Draft – originally published in M.S. Khine (Ed.). New Directions in Technological Pedagogical Content Knowledge Research Multiple Perspectives (pp. 83-108). Charlotte, NC: Information Age Publishing. 1 TPACK 2.0: Towards a framework guiding Web 2.0 integration in educational practice Athanassios Jimoyiannis Department of Social and Educational Policy, University of Peloponnese, Greece Abstract Since its formal introduction as a theoretical concept, Technological Pedagogical Content Knowledge (TPACK) has been transformed into a robust framework to support ICT integration in practice by allowing instructional designers, teachers and teacher educators to focus upon the connections among Technology, Content, and Pedagogy in real instructional-learning contexts. Web 2.0, on the other hand, has received in the last decade intense and growing educational and research interest. The key idea, upon which the educational Web 2.0 is built, is the wide range of affordances incorporated that transform both Pedagogy (Pedagogy 2.0, e.g. self- directed, reflective and community learning) and Content (Content 2.0, e.g. shared and learner-generated content). This chapter presents TPACK 2.0, as a promising framework a) to guide learning design and teacher preparation programs and b) to promote Web 2.0 integration in curriculum and classroom settings by harnessing their learner-centered, participative and social networking characteristics. Keywords: TPACK 2.0, Technological Pedagogical Content Knowledge, Web 2.0 in education, Pedagogy 2.0, Content 2.0 Introduction The tremendous development in Information and Communications Technologies (ICT) over the past decades has changed the way we think about education, learning theories, learning outcomes and pedagogical strategies. 21st century education demands the development of higher-order learning skills, such as critical thinking, problem solving, creativity, communication and collaboration, digital literacy and citizenship, which are considered critical to succeed in present society. Academics, researchers, educators and policy makers have advocated that this new landscape of skills and abilities requires that students must become skilful, creative, independent, and self-directed learners (Binkley et al., 2012; Dede, 2010; Mishra & Kereluik, 2011; P21, 2009; Voogt et al., 2013). In this context, ICT have been proposed as the lever to transform learning objectives and classroom practices in order that students move from information acquisition, rote learning and shallow coverage of content towards active knowledge construction through authentic learning activities (Jonassen, 2006; Herrington & Kervin, 2007) and participatory learning environments (Bonk & Zhang, 2008; Dede, 2011; Ryberg & Christiansen, 2008; Stahl, Koschmann & Suthers, 2006). During the past decade, the emerging Web 2.0 tools, like blogs, wikis, social networking, media sharing, social bookmarking, podcasting, multiuser virtual environments etc., have captured the interest and the imagination of both educators and researchers (Clark et al. 2009, McLoughlin & Lee 2010, Ravenscroft 2009, Roussinos & Jimoyiannis 2011, Schroeder et al. 2010). The successful integration of Web 2.0 tools in education is expected to exert a sigŶifiĐaŶt iŵpaĐt oŶ studeŶts leaƌŶiŶg, siŶĐe it pƌoǀides ŵultiple oppoƌtuŶities foƌ studeŶts engagement, communication and reflexive dialogue, creativity, collaborative learning, lifelong competence, self-directed learning, peer and self-assessment through more personalised and communicative spaces (McLoughlin & Lee, 2010; Ravenscroft, 2009; Jimoyiannis et al., 2013).