In my role as teacher of languages, I have sought to study and understand how the social aspect of Web 2.0 can be harnessed to strengthen the teaching and learning of MFL. Most interesting to me was the transformative potential of blogs, Web 2.0 applications and social networks, not only to enhance existing practice, but also to create new technology-based tasks which would have been previously inconceivable[1. PUENTEDURA, R R (2006) Transformation, Technology, and Education. (2006) Available from http://hippasus.com/resources/tte/ Accessed 11/08/2011], a process depicted below:
However, in order to assess whether learning socially online can truly have a transformative and positive impact on learning outcomes and curriculum delivery as accurately as possible, it is important to moderate any inherent positivity and open up the field of study to all viewpoints[2. SELWIN, N (2011) In praise of pessimism - the need for negativity in education technology. In British Journal of Educational Technology, Volume 42, Number 5, pp 713-718 Available from http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2011.01215.x/abstract Accessed 30/08/2011], discarding any preconceived notions that may bias the conclusions of this case study and taking care not to avoid any evidence that may be counter to those notions[3. COHEN, ., MANION, L. & MORRISON, K (2007) Research Methods in Education. London: Routledge-Falmer. Available from http://lib.leeds.ac.uk/record=b2879829 Accessed 18/04/2011].