Technology to Support Communication
Introduction
Technology continues to develop at a obscenely rapid
rate and in the span of 10 years cellphones have gone from being an luxury or
an unfortunate necessity for teenagers to a widely accepted and expected
accessory. There are many ways that a teacher can integrate technology into the
classroom but to really get the most benefit from it, one must have a plan so
that technology can be melded into the material that students are expected to
learn when meeting the Common Core Standards. Through the use of mass text
services, videos and podcasts, email and instant messenger, and a class-run
blog, teachers can keep parents and students updated while opening channels of
communication to those outside of the class's regular sphere of communication.
Technology to Enhance Communication
Opt-in Mass Text service: If parents choose to opt in to the mass text message service moderated by the teacher, they can receive the same information that students would - upcoming assignment due dates, extra credit opportunities, tests and similar class functions. Students constantly in touch with their cellphones would be getting reminders to do their homework or study for a test while distracted by other things. Communication with the global community is limited when considering a tool with a very specific classroom use, however, anyone with a smart phone would be able to receive the same texts after opting into the service - this could help student teachers observe classroom behavior and a teacher's management skills.
Class-produced Blog: A class-room run blog would enable parents to view their students work in real time while observing the work of the entire class from any device with the ability to connect to the internet. A teacher could use the blog to post weekly summaries of what to expect in class as well as links to assignments and helpful research materials. A blog could also contain calendars with due-dates and a discussion board where students could communicate directly with each other and the teacher. Since the blog would be free to public view, anyone would be able to see the classes work, discussions, lesson plans and the like and the class would be able to receive feedback from the internet at large.
Videos/Podcasts: Parents would be able to listen to and view the bits of lesson that students were learning in the classroom and would be able to better assist children with understanding content. Podcasts could contain student led discussion and parents could observe how their child works in class. Students would be able to access podcasts and videos through any device in any location with internet access and would be able to access them as often as necessary to aid comprehension and retention. On a global scale, anyone would be able to access the material and could then use it to help form new lesson plans or to aid their own learning while observing the modality of learning for students of different cultures.
Email with Instant Message System: Parents would be able to quickly contact teachers according to their schedule and the use of instant messaging would allow the teacher to be automatically alerted of parent contact on any device. Students would be able to contact teacher outside of traditional classroom hours and would be able to receive quick responses to pertinent questions. Those who located a teacher’s contact information through a class website would be able to email the teacher with questions or comments and this would provide an overall increase of educator communication around the world.
Communication Internet Security and Safety
As with any aspect of dealing with children, safety and security become a concern when discussing the transitioning of a traditional classroom to a technologically adapted one. Steps are being implemented nationwide to incorporate internet safety and digital ethics into class room curriculum, “like adding an online component to English language arts teachers’ discussions of plagiarism and proper citations” (district administration, 2010) so that students may use those skills in a safe and controlled environment before using them in the real world. Other instruction introduces children to the idea of being an ethical internet citizen and the rights and wrongs of internet behavior. Cyberbullying is one such example of this and “Most cases seem to involve middle school or high school students, whom experts say, are in the primary age group for such behavior.” (Sturgis, 2014). Students need to be taught early on about the effects that their behavior have on others and that behavior through the anonymity providing internet is no different. Becaue “Nine in ten (93%) teens have a computer or have access to one at home” (Pew Research, 2013) it is more important than ever that parents also be aware of internet safety and ensure that students are using the skills learned at school to be ethical digital citizens while at home.
Concluding Paragraph
The use of a mass opt-in text message service, e-mail and instant message, videos and podcasts and the creation of a classroom blog will allow teachers to maintain seamless communication with students and parents outside of the traditional classroom while also creating opportunity for contact with the global digital community. Through all of this, teachers can make sure that students and parents alike are well aware of what the class is learning. Teachers can also instill the ideas of internet safety and ethics into their students and simultaneously give them the experience that they will need in the real world. The future looks to only expand the immersion into technology and the responsibility for ensuring that students are fully prepared to face the working world falls squarely onto the shoulders of teachers and parents.
References
- Butler, K. (2010). Cybersafety in the Classroom. District Administration, 46(6), 53-54,. Retrieved from:http://library.gcu.edu:2048/login? url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx? direct=true&db=eric&AN=EJ887156&site=eds-live&scope=site
- Sturgis, I. (2014). High-tech bullies. Chronicles of Higher Education, 19-23. Retrieved from: http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=rlh&AN=94805122&site=eds-live&scope=site
- Zickuhr, K. (2014). Teens and Tech: What the Research Says. Young Adult Library Services, 12(2), 33-37. Retrieved from: http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=94272957&site=eds-live&scope=site
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