A new review from the National Institute of Education in Singapore has explored evidence-based pedagogical approaches related to the use of Web 2.0 technologies in both schools and higher education settings. Web 2.0, which is also known as the read-write web, allows two-way communication between a website and users.
The review suggests that actual evidence regarding the impact of Web 2.0 technologies on pupil learning is fairly weak, though generally positive. However, positive effects are not necessarily attributed to the technologies per se but to how the technologies are used.
The review included empirical studies that examined the impact of Web 2.0 technologies on learning, excluding anecdotal studies and studies only focusing on pupil self-reported data and interviews.
Source: Use of Web 2.0 Technologies in K-12 and Higher Education: The Search for Evidence-based Practice (2013), Educational Research Review, 9.