Do you wiki?

According to Wheeler, Yeomans, and Wheeler (2008), use of a wiki “enable students to collaboratively generate, mix, edit and synthesise subject-specific knowledge within a shared and openly accessible digital space” (p. 989). Last semester I took a course that utilized a wiki page for course information, uploading of assignments, and communication among classmates and the professor. None of the assignments for this particular class were shared or collaborative. Individual assignments were to be posted each week (similar to the standard pencil and paper assignment).
Wheeler et. al. (2008) also stated that wikis have the potential to “transform the learning experience into student-centered” where all students contribute fostering a sense of community (p. 990). However, physical editing one another’s documents in this particular course was rarely done. Instead, we’d offer (type) suggestions in a polite manner to improve a sentence or question. Perhaps the lack of discussion around the wiki and the potential for developing a community of practice caused me to be weary of such a technologically interactive environment. (Perhaps I’m a BlackBoard snob?)
In reading the research surrounding the use of wikis in the (educational realm, I do see how such technology could support and enhance collaborative learning as long as students are familiar with the features of the wiki. Wikis should also be a part of the regular classroom routine to have the complete effect of “developing communities of practice, within which they can store their treasure house of knowledge about their specific interests and learning” (Wheeler et. al., p. 990, 2008). However, I wonder if students will become bored with constant use of technology for educational purposes when they are primarily used for social interaction. It seems (we) I have come to the great divide in education and technology.


Reference:
Wheeler, S,. Yeomans, P,. & Wheeler, D. (2008). The good, the bad, and the wiki: Evaluating student-generated content for collaborative
learning. British Journal of Educational Technology. 39(6) 987-995