Web 2.0 technologies offer substantial opportunities for educators to enhance communication, productivity and sharing within their classes (Brown, 2010; Greenhow, Robelia, & Hughes, 2009). In order to capitalize on Web 2.0 technologies educators need to first understand the sorts of Web 2.0 technologies that are available and their various features (Redecker, Ala-Mutka, Bacigalupo, Ferrari, & Punie, 2009). Typologies of Web 2.0 technologies have been previously suggested (Boulos, Maramba, & Wheeler, 2006; Crook, 2008; Franklin & Van Harmelen, 2007). While many of these typologies included valuable and sensible categories of Web 2.0 technologies, none of them appear to result from any sort of systematic analysis or review.
My recent study used structured typological analysis techniques to derive a typology of Web 2.0 learning technologies. Over two thousand links were reviewed from online archive sites, educational technology texts, online searches and previous Web 2.0 review papers. This led to identification of 212 current Web 2.0 technologies that are suitable for learning and teaching purposes. The typological analysis then resulted in 37 types of Web 2.0 technologies that were arranged into 14 clusters. A schematic representation of the resulting typology of Web 2.0 learning technologies is shown in Figure 1.
The types of Web 2.0 learning technologies, their descriptions, pedagogical uses and example tools for each category are described in my recent EDUCAUSE article (Bower, 2015), arranged according to the clusters. Throughout the descriptions the term ‘users’ rather than ‘teachers’ is often applied because students may learn more from being designers with the technology than from teachers preparing and disseminating activities, and ‘users’ encapsulates both of these cohorts. The typological analysis used to derive the typology of Web 2.0 learning technologies has been published in the British Journal of Educational Technology (BJET). See Bower (2016) for further details.