Entry 1: Technology to Support Communication
Introduction
Technological communication plays a pivotal role in a student’s academic career. Previous generations relied on the paper and pencil method, typically sending home a newsletter, flyer, or a verbal marker for student’s to remind parents of specific events or tasks. The new generation of academia, also referred as the digital generation, relies heavily on the services and resources provided by technology. The focus of this paper highlights the communication tools that an educator can use to promote communication amongst the academic community; students, parents, and educators.
Technology to Enhance Communication
Classroom Website: Creating an educational website allows for creative freedom by the operator and to generate specific fields that caters directly to the needs of the teacher and to the students. The website can be customized to hold tabs which holds specific information and links to aid students and parents. For example, under the Student Resources tab a teacher can post weekly assignments and readings. Also, links for additional educational purposes pertaining to a topic can be posted as well. It should be recommended that parents familiarize themselves with the website and the resources provided. It should also be noted that the parents should check in with the website weekly, encouraging parents to be actively engaged in the student’s academic success. The importance of a classroom website acts as the bridge between “current curricula and new literacy” (Baker, 2007, p. 56).
Blog: In correlation with using a website as a communication tool, blogging is an excellent addition to a website. A blog can be located on a classroom webpage or it can be linked directly on its own. The benefits of blogging is the instant connection between teacher and students; parents may benefit from reading the blog as well. The blog can provide introverted students, who normally shy away from class discussions, a sense of anonymity when communicating with peers. It also provides a platform for reading and writing, collaboration amongst peers, and a vessel for communication with students globally. “Students need to be connected to the learning community in the classroom in order to be engage in the learning activities, which lies with the type of social interaction that makes them happy and enjoy learning” (Abulibdeh, 2013, p87).
Podcasts: Podcast are extremely beneficial in communication in the context that they provide online streaming through audio, video, pdf, and ePubfiles. “Video podcasts allow students to control when, where, and what they learn, as well as the pace of learning” (Kay & Edwards, 2012, para. 1). Teachers can use this communication tool when streaming a guest speaker. For example, a professor from India can give a lecture to an 11th grade algebra math class in Austin, Texas. This demonstrates global communication. Another example can be a 6th grade class in Pensacola, FL is working with a DoD U.S. Military school in Japan, on an economics project and would like to know what resources are available for market trade in Japan. This allows for international integration of educational technical communications between students.
Messaging Apps: Handheld digital devices have become a third limb for modern society. They are readily available and transport easily. This works in conjunction with communication in the classroom, especially between parent and teacher. Free messaging apps can be downloaded onto handheld devices enhancing the opportunities for communicative interaction between parties (Pollard, 2015). This form of communication can be illustrated with a free behavior monitoring app. For instance, a student who is typically well behave is displaying extreme negative behaviors. The teacher has deducted behavior points from student’s virtual avatar; which is directly linked to the parent’s phone. The teacher can then send an instant message to the parent’s phone, communicating a concern with student’s unorthodox behavior. This communication tool provides instant communication and feedback which can resolve any issues immediately.
Communication Internet Security and Safety
Demonstrating and facilitating student’s education relating to Internet safety is the responsibility of the adults in the student’s life, specifically educators and parents. Valuable tools when executing Internet safety rules should include cyber security, safety, and ethics (Melgosa, 2013). Schools implement security software and access control throughout the facilities digital resources, like computers and laptops to prevent unauthorized users. Even though schools take extreme measures preventing inappropriate content, some sites can slip through the filter. Educators must take an active stance when facilitating Internet safety curriculum and highlight the term computer/digital ethics. This means that there are moral guidelines, like good behavior and bad behavior when exhausting digital resources. A great way teachers can introduce computer ethics is to have student’s brainstorm what they believe constitutes good and bad Internet behavior. This will actively engage students to take responsibility and ownership with the rules that they have designated. Implementing a merger between school and home Internet safety and behavior can be suggested through using the same class list of rules between both environments. Studies reporting on Internet rules suggest that children have different perceptions about the rules set in place by parents (Burrow-Sanchez, Call, Zheng, & Drew, 2011). Therefore, establishing clear and concise rules for the classroom and home eliminates any possibilities of misinterpretations. Another area of concern regarding Internet safety that should be at the top of every class and home list of Internet rules is no cyberbullying. It has been found that there is a positive correlation between students home and school environments and the emphasis on “respect and empathy” regarding rules and respect for others, therefore creating an absence of negative online behavior (Mian, 2014, p. 57). As a final point, if educators and parents work cohesively and diligently educating students concerning Internet security, safety, and behavior, student’s will avoid the dangers of neophyte and negligent Internet use.
Concluding Paragraph
Technology is leading the way into the digital age of education and is an essential component in fusing the communication gap between home and school. The communication tools reviewed are just some ways a teacher can provide effective, creative, and engaging communication for students and parents. In regards to Internet safety, it is of the child’s best interest that educators and parents work cohesively teaching and not telling the child the rules for safe Internet navigation. The metaphor “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime” provides an insightful comparison with the implementation of Internet security and safety. (Haworth, 2007)
References:
Abulibdeh, E., S. (2013). Using social media (blog) in the classroom: Reflecting lecturer’s
pedagogical approach and students (In-Service Teachers) intrinsic motivation. Journal of
Distance Education, 14(4), 83-98.
Baker, E. (2007). Support for new literacies, cultural expectations, and pedagogy: potential and
features for classroom websites. New England Reading Association Journal, 43(2), 56-
62.
Burrow-Sanchez, J. J., Call, M., Zheng, R., & Drew, C. (2011). How school counselors can help
prevent online victimization. Journal of Counseling and Development, 89(1), 3-10.
Haworth, M. (2007, April 2). Lao Tzu- “Give a man a fish, feed him for a day. Teach a man to
fish, feed him for a lifetime”. Ezine@rticles. Retrieved July 30, 2015, from
http://EzineArticles.com/?expert=Martin_Haworth
Kay, R. & Edwards, J. (2012). Examining the use of worked example video podcasts in middle
School mathematics classrooms: a formative analysis. Canadian Journal of Learning and
Technology, 38(3).
Melgosa, A. & Scott, R. (2013). School internet safety: more than ‘Block it to stop it’.
Education Digest, 39(3), 46-49.
Mian, C. (2014). Bullying and cyberbullying. Our Schools/Our Selves, 23(4), 49-63.
Pollard, A. (2015). Increasing awareness and talk time through free messaging apps. English
Teaching Forum, 53(1), 25-32.
Introduction
Technological communication plays a pivotal role in a student’s academic career. Previous generations relied on the paper and pencil method, typically sending home a newsletter, flyer, or a verbal marker for student’s to remind parents of specific events or tasks. The new generation of academia, also referred as the digital generation, relies heavily on the services and resources provided by technology. The focus of this paper highlights the communication tools that an educator can use to promote communication amongst the academic community; students, parents, and educators.
Technology to Enhance Communication
Classroom Website: Creating an educational website allows for creative freedom by the operator and to generate specific fields that caters directly to the needs of the teacher and to the students. The website can be customized to hold tabs which holds specific information and links to aid students and parents. For example, under the Student Resources tab a teacher can post weekly assignments and readings. Also, links for additional educational purposes pertaining to a topic can be posted as well. It should be recommended that parents familiarize themselves with the website and the resources provided. It should also be noted that the parents should check in with the website weekly, encouraging parents to be actively engaged in the student’s academic success. The importance of a classroom website acts as the bridge between “current curricula and new literacy” (Baker, 2007, p. 56).
Blog: In correlation with using a website as a communication tool, blogging is an excellent addition to a website. A blog can be located on a classroom webpage or it can be linked directly on its own. The benefits of blogging is the instant connection between teacher and students; parents may benefit from reading the blog as well. The blog can provide introverted students, who normally shy away from class discussions, a sense of anonymity when communicating with peers. It also provides a platform for reading and writing, collaboration amongst peers, and a vessel for communication with students globally. “Students need to be connected to the learning community in the classroom in order to be engage in the learning activities, which lies with the type of social interaction that makes them happy and enjoy learning” (Abulibdeh, 2013, p87).
Podcasts: Podcast are extremely beneficial in communication in the context that they provide online streaming through audio, video, pdf, and ePubfiles. “Video podcasts allow students to control when, where, and what they learn, as well as the pace of learning” (Kay & Edwards, 2012, para. 1). Teachers can use this communication tool when streaming a guest speaker. For example, a professor from India can give a lecture to an 11th grade algebra math class in Austin, Texas. This demonstrates global communication. Another example can be a 6th grade class in Pensacola, FL is working with a DoD U.S. Military school in Japan, on an economics project and would like to know what resources are available for market trade in Japan. This allows for international integration of educational technical communications between students.
Messaging Apps: Handheld digital devices have become a third limb for modern society. They are readily available and transport easily. This works in conjunction with communication in the classroom, especially between parent and teacher. Free messaging apps can be downloaded onto handheld devices enhancing the opportunities for communicative interaction between parties (Pollard, 2015). This form of communication can be illustrated with a free behavior monitoring app. For instance, a student who is typically well behave is displaying extreme negative behaviors. The teacher has deducted behavior points from student’s virtual avatar; which is directly linked to the parent’s phone. The teacher can then send an instant message to the parent’s phone, communicating a concern with student’s unorthodox behavior. This communication tool provides instant communication and feedback which can resolve any issues immediately.
Communication Internet Security and Safety
Demonstrating and facilitating student’s education relating to Internet safety is the responsibility of the adults in the student’s life, specifically educators and parents. Valuable tools when executing Internet safety rules should include cyber security, safety, and ethics (Melgosa, 2013). Schools implement security software and access control throughout the facilities digital resources, like computers and laptops to prevent unauthorized users. Even though schools take extreme measures preventing inappropriate content, some sites can slip through the filter. Educators must take an active stance when facilitating Internet safety curriculum and highlight the term computer/digital ethics. This means that there are moral guidelines, like good behavior and bad behavior when exhausting digital resources. A great way teachers can introduce computer ethics is to have student’s brainstorm what they believe constitutes good and bad Internet behavior. This will actively engage students to take responsibility and ownership with the rules that they have designated. Implementing a merger between school and home Internet safety and behavior can be suggested through using the same class list of rules between both environments. Studies reporting on Internet rules suggest that children have different perceptions about the rules set in place by parents (Burrow-Sanchez, Call, Zheng, & Drew, 2011). Therefore, establishing clear and concise rules for the classroom and home eliminates any possibilities of misinterpretations. Another area of concern regarding Internet safety that should be at the top of every class and home list of Internet rules is no cyberbullying. It has been found that there is a positive correlation between students home and school environments and the emphasis on “respect and empathy” regarding rules and respect for others, therefore creating an absence of negative online behavior (Mian, 2014, p. 57). As a final point, if educators and parents work cohesively and diligently educating students concerning Internet security, safety, and behavior, student’s will avoid the dangers of neophyte and negligent Internet use.
Concluding Paragraph
Technology is leading the way into the digital age of education and is an essential component in fusing the communication gap between home and school. The communication tools reviewed are just some ways a teacher can provide effective, creative, and engaging communication for students and parents. In regards to Internet safety, it is of the child’s best interest that educators and parents work cohesively teaching and not telling the child the rules for safe Internet navigation. The metaphor “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime” provides an insightful comparison with the implementation of Internet security and safety. (Haworth, 2007)
References:
Abulibdeh, E., S. (2013). Using social media (blog) in the classroom: Reflecting lecturer’s
pedagogical approach and students (In-Service Teachers) intrinsic motivation. Journal of
Distance Education, 14(4), 83-98.
Baker, E. (2007). Support for new literacies, cultural expectations, and pedagogy: potential and
features for classroom websites. New England Reading Association Journal, 43(2), 56-
62.
Burrow-Sanchez, J. J., Call, M., Zheng, R., & Drew, C. (2011). How school counselors can help
prevent online victimization. Journal of Counseling and Development, 89(1), 3-10.
Haworth, M. (2007, April 2). Lao Tzu- “Give a man a fish, feed him for a day. Teach a man to
fish, feed him for a lifetime”. Ezine@rticles. Retrieved July 30, 2015, from
http://EzineArticles.com/?expert=Martin_Haworth
Kay, R. & Edwards, J. (2012). Examining the use of worked example video podcasts in middle
School mathematics classrooms: a formative analysis. Canadian Journal of Learning and
Technology, 38(3).
Melgosa, A. & Scott, R. (2013). School internet safety: more than ‘Block it to stop it’.
Education Digest, 39(3), 46-49.
Mian, C. (2014). Bullying and cyberbullying. Our Schools/Our Selves, 23(4), 49-63.
Pollard, A. (2015). Increasing awareness and talk time through free messaging apps. English
Teaching Forum, 53(1), 25-32.