Internet and Its Evolution

Everything evolves. Internet is no exception in this case. Web evolved from web 1.0 to web 2.0 and to web 3.0. “The evolution of the web from Web 1.0 to Web 2.0 and now to Web 3.0 can be used a metaphor of how education should also be moving, developing, and evolving from Education 1.0 towards that of an Education 3.0.” (Gerstein, 2014, pg. 83) The evolution is constant.


When we first got introduced to technology, we started with web 1.0. Education 1.0 can be classified as an essentialism or instrudivism teaching and learning philosophical orientation. These educational frameworks or philosophies fit the characteristics of an Education 1.0 or a traditional pedagogical teaching framework. (Gerstein, 2014, pg. 85). We need to keep evolving along with the technology. Moreover, as it is entirely teacher lead, the educators need to be prepared with how it will be learned, when to learn, and so on and so forth. I must confess that to have the technology and to have the chance to access technology is a privilege.


As an example of web 2.0, we can indeed represent our EC &I 833 course. As we are using blog platforms and via comments and posts, we are connecting with each other. “Education 2.0 happens when the technologies of Web 2.0 are used to enhance traditional approaches to education. Education 2.0 involves the use of blogs, podcasts, social bookmarking and related participation technologies but the circumstances under which the technologies are used are still largely embedded within the framework of Education 1.0. The process of education itself is not transformed significantly although the groundwork for broader transformation is being laid down” (Keats & Schmidt, 2007, para. 7).

Source: Blueberry


“Education 3.0 is also about the three Cs but a different set – connectors, creators, and constructivists. These are qualitatively different than the three Cs of Education 2.0. Now they are nouns which translate into the art of being a self-determined learner rather than “doing” learning as facilitated by the educator” (Gerstein, 2014, pg. 91). All in all, education should be delivered in such a way that is accessible for all students. As an educator, I had no other chance except to take classes through online. When I worked from home during a pandemic, I had to set up everything on my laptop. Education 3.0 is an excellent way for my students and for me to connect and explore.

Internet and Its Evolution
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6 thoughts on “Internet and Its Evolution

  1. Great post! Interesting read throughout, but what struck me most was at the end where you briefly mentioned accessibility. I know that when my school moved online during the pandemic the first time, students with learning disabilities or physical impairments were moved lower in the list of priorities as we tried to put out fires and develop a meaningful program with no professional development. One of the big possibilities of web 3.0 is that it can break down some of the tech barriers associated with ableist internet design and the design of digital formative assessment. With self-directed learning, who knows what programs will look like for students traditionally placed in alternative curriculum classrooms?

  2. Thank you Daniel. I talked about accessibility as I faced challenges and it is an important issue indeed. I totally agree with you the fact that web 3.0 can break down some of the barriers.

  3. Fahmida, I like how you broke down the three different Webs and how education fits into them. The one thing that has me a bit worried about Web 3.0 in education, is that the learned are self-driven or self-determined. I know in my case, teaching Grade 6/7 students. this is something that really needs to be taught, adopted, and engrained, and then at some point, the learner needs to find their own motivation and determination to really embody that methodology. Therefore, my concern would be with how many students would actually be able to be successful in a fully Web 3.0 model in the classroom. That brings me to further questions such as, what grades would this be most appropriate for? What would it look like in the grades that cannot fully adopt this? And so on.

    1. I agree with you, Kelly. I’m not even sure how self-driven some of my high school students are, particularly given my experience with remote and hybrid learning. This reminds me a bit about our conversations regarding makerspaces tonight. It’s great in theory, but not every kid thrives in a more open-ended scenario. “Just tell me what to do and how to do it.” And I feel that our education system, with emphasis on timely reporting and high grades, is at odds with a lot of the theory behind Web 3.0. If we were in a pass/fail grading system, maybe I would feel differently.

      1. Thank you, Michael, for your comment. I really agree when you said that there are a lot of theories and history behind Web 3.0. Students may react differently and feel demotivated. Anyways, we can always present it differently to the students so that they don’t think it is too much.

    2. I totally agree with you, Kelly. I guess it depends on the student’s adaptability and, of course, their level. For example, it wasn’t effortless to deal with my grade 3 level students Web 3.0 education. I was stuck with Web 1.0 and Web 2.0. And when we talk about adoption, I think the students will definitely cope whatever the education delivery mode. Maybe they will take time, but they will end up adjusting the mode.

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