Using the voice of teen YouTube users for Web 2.0 technology-enhanced classroom teaching

Since Web 2.0 was launched, it has become ubiquitous and it is possible to observe teenagers’ active involvement in a wide range of Web 2.0 sites. In the literature, (1) features of Web 2.0 and (2) characteristics of teenagers’ learning styles particularly influenced by technology are often discussed to understand this social phenomenon. This chapter argues that the two aspects, (1) and (2), are inadequate for designing a Web 2.0 technology-enhanced learning environment which incorporates the authentic experiences of teenagers who have been actively participating in Web 2.0 sites such as YouTube. This chapter discusses data collected from a heterogeneous group of seven active teen YouTube users based on six common aspects of (1) and (2) identified in the literature. The findings have significant implications for Web 2.0 technology-enhanced classroom teaching as it prepares the newer Web generation for their futures. The chapter concludes by suggesting that educators need to adopt the six dimensions of accessibility, participation, connectivity, recognition and feedback, entertainment, and independency—as a checklist when they consider adopting a Web 2.0 tool or application in their teaching.