There is an evolving confluence of new ideas and technologies underway on the Web that requires a different perspective in how technology is utilized in today’s virtual earning environments. Interestingly,
this conclusion is based on ideas, beliefs and behaviours taking place largely outside of education and primarily led by Internet savvy youth through their behaviour on the Web and by tech visionaries like Tim O’Reilly.

O’Reilly first coined the term, “Web 2.0” to describe these emergent technologies and behaviours and continues to be one of the seminal thinkers about the current Web’s metamorphosis into an environment that is participatory, content based and user defined. His discourse largely centres upon business and development models with an occasional nod to education. However, the meme map he uses to outline the basic characteristics of this new Web have striking parallels to important educational constructs that educators have been trying to implement in the classroom for quite some time. The rapid transformation of the Web into an environment that invites and facilitates sharing, collaboration and creative expression are profoundly applicable to teaching and learning.

The term “Web 2.0” implies an upgrade to a suddenly “new and improved” version of the Web. Actually, the characteristics that give the current Web its “2.0-ness” has been the result of a slow but steady progression, refinement and maturation of a number of technologies and ideas that have been in play for quite some time. It is suggested that the constructs of this new Web are largely couched in over a hundred years of educational thought and experience. This paper will explore the new and rapidly evolving Web from a constructivist perspective, examine some of Web 2.0’s tools that are currently being used for educational purposes, and describe how educators can further leverage Web 2.0 concepts and technologies for learning.