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Technology to Support Communication Plan

Online communication within the classroom can facilitate learning in a whole different
environment and goes against the typical or normal classroom. New classrooms show the world
of education has begun to show the educational society that with the use of technology within
classrooms, students are able to explore the entire world. Students have been introduced to
various internet tools, such as laptops, tablets, SmartBoards, projectors, the internet, and other
internet resources. These tools allow students to be introduced to many geographical locations
around the world. They are able to interact with fellow students, as well as other students
globally from their own personal desk. Just venturing to these locations may encourage them
openly participate in class discussions. Many may open up a textbook or find the nearest map on
the classroom wall, begin exploring and reviewing information about the area. Furthermore,
many will be excited to share their days work with parents.
Today, there are many U.S. online partnerships with international classrooms for multiple
education projects. (Kerlin, S., Carlsen, W., Kelly, G., & Goehring, E., 2013) This allows
students to virtually communicate with students globally, with such areas as Thailand, Australia,
and Germany. During these communication links, they have been known to work on building
practice skills in math, science and engineering. These courses have become the central focus in
the United States and the use of technology is the map to improvement. Of course, by
communicating through this method of technology, students must pay attention to lesson plans,
concentrate on the material presented, and utilize critical thinking. This is where the help of many
parents comes in. Parents can encourage students by explaining to them how important and how
much hard work has been dedicated to the creation of technology and the use of this program.

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Additionally, there are other concerns when global learning is introduced within the
classroom. Teachers must monitor closely the interaction and social skills of each student for any
negative changes or lack of understanding. As students are increasingly interacting with others
from different cultures, they are challenged to move beyond familiar communicative processes and
toward understanding how to actively participate in communication exchanges with others from
different backgrounds. (San Antonio, L.M., Ofori-Dwumfuo, C., 2015) In other words, students
will need to be open- minded and receptive of the information obtained. Parents can assist them
with this learning process as sometimes maturity level is the main focus. Being assertive would be
wise to explain how beneficial global learning can be to help build education skills. Sometimes,
just a little nudge from parents will encourage students to venture out more.
Global learning within the classroom promotes the use of new technology and diversity.
As students learn how to broaden their interaction with other students around the world, they
attain skills that will be necessary for a lifetime. Whether traveling abroad for vacation or
obtaining a career internationally, many will be able to reflect upon some of the information
learned within the studies through technology and the global community. How amazing to
remember something one learned in a ninth grade Sociology class about a country, such as a street
name, certain weather temperatures, how to properly tip a hostess and be able to give the correct
amount monetarily. Being able to do so could very well happen for a U.S. soldier who recently
graduated high school and is currently serving a tour of duty in Germany and was a product of a
global learning classroom. As the world changes rapidly and given the complex nature of
challenges citizens will tackle in this century, there is a pressing need for educational approaches
that will cultivate more dynamic and systemic understandings of cross-cultural messages, social
experiences, and civic participation. (Walton, J., 2010) Therefore, as responsible adults, parents
and teachers should continue to encourage the promotion of technology and classroom use.

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References
Kerlin, S., Carlsen, W., Kelly, G., & Goehring, E. (2013). Global Learning Communities: A
Comparison of Online Domestic and International Science Class Partnerships. Journal Of
Science Education & Technology, 22(4), 475-487. doi:10.1007/s10956-012-9407-7
SAN ANTONIO, L. M., & OFORI-DWUMFUO, C. (2015). Understanding Communication
Dynamics Among International and Domestic Sudents: A Case Study of a Global LivingLearning Community. Journal Of College & University Student Housing,41(2), 128-143.
Walton, J. D. (2010). EXAMINING A TRANSFORMATIVE APPROACH TO
COMMUNICATION EDUCATION: A TEACHER-RESEARCH STUDY. College
Student Journal, 44(1), 157-177.
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