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Technology and Communication
Annotated Bibliography
Bulu, S. T., & Yildirim, Z. (2008). Communication Behaviors and Trust in Collaborative
Online Teams. Educational Technology & Society, 11 (1), 132-147.
This article outlined a study done in Turkey that followed 32 pre-service foreign
language teachers who enrolled in a four-month online project for a class on integrating
technology. These individuals were expected to collaborate online with their colleagues.
The purpose of the study was to find if there existed a correlation between the trust of the
program users and their success with the program. It was found that there does exist a
positive relationship between the communication level of the group members and a high
level of trust and encouragement within the group.
Online learning communities are a great tool to utilize in communicating with others
dynamically and interactively. The skills required to communicate through this medium
are very similar to the skills needed to communicate face-to-face. Trust has forever been
a large factor determining the level of interaction between people. This study has found
this characteristic to be true in online communication as well. To teach students to use
these tools, pre-service teachers must become accomplished users themselves and an
online project like the one monitored in this article provides a community for these preservice teachers to explore their own communication skills.
Chen, N.-S., & Wang, Y. (2008). Testing Principles of Language Learning in a Cyber
Face-to-Face Environment. Educational Technology & Society, 11 (3), 97-113.
Synchronous Learning Management Systems are online tools that provide programs for
face-to-face cyber environments. This article outlines a study done on these programs
and the language acquisition of students and compared the results to the standard
classroom-instruction model of language education. It outlines how to use the program,
the methods to be followed when utilizing with students, and how to assess student
understanding through this environment. It was found that these face-to-face online
communities enhanced the language acquisition of the students while maintaining the
positive aspects of classroom instruction.
This article directly relates to the issue of communication skills as the programs in this
study provide students with face-to-face interaction. The argument is that a loss of
communication skills will occur if direct instruction is not provided. However, the study
discussed in this article has found that face-to-face cyber environments enhance the
curriculum beyond the abilities of classroom instruction. Students now have the
resources available to develop the skills necessary to communicate in both cyber and
real-world communities.
Davis, T., Denton, J., Jolly D. V., & Strader, A. (1999). Issues Related to Technology in
Teacher Education Programs and K-12 Public Schools in Texas. Educational
Technology & Society, 2(3), 91-96.
In this paper, Texas public schools and universities are examined for their ability to
prepare teachers for the classroom. It outlines both the use of technology in the K-12
school system as well as the instruction given to pre-service teachers on integrating
technology into their classrooms. The study found that teachers more comfortable with
the subject of technology and an understanding of how the world of technology is
changing are much more successful in the classroom than teachers that are simply
comfortable with specific programs and software.
This article discusses the issue of under-informed pre-service teachers. The discrepancy
lies between the expected technology that these teachers have been exposed to and the
current, emerging technologies that are being introduced every day. With the current
speed at which technology is advancing, it is important that pre-service teachers are
exposed to a wide variety of programs, software, and uses in order to establish a comfort
in exploring new sources. It is this comfort that will allow the teacher to continue
searching for technology uses that enhance the learning of the students.
Nussbaum-Beach, S. (2008). No Limits: digital technologies have opened up unimagined
environments for teachers and students. We take a look at best practices representing
systemic change. Technology & Learning. 14(4).
In the past, the technology divide created between groups of students has been in
response to the availability of the technology. In today’s world the divide is created by
lack of understanding, not lack of funding. Students are being left behind by teachers
with little online experience. The “new student” as defined by the article needs these
technology skills in order to be successful in their ever-advancing world of
communication and the “new teacher” needs to be well-equiped in order to provide this
instruction to students. The article goes on to provide a list of programs that will help in
establishing online interaction skills.
This article discusses the need for teachers to change in order to accommodate their
students prerequisite skills and educational needs. If we want children to grow into
adults capable of communicating in an international community, the skills must be taught
and time must be allowed for them to experiment.