Technology to Support Communication

Teaching is all about communication. We communicate with our students. We

communicate with other educators. We communicate with our superiors. We, even,
communicate to the general public. So, it would seem pretty important that one be
able to engage those around them with the words they have to speak, type, or
display. Technology provides infinite possibilities as far as communication goes. For
teachers and educators, with all the communication going on in our career, it only
seems right to use a few of them. We are long past the days when writing was the
most modern communal technology (Wu, 2005). Now, there are computers, the
Internet, cell phones, smart phones, tablets, e-readers, and an ongoing list of
sources for communication. Within those sources are multiple outlets for
communication such as phone calls, texts, emails, websites, blogs, and even more.
Communication is not limited today as it has been in the past. This is a positivity
that can be transferred into the classroom and communication styles of educators
today.
Within my classroom, I will engage the new forms of communication as
openly as possible. I will encourage my parents to text me when they are available
for updates on their children. I will work to maintain a website for both my students
and parents to be able to actively keep up with my plans, schedules, and efforts in
the teaching community. Still, I will welcome not-so-modern forms of interaction and
communication as well. I will use the technology to encourage personal visits to the
classroom, parent-teacher conferences, and activity on the parents behalf.
My belief is that integrating the technology currently used my parents and
students into the communication techniques of teachers will prove to improve
parent participation and concern for the education of their student. Parent
involvement in learning clearly affects the success of the child (Olmstead, 2013).
Technologies like school websites, phone calling systems, online learning, and online
grades make it possible for a parent to be at school with their student even when
they cannot be at school in the physical sense.
The issue arises and becomes dangerous when students become too
comfortable with communication and varies forms of technology. Knowledge is an
excellent element to have, but knowledge comes with power. The power that comes
with the Internet is nearly paralyzing. This means, of course, that restrictions have
to be set, and rules have to be put into place. Being a teacher, although it is the
primary responsibility of the parent to teach Internet safety, the responsibility often
falls on the teacher. So, what is one to do when their students are diving into a pool
of information, opportunity, and risk without a life jacket on? Step one: there needs
to be a clear set of rules and a clear set of consequences. Some rules might be no
sites that include social media or are not educational. Another may be pertaining to
games. Others may deal with inappropriate content and attitude. Step two: educate
the students on why these rules are important. Rules are just rules without reasons.
Lastly, monitor them always. Although teachers try to set clear boundaries and
educate their students to the best of their abilities. Children and still children and
will push boundaries and break rules. This is why monitoring their activities is so
important.

Technology is hard. It has a plethora of benefits. It, also, comes with its risks.
Still, it could be worth it. Either way, we have to accept it. This is the day and age
that we will in. This is the reality we exist in. Therefore, we have to adapt. Luckily, in
this case, with education and effort, the benefits could far outweigh the negative
aspects.
Ashley Gibson

References
Olmstead, C. (2013). Using Technology to Increase Parent Involvement in
Schools. Techtrends: Linking Research & Practice To Improve Learning, 57(6), 28-37.
doi:10.1007/s11528-013-0699-0
Wu, S. (2005). Technology and communication. In B. Cullinan et al.
(Eds.), Continuum encyclopedia of children's literature. London, United Kingdom:
Continuum. Retrieved from http://library.gcu.edu:2048/login?qurl=http%3A%2F
%2Fsearch.credoreference.com.library.gcu.edu%3A2048%2Fcontent%2Fentry
%2Fkidlit%2Ftechnology_and_communication%2F0