Technology to Support Communication

Delacruz contends that “recent studies of both adult and youth Internet users consistently confirm that millions of people use social networking sites and other forms of electronic communication to maintain and strengthen social ties, to manage and facilitate existing relationships, to plan and coordinate schedules, and to seek and exchange important information (Delacruz 2009).” The goal for many schools is to have access and open communication at every level of the educational system. “Through technology teachers will enhance instruction, engage in professional development, track student progress, and communicate with families about their children’s education. Research studies stated that technology delivered meaningful contents” (Jonassen, Peck,& Wilson, 1999) and when use in a systematic manner it would thrive. The biggest conflict between teacher and parent communication is the schedule. Through technology this problem has been resolved because different technology allows parents and teachers many options to communicate at any time. Voice-mails allow the teacher or parent to leave a message about the concerns and when available the call will be returned. Most parents find phone calls and voice-mails to be their best choice for communication because everyone knows how to do it. With the new advances in technology many teachers use email to communicate with parents because it is fast and effective. The great thing about email is that it is free to get and easy to use. If one can’t get to a phone or have time to make a call it is fairly simple and easy to reply or construct an email. Not only can technology be used to have teachers and parents communicate with one another but it can also keep parents updated on their students’ progress. Teachers have the ability to post grades online and keep them updated regularly this allows parents to keep track of their child’s performance. “A more broad-based or community oriented program might entail content presented via technology. For instance, if a school recorded lectures or used available recorded lectures. These lectures can be used outside of the classroom because they can be posted to the school’s website (Martin, 2013).” Allowing students to gain access and if needed the parents can get access to these lectures as well. “This use of technology to deliver content has the potential to facilitate community discourse based on the lectures that are being used in the classroom. Web-based community outreach or traditional types of marketing can be used to help increase community participation in the related academic discourse that grows from the recorded lectures posted on-line. Student projects can be similarly recorded, posted, and advertised to allow students to construct their own community discourse based on creative work, research, or other ideas (Martin, 2013).” Another reason technology is a great form of communication is that students can “receive feedback about their work in respectful and efficient ways (Keamy & Selkrig, 2013).”

Delacruz, E. M. (2009). From bricks and mortar to the public sphere in cyberspace: Creating a culture of caring on the digital global commons. International Journal of Education & the Arts, 10(5).
Jonassen, D. H., Peck, K. L., & Wilson, B. (1999). Learning with technology: a constructivist perspective. Columbus, OH: Merrill Prentice Hall.
Keamy, K., & Selkrig, M. (2013). The Effectiveness of Protocols When Pre-Service Teachers Engage in Online Collaborations: An Exploration. Australian Journal of Teacher Education, v38 n2 Article 17 pp.
Martin. (2013, 02 20). Retrieved from E Notes:


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s