I am trying to refamiliarise myself with the web 2.0 technologies having just returned from a period of recharging my batteries and I would like to share my reflections on my thoughts to date. Now, I appreciate that there is a level of disclosure that could be classed as "putting one's head above the parapet" (in order to be shot at!) but I hope you will read and comment in the spirit of mutual support and encouragement.
My initial response to discovering that my interest in things technological and interactive had a name (web 2.0 technologies) was one of great enthusiasm and slightly evangelical- preaching to any colleague that would listen politely. I rushed to sign up for sites, comment on other's blogs and voraciously read and experiment with how far the technology could take my own development and that of my colleagues/students etc.
On reflection I believe that there was a naivety to my actions.
Spending more time in this environment it has become clear to me that not everyone shares my enthusiasm. I have become disheartened when I have neither received comments for my blog postings nor recognition of my comments on other's sites. What originally seemed to be a medium that would open up across the world of occupational therapy seems to be dominated by a relatively small group of like-minded professionals.
So, what can I do about this? I intend to use some of the relevant technology within my own educational environment and hope that colleagues can see in action the positive aspects of web 2.0 technology. The experience has given me an insight into how potential learners may feel and therefore identify a strong need to regularly acknowledge and comment on other's submissions. I also intend to continue to develop a presence within the international debates in order to both learn from and hopefully add to the development of the profession as a whole - and maybe to swell the UK involvement.
Thanks for reading this, I would be keen to hear of how other's have coped with the peaks and troughs of web 2.0 technology.
