Communicating

Communicating

**What Is Communication?**

Students will be able to express and interpret information and ideas. Communication is a vital foundational skill for students to succeed both in school and in life. The way that people communicate is changing on a regular basis, and it is important for students to keep up to date with this information. Communication has become not just what we say, but the manner in which we share it.

**How Does Web 2.0 Make Communication Easier to Incorporate Into the Classroom?**

Gone are the days of communication being through a written report or making a phone call. Today's world is dependent on new types of technology to communicate. Web 2.0 helps prepare students for the real world and incorporating new technologies into their communications archive. Instead of writing a letter, you can email, text message, or Skype. Instead of expressing your ideas or understanding of a concept in a written paper or on a poster board, you can express yourself though a video or a blog. Not only has the outlets being used but also the number of people who can access the information (as well as the number of places they can access if from) have changed significantly.

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Communication through Web 2.0 is changing the way teachers teach. Instead of a written report, teachers make ask for a more in depth look at a topic through a specific outlet or media. Reports are now set to music, stories take place in different eras, and work is completed in electronic formats rather than through pen and paper. In the old days, teachers would lecture on a topic, occasionally have a class discussion or debate, and then expect the student to pull that information back up days or week later to answer questions. Now, teachers can not only assess the students based off of what they learned about a topic, but their communication skills as well. (Not just what they present, but also how they present it.) Instead of a written paper or a poster board with pictures, students are now able to utilize Web 2.0 tools to make their presentations and projects much more hands on and interactive. For example, when a teacher starts a novel with a class, she divides them into groups. She lets them know that part of the assessment/test for the unit will be based off the information that they compile through the novel. Each group is assigned a theme from the novel. Throughout the novel, they must create a wiki, a blog, a video, etc. that explains how that theme is present throughout the novel, and the effect it has on the novel. The specifics and requirements for things like font size, margins, etc. are no longer important. Instead of focusing on format, etc., the focus can be on the application and the use of the outlet. Not only does this allow students to apply basic fundamental skills (reading and writing skills are still important) they haven't become the focus. The use of music, color, video, etc. is now encouraged. This type of learning allows the student to take charge of their learning. Instead of being lectured about a theme in a novel and having a general discussion, students are responsible for making the connections, as well as putting those connections together in a presentation in a way that they can explain the theme to others thoroughly and quickly. Learning becomes more student centered, and more hands-on.

Using Web 2.0 allows teachers to incorporate different types of technology into communicating. When using 2.0 technologies, the visual presentation becomes as important to the communication as the information. In order to communicate effectively using Web 2.0, students make decisions about design, colors, images, music, etc. While adding a different dimension how information is shared and learned, it also enhances communication and allows for students and teachers to communicate more clearly. There are some important things to keep in mind while adding these aspects to communication.
 * The way information is laid out and the way it looks are important to effective communication. If the information is important and accurate but the design is poorly done, it takes away from the effectiveness of the communication.
 * Not every outlet for communication works for every situation. It is important to keep in mind what you are trying to communicate when deciding how to communicate it.
 * Who is the information for? Knowing who your audience is will help you understand them, which will help you effectively communicate with them.
 * Once the best medium has been chosen to present information, understand what the best ways are of organizing information within that medium to communicate.
 * Being reflective is important to being able to communicate well. Reflect on work and what has been communicated. What worked? What didn't? How can you make changes to develop strong communication skills? This will help students fine tune their skills.

**Examples**

If explanations of Web 2.0 tools are needed, please visit the Web 2.0 Tools page. On this page are specific Web 2.0 tool examples relating to the Communication standard.

**Blogging** Blogs allow students to develop and refine skills in many areas. Blogs are a great way for students to work on their communication skills. There are many ways for teachers to have students use blogs. Because the audience in a blog isn’t always just the teacher or classmates, it allows students to explore different ways of communicating. Different entries can have different purposes and audiences, which will allow for a variety of communication skills. Blogs are also a great way for students to work on writing skills. While blogs often aren’t as formal as a written paper, it still proves an opportunity for students to fine tune writing skills, which are important to for communicating effectively. While a blog entry may have a variety of fonts, colors, etc. (instead of 12 point, Times New Roman, 1 inch margins, etc) students feel more freedom to present information in a new way. Not being restricted to certain requirements gives a level of creativity to the student. Blogs also allow people to comment and respond to the blog entries. This is a great way to encourage communication. It allows for interaction between the students, the student and teacher, or students and others in the blogging community. Because a blog entry allows for these responses they open up a new avenue in regards to communication. Students aren’t just writing to communicate with the teacher in a paper, they are communicating with a larger group and the communication becomes much more real.

**Video Sharing** Video sharing allows students to develop their oral and visual communication skills. Videos allow students to develop their speaking skills, which are an important aspect of communication. While not all videos that students create will feature the student(s) speaking or narrating, it does provide the opportunity for the development of this skill. Videos allow for a visual type of communication. Often, the visual aspect of a video will influence how the information is communication is understood and comprehended that it important for students to develop these skills.

**What Does This Mean for Education?**

As mentioned above, teaching will begin to transition from more teacher led to more student focused, student-centered learning. Students will be held accountable for more than just reading a novel, answering some questions, and taking a test. It is important to keep in mind it is not just what is taught but how it is taught, and not just what students learn but how they learn it.

Differentiated learning will become more of a standard norm in classrooms. Teachers today strive to include differentiated learning in their classrooms, but let's face it - it can be difficult, time consuming, and doesn't always work like you hope it will. Utilizing web 2.0 in the classroom allows for this to happen. By having a classroom be more student centered, they gain more control over their education. This allows them to work at a level they can succeed while also trying to go even further. No two students learn the same way, and no two students are at the same level in their education. Allowing the student to have more control over their learning will help them, and allow the teacher to help each student work at a level they are capable of and still succeed. All too often, teachers assign projects with specific guidelines and specific requirements. Often, these are based off what is expected of a student in a certain grade level or in a certain class. In an ideal world, all students would be at this level and capable of that level of work. In the real world, this isn't the case, and Web 2.0 allows students to create work using different outlets at the level they are capable of, and it doesn't require an extra 5 hours per lesson of work for the teacher.

The role of learning styles in the classroom will also be changed. Students will have opportunities to incorporate their interests, likes, and skills into projects and assignments. Musical students will incorporate music into a video, visual students will spend time editing a video on a topic, etc. Although learning styles will always play a role in the way a person learns and expresses themselves, Web 2.0 allows an opportunity for new interactions and a new style of learning. This will minimize the need to teach aimed at different types of learners, especially when utilized, Web 2.0 allows the student to have more control over their learning.

**References**

Benzinger, B. (n.d.). //Back to school with the class of web 2.0: part 1//. Retrieved from @http://www.solutionwatch.com/512/back-to-school-with-the-class-of-web-20-part-1/

Blake-Plock, S. (2009, March 26). //Using Web 2.0 in differentiated instruction to multiple intelligences//. Retrieved from @http://teachpaperless.blogspot.com/2009/03/using-web-20-in-differentiated.html

Harter, D, & Medved, J. (n.d.). //How does an Information and technology curriculum stay relevant and meaningful in the 21st century?//. Retrieved from http://newliteracy.wikispaces.com/

Illinois State Board of Education. (1997). //Illinois learning standards.// Retrieved from http://www.isbe.state.il.us/ils/ela/standards.htm

Tomlinson, C.A., Brighton, C., Hertberg, H., Callahan, C.M., Moon, T.R.,Brimijoin, K., Conover, L.A., and Reynolds, T. (2003). Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature. //Journal for the Education of the Gifted// 27(2/3), 119-45. Retrieved from @http://etseo.org/info/raas/DI%20Review%20of%20Lit.pdf

Willoughby, J. (2005). Differentiating instruction: Meeting students where they are. //Teaching Today//. New York: Glencoe/McGraw-Hill. Retrieved from @http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml