Teachers are facing greater technological demands. They are expected to use and teach their students to use various forms of collaborative technology (Partnership for 21st Century Learning, 2010). Personal professional development is professional development that teachers seek on their own, strictly on a voluntary basis, so that they can meet the needs of their students or address issues that are unique to their classroom. This study used a survey to examine the relationship between how teachers’ reported using social media community in education for personal professional development and the criteria for effective professional development, teachers’ integration practices, teachers’ frequency of collaboration, and teachers’ ability to communicate with colleagues. The results revealed a relationship between the criteria that a professional development be content specific and coherent and integrated with teachers’ daily lives and whether or not teachers report using social media community in education as a form of professional development. There was also a statistically significant relationship between the frequency of technology integration, the reported level of technology integration, and the feeling of growth based on whether or not teachers used social media community in education to enhance professional practices. A statistically significant relationship was found between the frequency at which teachers report collaborating on technology integration projects with colleagues in social media communities in education and whether or not respondents use Social media community in education connect with other educational professionals. Finally, a statistically iv significant relationship was found between how comfortable participants are giving technology integration advice to colleagues in social media communities in education based on whether or not respondents use social media community in education to share materials and ideas. Based on the findings of the study, several implications can be made regarding the use of social networks for personal professional development. First, the use of social networks for personal professional development is best when there is content specificity and cohesion with teachers’ personal and professional goals. Secondly the users of a social network for personal professional development must purposeful in their reasons for using the social network, users must perceive themselves as capable of learning and they must have the willingness to commit to learning. Another implication is that increased levels of ownership for the material in social media communities in education would result in greater frequency of collaboration. Finally, teachers’ perceptions of their integration abilities will determine if teachers will use social networks to communicate professionally with colleagues

Der Aufsatz untersucht die Facebook-Seiten verschiedener deutschsprachiger Archive auf ihren Inhalt und Aussagewert, auch im Vergleich mit bestehenden Archiv-Webseiten. Außerdem wurde ein Blick auf die Art des Informationsaustausches auf den Facebook-Seiten geworfen. Darüber hinaus interessierte, ob es ein Zusammenspiel mit anderen Web 2.0-Anwendungen gibt. Abschließend wird als Gesamtüberblick geprüft, ob eine Tendenz zu einem „Quasi-Standard“ festgestellt und eine Empfehlung für eine gute, „archivwürdige“ Facebook-Seite formuliert werden kann.

En los últimos años, la idea de conocer las necesidades o preferencias de los clientes es de suma importancia hoy en día para las empresas, de tal modo que así se podría dar mayor uso al excedente de las redes sociales o blogs que ayuden a cubrir sus necesidades o expectativas de los consumidores. Por otro, lado esta investigación, pretende ser explícito en el uso de las herramientas web 2.0, para tener una mejor concatenación con el cliente, con el fin de atribuir al servicio y marca un buen posicionamiento en las mentes de los clientes al momento de elegir el producto o servicio. Así mismo, en el trabajo de investigación se tiene como objetivo diagnosticar el uso de las herramientas Web 2.0 en el Sector de Alquiler de Maquinaria Pesada, Chiclayo. El tipo de investigación es descriptivo, enfoque cuantitativo por lo que los resultados se expresaron en datos numéricos con diseño no experimental, teniendo como variable de estudio: herramientas web 2.0. Para la recolección de datos se elaboró una encuesta como instrumento, tras su realización se obtuvo resultados eficaces considerando que se puede ofrecer el servicio o producto a los clientes, mediante diversas herramientas. Finalmente se logró concluir que el uso de las herramientas web 2.0 es importante para dar a conocer nuestro servicio y también llegar a más personas, de esta manera obtendrán más clientes y mayores ingresos.

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Whilst the use of documentary film to mediate issues of international development and social change is nothing new, the tools of production, media environment, expectations of, and relationships between, audiences and content are evolving at a rapid pace, bringing new approaches and challenges. As INGOs, development agencies and media producers attempt to engage audiences in issues of international development and social change in an increasing saturated media environment, many are looking for more innovative, Web 2.0- native ways of presenting these issues. Interactive web documentary, a format that has emerged from the dynamic and frenetic Web 2.0 media environment, combining digital, interactive and social media with the documentary form, has begun to be used to communicate with and engage audiences in these issues. But how do audiences respond to this format? Within this paper I investigate, through a survey of three audience groups and two case study examples, supplemented by semi-structured qualitative interviews and focus group discussion, how interactive web documentary might affect audience engagement with issues of international development and social change. In so doing I uncover three modes of engagement: active engagement, emotional engagement and critical engagement, which appear to be enhanced by the format. At the same time I discuss barriers to engagement, such as access, audience interest and tensions between discourses of gaming and issues of international development and social change, all of which must be negotiated if the format is to succeed in its aims.