Crystal Butler

http://crystalbutlerclassroom.weebly.com/
EDU-225
3/12/2016

Entry 1: Technology to Support Communication

Introduction
In the classroom, communicating with parents, students, and the global community is
crucial to helping students learn. It is necessary to have open communication with parents to
become true partners in their childs learning (Merkly, Schmidt, Dirksen, & Furler, 2006).
Communicating effectively with students is the only way they will learn is being taught. Using
technology to communicate opens doors to reach the global community. technologies such as a
class website, Skype, email and texting, and social media for communication with parents,
students, and the global community makes communication effective however, it is necessary to
keep internet safety and security in mind.
Technology to Enhance Communication
Class Website:
A class website is a powerful way to communicate with parents, students, and the global
community. It is an easy way to let parents know what is going on in the classroom (Merkly,
Schmidt, Dirksen, & Furler, 2006). For students, having a class website is a way to feel
connected to their class and gives a fun interactive place to find help with homework and to have
a schedule of what is happening in the classroom. A class website allows the teacher to have a
tangible way to display what their class is doing and have communication with other classrooms
around the globe. This is a way to exchange ideas about issues, learn about other cultures and to
work collaboratively with others.
Skype:

Skype allows people to communicate face to face over the computer. This tool would
allow a teacher to do a face-to-face meeting with a parent for whom it is difficult to meet in
person (Crane, 2009). It might be easier to meet the teacher where they are, using the computer.
This application might be even more beneficial for students to do group projects with their
classmates from their home without having to meet somewhere (Crane, 2009). It allows teachers
from around the globe could collaborate and share ideas (Crane, 2009).
Email and Texting:
Being able to email or text a parent allows a teacher to keep parents aware of what their
child is doing daily (Lanahan & Boysen, 2005). It also allows teachers to contact parents quickly
if there is an issue. A group text or email is an efficient way to let students know when an
assignment is due or when a big event is coming up. In communicating with the global
community, it is invaluable because it allows an easy way to share ideas and resources. It is also
an effective tool for reaching businesses and government agencies as an advocate for the
educational community. An example of this might be sending an email to ones congressperson
to express ones feelings on an upcoming bill.
Social Media:
Social media sites such as Facebook and Twitter are effective communication tools to
keep students, parents, and the global community aware of what is happening in the classroom
(Abe & Nickolas, 2013). The most effective use of this would be to have a class Facebook page
or Twitter account that details the projects of the class. This would allow parents know what is
happening and to give input on the project, which encourages involvement. Students could use
the page to communicate with their peers and to collaborate on projects (Abe & Nickolas, 2013).

The page would also allow the larger community to see what the class is doing and get involved.
However, there is one caution about using social media. In order that appropriate material is
being posted, it would be necessary to monitor the site and to remove posts that were
inappropriate (Becker, 2013).
Communication Internet Security and Safety
This leads to the issue of Internet security and safety in communicating with parents,
students and anyone else whom with a teacher might need to communicate. It is necessary to
guard any personal information of parents, students, staff, or even the teacher. This means being
very careful what information is posted on a class website, on social media, and even in email
communication (Moreno, 2013). Another area of safety to consider is the issue of online
predators. One should be very careful what pictures are posted, especially on sites such as
Facebook and Twitter. It is also necessary to monitor closely any use of the internet by children
and to educate children on the proper way to use the internet (Moreno, 2013). Helping children
understand through class discussions the importance of guarding their personal data and using
proper etiquette in their communications with others along with rules for internet use will help
safeguard children (Moreno, 2013).
Concluding Paragraph
Technology makes it easier to communicate with parents, students, and the global
community using a class website, Skype, email and texting, and social media, while keeping in
mind issues of safety and security. These forms of communication help to facilitate learning by
making parents aware of what is happening in the classroom. It creates a class community by
increasing communication in the classroom. It also allows the global community to become a

part of the classroom experience. Communication through technology brings teachers, parents,
students, and the global community together to form true partnerships of learning.

References
Abe, P., & Nickolas, J. A. (2013). Integrating Social Media into the Classroom Curriculum.
About Campus, 18(1), 16-20. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&
db=eric&AN=EJ998122&site=eds-live&scope=site
Becker, D. (2013). Anticipating the Exception, Not the Rule: Forming Policy For Student Use of
Technology in the Classroom. JEP: eJournal of Education Policy, 1-6. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&
db=ehh&AN=94717349&site=eds-live&scope=site
Crane, B. (2009). Open Your Classrooms to the World. Information Searcher, 19(2), 12.
Retrieved from

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&
db=ofs&AN=503015015&site=eds-live&scope=site
Lanahan, L., & Boysen, J. (2005). Computer Technology in the Public School Classroom:
Teacher Perspectives. Issue Brief. NCES 2005-083. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&
db=eric&AN=ED484748&site=eds-live&scope=site
Merkly, D., Schmidt, D., Dirksen, C., & Furler, C. (2006). Enhancing Parent-Teacher
Communication Using Technology: A Reading Improvement Clinic Example.
Contemporary Issues in Technology & Teacher Education, 6(1), 11-42. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&
db=ehh&AN=20793845&site=eds-live&scope=site
Moreno, M. A. (2013). Internet safety education for youth: stakeholder perspectives. BMC
Public Health, 13(1), 1-6. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&
db=a9h&AN=88981803&site=eds-live&scope=site