Chapter 7

There is a lot to this chapter and some of the content is review from the technology class we were required to take before entering the Proteach program, such as the difference in synchronous and asynchronous communication. I’m going to pick certain aspects of the chapter that I like/disliked.

In my daily elementary school class, I really don’t envision using Instant messaging or other synchronously communication as an individual activity. Not all my students will have the typing skills or the literacy skills to have quick, instant conversations online. However, I do see myself using a lot of asynchronous communication in both individual or group assignments. I think this form of communication can provide students with the opportunity to think before they type or “talk” to their Internet pal and hopefully be better understood than they might be in a class discussion where time is ticking. This idea of rushing students to finish one subject so the next one can start really shortens the time spent on class discussions and lessens the value students may get from these discussions. Online discussion boards, e-mails, and other forms of asynchronous communication can solve this problem if students have access to the Internet at home. Realistically, I see myself using this form of technology the most in my classroom. I can always print out what students write in discussion boards and e-mails or display the responses up on a screen. This will give students a chance to explain their discussion further in person for some face-to- face discussions if this is needed in a particular class.

The book suggested using discussion boards as a way to deliver ESLs opportunities that will help build their language skills in both their L1 and L2. Our class briefly talked about this when Caroline talked about the contemporary issue concerning ESLs and technology. This is a great way to help students who don’t speak English as a first language to remain a part of their native identity and add to this identity with new language skills. This is definitely a good idea to help students who may not be able to come up with an English response as quickly as their peers. This gives them time to form sentences and access to online dictionaries if needed. Overall, we teachers need to try to encourage all students to participate in class, and this may be a way to include ESLs.

Videoconferencing: This is such a great tool. It’s also cost effective in the long run. After buying the technology required for the videoconferencing, I won’t have to worry about any other finances that come along with a field trip or guest speakers. The book discusses how teachers should prepare their students for the right behaviors, background knowledge, and appropriate questions to ask during the virtual conversation. This isn’t different than the preparations teachers might discuss before a field trip or a presentation by a guest speaker. This tool has such a motivational factor to get students involved. However, I’m concerned with technical difficulties that may come up during the videoconferencing. What happens if you lose signal or equipment messes up. Teachers will need to have a backup plan for these freak incidents. If I have access to this tool, I see myself using this to give my students opportunities and experiences that may be unavailable in an average fieldtrip. Who knows, if I make the right connections and contacts I could pick and chose what types of videoconferencing my students experience? However, I still think it is a good idea to provide real field trip opportunities for students. Sometimes being in the actual place and learning may help knowledge stick or remain in their memories. For example, a trip to the Jacksonville Zoo and Gardens or to the Kennedy space station just may not be the same when delivered on a screen. But then not all students live in Florida and have access to these awesome places. So, I think videoconferencing definitely has a place in my future classroom but so do fieldtrips.