Journal 5: Communicating with Technologies

Whether using Facebook, Myspace, or Youtube, it is certainly quite clear that there are several reasons one might want to participate in these types of computer-mediated conferences and discussions. Firstly, the mere idea that people can now communicate without the restrains of time and space is simply technologically amazing. Furthermore, computer viability has become a great advantage for people with more introverted personalities – as they are given more of a chance to think and then speak with the use of computer communication. In these cases it becomes easier for some people to experience, observe and participate in their own daily lives.

The most interesting ideas expressed in chapter 7, and generally in our society are surely the ideas associated with connecting through videoconferencing. I find this to be one of the most controversial pieces of communication technology, as its main advantage is also its weakness. In some circumstances it would be great to have a live video-conference for business specific needs – I don’t know how well it would afford the classroom learning experience. While technologies such as this can help to bridge the gap between schools and students outside experiences, it must be used in the right context in order to create a positive learning environment. In spite of these queries, I really see ‘Videoconferencing weekly Topic Series’ where high school students from Missouri were able to interact, send email questions, and respond to a constitutional expert for the education of a civics class, as the next wave of implementation. This type of bridged geography is exactly the extra-oomph that classrooms and universities might be missing. This type of guest-lecturer via video-broadcasting is really a terrific idea with broad areas of expansion.

Answers to chapter questions
1. Online chats and instant messaging can exhibit much value in the classroom – but such technology must first be sanctioned and have specific limitations if ‘real’ learning is to take place. In order for real learning to take place, students must be focused and engaged in the classroom initiatives and not simply distracted by such tools. In essence, these communication tools when applied thoughtfully and comprehensively can add quite a bit to classroom learning by helping to integrate more shy and introverted students. Also, such technology can help the learning environment become more friendly and interactive.
2. Technologies such as At&T’s knowledge Network Explorer shows how one tech communication system can implement a wide variety of learning initiatives. This program uses videoconferencing to connect students with experts, their peers, virtual field trips and it could also help them connect to their parents. Networks like this could help bridge student and parent by setting up a way that parents can check up on their children’s school experience by making the parents active agents. Such a network could help involve parents by having a special page where child and parent can communicate and discuss the class activities – sort of like an online journal-discussion experience. I think implementing ideas that help to keep parents involved in the child’s progress would be greatly appreciated by both teacher, and parent.
3. Asynchronous (not in real time) communication is vital for communication via technology. It makes everything less awkward and less time consuming. However, the most important way that asynchronous communication bests synchronous is in the way of response, and response time. Verbally deft individuals or people who need more time to formulate a response will largely benefit from this type of communication as they can take the time to develop their idea. Often, as is the case with my friend Mandy Faibish, once she has the time to actually think and plan out what she wants to say – she can do it masterly in any technological format including her specialty, in an email. However, if she were to try and do all that in the 2 minute passing of phone conversation, Mandy would not fare so well. Thus, while asynchronous communication may be less socially desirable in real-life, it works wonders when used with computer technology.
4. Podcasts are much more multidimensional than regular radio broadcasts, for example; student created webquests can display information in more interactive and appealing ways. Having the opportunity to design, develop and collaborate with other students in order to facilitate the use of podcasts is very useful for both learning and teaching. Using podcasts to illustrate a point or even to integrate a radio-broadcast into the picture truly helps students grasp concepts more concretely. Finally, podcasting can help students integrate the use of the internet into their daily lives.