Abstract-

With the availability and affordability of computers and communication technology devices worldwide, teaching no longer centers around teachers. Students become autonomous learners, taking the ownership of learning where they no longer rely fully on teachers as the learning resources. This paves innovative intervention towards engaging the learners cognitively using Web 2.0 tools. Web 2.0 tools offer learners to engage in higher order thinking skills involving not just to understand and apply but also to analyze, evaluate and create through two-way communications and collaborations. Due to the pedagogical potentials of Web 2.0 tools, this study attempts to investigate how the students involve Web 2.0 tools in supporting classroom learning. This study employed a questionnaire survey among students at a Higher Learning Institution involving 100 samples. This is a preliminary study prior to the final study involving bigger populations from different universities. Interviews were also carried out among three students to gain in-depth understanding of learning that enables the researcher to derive a conceptual model. The related main ideas from each interviewee were gathered to get commonality of themes. And finally, main themes were generated. A systematic data analysis was done based on developing themes in an inductive way as directed by the content of data. The findings reveal that the majority of students use Web 2.0 tools for finding resources, communication and for both low and higher order thinking skills. Further findings show that Academic readiness contributed significantly on students cognitive engagement while Use of Web 2.0 tools did not contribute significantly. Implications of the study address the theoretical and practical aspects. Keywords-Web 2.0, cognitive engagement, 21 st Century, higher learning institutions. I.INTRODUCTION Web 2.0 tools are defined as those digital tools that enable accessing and producing knowledge in ways that move beyond passive consumption to active construction (Beach, Hull & O'Brien, 2011). There are different types of Web 2.0 tools such as (i) social network sites which include Facebook, Twitter, WhatsApp. These are online tools that enhance collaboration, information sharing, communication and interaction of learners and lecturers in teaching and learning activities. (ii) Media sharing which include Moovely, Youtube, Google plus (+), Vimeo, Prezi (iii) Blogging like Blogspot.com, Wordpress, Website editor, Mozello.com, Wix.com, Weebly.com, Moovly (iv) Online library like ProQuest, Google scholar (v) Content management such as learning management system (LMS) which includes Moodle and Blackboard. Table 1.0 reveals the types and applications of Web 2.0 tools. Table.1.0: Web 2.0 Tools and their functions in teaching and learning Types of Tools Examples Applications Social network sites Facebook, Twitter, WhatsApp, MySpace Enhances learner to interact with peers and lecturers. Enhance knowledge sharing, creative production, development of ideas and making reflection Media...

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Malaysian Higher Learning institutions have embraced the 21st century skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to address problem-solving and project-based learning in both face-to-face and blended learning. However, there have been issues of educators’ awareness and skills in utilizing the technology tools in the instructional processes. This study attempts to explore the experience and awareness among lecturers to integrate computer-related technologies in undergraduate classrooms. In-depth semi-structured interviews were conducted with two lecturers who are experts in foreign language and one from Instructional Technology field.  In-depth semi structured interviews and observations became the main qualitative instruments for this study. The purpose of the study sought to reveal the pedagogical approach and types of Information technology adopted in the classrooms. This study addressed their awareness and issues related to the use of technology in the classroom. The results were thematized based on Web 2.0 tools integration, pedagogical approach in addressing higher order thinking skills and student career readiness. Lecturers were found to be aware of the relevance of Web 2.0 tools for instructional purposes. However, they highlighted low internet speed as the main challenge in their efforts to integrate technology into their instructional activities. This research contributes to the area of TPACK (Technology Pedagogical Content Knowledge) by highlighting the application of computer-related technologies into classroom instruction and how such technologies are matched with learner-centered instructional strategies to enhance learners’ 21st century skills that are essential for career readiness.