Digital Blog Post #F- Chapter 8 (Optional)

Out of the many social media and communication ideas that are described in Chapter eight, the use of Wikis is what stood out to me the most. Before reading this chapter, and before completing the Instructional Strategy Wiki Project, I had no idea what a Wiki even was. According to the text, Wikis are, "Websites that teachers and students create and edit together by reading and revising each other's ideas and comments." Wikis provide such a wide variety of benefits for both the teacher and the student, however my favorite is the way that student progress is tracked. If a group project were to be assigned through a Wiki, each group member's progress is specially tracked. This assists teachers in seeing how much work each student is or isn't doing. The video below demonstrates a teacher and her experience in using Wikis in her classroom.

Chapter eight also suggests for teachers to use text messaging to keep students engaged. As much as I love the idea of "Teaching beyond the school day", I don't think I would feel very comfortable with giving students my phone number. I am aware that most college professors will give students their phone number because it is the quickest way to contact the professor, however the majority of students below a college level could be immature, and use a personal phone number for reasons that do not involve academics. The principal behind using text messaging in the classroom is great; students are constantly on their phones, and because of this, using text messaging with students could be a great idea. The text book suggests that using text messaging in the classroom could improve student spelling. I think this is a wonderful idea. I do agree that text messaging in the classroom is very beneficial, however I would not use my own personal phone number. In an article entitled Nine Awesome Group Text Messaging Tools For Educators, a list of helpful group text messaging tools is provided. These tools could be very useful, sending students reminders of test dates, assignments, etc.






Chapter eight also introduces synchronous communications and asynchronous communications. Synchronous communications are communications in which messages are received quickly, like face to face messages. Asynchronous communications, however, occur when messages are received over a period of time, much like emails or text messages. It's important for a future educator to be able to distinguish the difference between the two, that way he or she will be able to equally apply both communications in his or her classroom. The image below was created by myself, using Taxedo.

Chapter eight offers many helpful social media and communication ideas to bring into the classroom. My favorite idea is definitely the one regarding using Wikis in the classroom. I also love the idea of texting students, however only through a texting application. I am also glad that I learned about synchronous and asynchronous communications. As a teacher in the making, I aim to focus on using both synchronous and asynchronous communications in my classroom.








References:


Garcia, V. (2016, October 9). Taxedo.


Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Nine Awesome Group Text Messaging Tools for Educators. (n.d.). Retrieved October 9, 2016, from Educators Technology website: 

        http://www.educatorstechnology.com/2012/04/9-awsome-group-text-messaging-tools-for.html

Using Wikis in the Classroom. (2009, June 12). Retrieved October 9, 2016, from YouTube website: 

     https://www.youtube.com/watch?v=1pR5yogCmkA