and learning experiences for the benefit of each individual learner. With the changes to pedagogy these resources appear to require, and with consideration of the rapid growth in their use in schools, this paper has focused on the effective use of Web 2.0 resources (rather than ICTs as a whole), considering the role of the teacher and the student in the use of Web 2.0 for learning and teaching.  \nIt must be noted that there are other research papers that focus on W","cbCaigvV7K1yZKgj","https://ap.wps.com/l/cbCaigvV7K1yZKgj","pdf",611336,18,"English","# Abstract\n# Introduction\n# Global and National Focus on the Use of Web 2.0","[{\"question\":\"Why does the paper claim current research is insufficient for integrating ICTs in primary schools?\",\"answer\":\"It argues that research focus on the primary setting is still limited and has not adequately examined the teacher’s vital role in ICT integration for deeper adoption.\"},{\"question\":\"What three core research areas does the paper identify as needed to support teachers?\",\"answer\":\"Teachers’ internal (personal) barriers, teachers’ external (socio-cultural) barriers, and the students’ role and expectations regarding pedagogical change.\"},{\"question\":\"How does the paper explain the importance of the teacher’s role for Web 2.0 in primary classrooms?\",\"answer\":\"It notes that Web 2.0 resources can support creativity, collaboration, and communication, but they also require teachers to change how they plan, interact, and deliver content, effectively using pedagogical skills to create learning experiences.\"}]","The Role of the Teacher in Primary School Web 2.0 Use | PDF",1792089393,45]