Autumn Zellars

http://classroomaz.weebly.com/
EDU-225
March 1, 2015

Entry 1: Technology to Support Communication

Introduction
Communication is an important aspect in the classroom. It is essential to ensure that each
party involved in the teaching and learning process is kept up to date. Technology has made large
strides in way of making communication constant and simple. Integrating these technological
mediums for communication to the classroom has made it easier than ever for teachers, parents,
and the community to build support for students to complete school. Communication within the
classroom is optimized with the tools of Moodle, Skype, Edmodo and Cel.ly, while ensuring
students use the Internet safely and effectively.
Technology to Enhance Communication
Moodle: Moodle is a website building platform that allows educators the flexibility of creating
their own class website. Moodle is available for any device and can be used at any time. Moodle
will be used to create a safe and customized site for students to submit assignments, contact the
instructor as well as other students, and provides many resources. Moodle has discussion boards
that allow for regular communication between the instructor and other students and allows
parents access in order to keep track of their students progress and get in contact with the
instructor if desired. Regular discussion helps to close the distance between students and allows
for them to open up and share ideas they wouldnt have in a regular classroom, because they are

behind a screen (Stevens, 2013). Because Moodle is open to the global community, people are
able to access content form the site and potentially discuss with the class as well.
Skype: Skype is a web based technology used for face to face conversations over long distances
by way of screen. Skype is available for computers and hand held devices such as phones or
tablets. Skype will be used for conference calls with students and their parents at least once a
month to touch base. This will ensure all parties are working together to reach a common goal.
Students enjoy the web based seminars and conferencing because it allows them the freedom to
pursue their desired education from any distance and allows for interactivity that is also desired
(Aldemir & Ardley, 2013). Students want a competitive educational experience with the luxury
of staying home and Skype helps teachers reach those students. Skype allows the teacher to
present lectures, step by step instruction, and share results with parents and students. Skype
technology also allows for the global community as well as students and parents to contact the
teacher in order to ask questions and receive information.
Edmodo: Edmodo is a private or public community designed by the instructor for their students
to network and study online. Edmodo is available on Android and Apple phones at no charge.
The application allows for students to create their own profile page, reply to discussion posts,
submit assignments, and answer poll questions. Edmodo has access to various educational
approved apps for teachers to suggest to their students. Apps provide a portable classroom which
allows for students to be more active in learning instead of being passive during a lecture, the
lesson becomes student-centered (Waller & Lumadue, 2011). Edmodo also allows students,
teachers, and parents access to a calendar of upcoming assignments. This allows for parents to
communicate with their children to confirm that they are on track with the assignments due date.

Parents are also able to communicate with the instructor because grades are easily accessible
after being posted on the childs progress profile.
Cel.ly: Cel.ly is technology that allows for teachers to create a safe social system online. This
system can be installed on mobile devices and synchronized with emails. The app will send
reminders to a specified address list. This list may include parents and students, in order to
remind them of due dates or make them aware of delays and changes in schedule. The group
texting allows for students to get in touch with multiple peers in order to discuss an assignment.
Discussions through the Internet allow for students to share thoughts and ideas from many
cultures that expand upon thinking that students wouldnt consider otherwise (Holcomb, Castek,
& Johnson, 2007). Cel.ly will be used to communicate due dates to parents and students and
keep in touch with peers.
Communication Internet Security and Safety
Teachers should ensure the provided technology has firewalls to block viruses. Teachers
should also ensure that students are responsible with the technology they use. This can happen by
reminding students of the Acceptable Use Policy before they use the Internet each time. Before
students, parents, teachers, or the community can add to the discussions online they must agree
to the terms of privacy and etiquette presented by the class and school district. Teaching students
how to conduct themselves with technology as they progress will warrant a cautious and
appropriate approach in the future (Stevens, 2013).
Concluding Paragraph
Discussion boards used in Moodle allow for students to present ideas they were
uncomfortable sharing in a face to face classroom. Skype allows for web conferences that allow

for distance learning and communication. Mobile learning through apps, such as the ones on
Edmodo, grants students and the community the ability to be an active learner in communicating
their thoughts instead of listening to speeches. Communication through devices by an address list
of mobile devices, such as Cel.ly is a convenient and effective approach to quickly relay
information. As technology progresses so will the ability to share thoughts and ideas with those
across the world.

References:
Aldemir, J., & Ardley, J. (2013). Utilizing Videoconferencing Technology to Instruct Remote
Non-Traditional Teacher Education Students. Journal Of Educational Technology
Systems, 42(4), 383-403. doi:10.2190/ET.42.4.e
Holcomb, L. B., Castek, J. M., & Johnson, P. R. (2007). Unlocking the Potential of K-12
Classroom Websites to Enhance Learning. New England Reading Association Journal,
43(1), 36-43.
Stevens, E. Y. (2013). Web 2.0 Reflective Inquiry: A Transformative Literacy Teacher
Education Tool. Journal of Adolescent & Adult Literacy, 56(5), 368.
doi:10.1002/JAAL.156
Tingen, J., Philbeck, L., & Holcomb, L. B. (2011). Developing Classroom Web Sites for 21st
Century Learning. Kappa Delta Pi Record, 47(2), 88-90.
Waller, L., & Lumadue, R. (2011). There's an (Educational) App for That?: m-Learning Across
Device Platforms. Academic Leadership (15337812), 9(3), 1-8.