Technology for Teachers: Opportunities, Part 2

This is a re-post. Originally posted here: http://training-network.blogspot.com/2008/12/technology-for-teachers-opportunities_20.html

In my last post, I talked about technological opportunities for teaching. In particular, I talked about desktop document creation, website creation and network-enabled interpersonal communication being enhanced by existing computer and network technologies. In this post, I will discuss technologies or systems that are related to a bit more advanced teaching functions, but you do not need to fear of tech-speak. I am not a technical person (Although I am technically capable, from a user-point of view.).

Before I go on to the second part of the opportunities for teachers, I would like to review first, however, the audio-visual communication continuum, in particular, the media richness model. This model is better discussed in this website.

The model essentially suggests the proper selection of communication channel in an organizational setting. In training, proper selection of channel is very important as learners have to get what you intend to say. You have to make sure that a channel for feedback is available whenever possible.

The proper selection of your audio-visual communication channel will make your messages more effective and your image more sincere, consistent and audience-focused. This will make your audience more receptive and will be able to better judge your messages more efficiently. In learning, it is pretty much the same—whether it is traditional classroom learning, e-learning or blended learning.

Another idea that you have to consider is time. Due to the availability of various computer-aided communication and learning technologies, trainers use some types without proper consideration just to get into the fad. This, unfortunately, produces bad effect to the learners.

Take for example the use of websites. Lessons can be posted in websites, sure. But you have to consider the things that you will discuss. Complicated subjects that require more cues and immediate feedback (particularly questions) may not be effectively delivered through this channel. While e-learning enthusiasts will promote this due to always-available lesson, this asynchronous communication has to be properly planned and implemented.

With this, let's go to technological opportunities for teachers:

• Asynchronous Lesson Delivery - This refers to delivery of lessons at different times between the lesson initiator and the lesson receiver. This is practiced in cases of blogs, online blackboards, and online learning management systems like Moodle. This is useful for lectures that are pretty straightforward, or maybe as preparatory reading for discussion in the classsroom.
• Issues and News - Most of the lessons being discussed in the classroom are better related to current news and issues. With RSS (Rapid Site Syndication), you can include in your website the latest trends that are related to the topic you are discussing. RSS is integrated in most blogs and online journals, meaning, your audience can subscribe to the RSS without divulging personal contact information.
• Professional Relationship - Teachers and learning facilitators need to be in connection with people who are within the same discipline or specialization as they are, or maybe for related fields for teamwork or possible mentoring. Social networking websites, such as Friendster, Facebook, and Linked-In, provide such services for free. In the Philippines, Friendster seems to be more popular, but I have seen the credibility of Linked-In with my co-workers at the University.

Let's stop here for now. Next time, we shall discuss online collaboration tools available to you.