The Effectiveness of Using Teacher-Teacher Wikis in Collaborative Lesson Planning


Wiki is considered to be one of the most effective Web 2.0 tools that is available for teaching and learning. As the tool is versatile and easy-to-use, it finds increasing applications in the sphere of teaching (Konieczny, 2007; Parker & Chao, 2007). The tool is simple to set up and maintain due to the fact that it provides immediate and direct access to the content.  It supports collaborative work between teachers. Wiki may be effectively used by a group of grade level content teachers who develop a thematic unit or a cohesive curriculum, as well as a group of teachers who take part in research projects or collaborate in publishing a scientific article. Wiki technology offers teachers an active and participative relationship with the web-based materials (Using Wikis in Learning and Teaching). As the tool is very useful while doing group projects which need collaboration and editing, it is very often used while carrying out mini research projects, compiling glossaries or manuals of useful terms and words, building an online repository and maintaining a collection of links relevant to the course. It has been stated that Wiki allows us to enhance teaching strategy portfolio, to transform routine, and sometimes boring, class activities into an interesting process, which can instill the values of the scientific ethos, as well as lifelong learning (Konieczny, 2007).

Collaboration and teamwork in teaching are seen as crucial elements and involve educators planning and working together, working with students and across all areas of learning. Collaboration with the colleagues helps to guarantee success for every team member involved. Working together people have an opportunity to contribute their knowledge and skills for a better result. Teaching becomes more beneficial because students get a chance to take more from their educational experiences (ESL Teamwork: Collaborating with Colleagues).

In order to provide an effective process of teaching, every teacher needs to have a lesson plan (Milkova, 2012) that is of vital importance. A lesson plan is a very useful tool that is used as a resource, a combination guide which reflects teaching philosophy, population of students, textbooks and others (Jensen, 1991, p. 403). It gives teachers the guide as teaching deals with students who have different abilities, skills, and knowledge. A good lesson plan provides an opportunity to teach students what they need. 

Wikis provide excellent collaborative opportunities for teaching as the technology combines information that is freely accessible, rapid feedback, access by multiple editors, and a simplified HTML (Arreguin, 2004, p. 3). The tools are considered to be effective and important while teaching English writing as a second language skill. Nowadays, more and more teachers implement these effective tools in their language courses with the aim to modify the process of teaching for second language learners. There exists a hypothesis that this teaching approach effectively helps learners to improve their target language competence (Lee, 2010). It has been stated that Wikis are important tools while teaching language proficiency in speaking and listening (Deutschmann, Panichi & Molka-Danielsen, 2009; O’Brien and Hegelheimer, 2007).

Wiki may become a guide for students, which contains a lesson plan and offers a variety of free features for both teachers and learners. There teachers can use notes, links, photos, videos, and pictures. Being able to include different types of media, Wiki is a good resource which provides an opportunity to use a variety of teaching styles. 

It is worth mentioning that the possibilities of Wikis are unlimited and the tool is on the way of transforming the process of teaching for the 21st century. A teacher should be aware of the principles of foreign language teaching, the tools which improve teaching process, as well as the students’ needs. A good lesson plan will contribute to the students’ learning experience and be beneficial to the teacher (Jensen, 1991, p. 407).

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