3.7 Communication & Collaboration
Candidates utilize digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community. (PSC 3.7/ISTE 3g)
Artifact:
Sample Page with forms of Communication
Reflection:
Through my journey in the ITEC program I have learned that communication and collaboration are important in the success of schools and their effectiveness throughout their community. Teachers have the duties of communicating regularly with parents and students. We are expected to consistently work with other staff members or faculty in supporting students academically and socially. Technology, when used effectively, can improve school communities and strengthen communication and collaboration. The attached artifacts demonstrate my ability to utilize digital tools for communication and collaboration locally and globally. Each of these artifacts allows me to communicate with students, parents, peers and a larger professional community. The more intentional I am using these different tools, I am able to stay connected, share information and collaborate with others regularly.
Technology has supported communication greatly in my profession and in my classroom. With the use of digital newsletters and Class Dojo, I was able to communicate with parents about the many things happening in school and what their students were learning in class. Through Class Dojo, parents had access to their child’s portfolio (including uploaded assignments that students completed and proudly shared learning through videos), my contact information, and a calendar of upcoming events. I uploaded a PowerPoint that discussed information on standards that would be taught throughout the year so that parents could always be aware of what was happening each quarter. For immediate responses, parents were able to send messages quickly using the Class Dojo app. Also, Students used Seesaw weekly to build and demonstrate learning. With Seesaw, my students had access to content, learning activities, assessment tools, and ongoing feedback. Students were also able to interact and collaborate with their peers. Additionally, online discussion boards provided students with the option of sharing their learning through written, oral (audio only) or video responses.
To improve collaboration between my colleagues, coaches, and administrators, I utilized Microsoft Teams weekly. We planned concurrently focusing on primary standards, using common assessments for each subject area (Math, ELA, Science, Social Studies), and Cobb Teaching & Learning System (CTLS) material. I was able to notify our ESOL and SPED teachers of ongoing standards that were still challenging for some students. This enabled them to implement additional strategies directly into the Microsoft Teams making the plans accessible to all teachers at the same time.
To communicate and collaborate with other professionals locally and globally in the educational and technology field, I used Twitter to stay up to date with the newest technologies or instructional strategies available. Creating a community, or following, allows me to personalize my searches to increase my knowledge for integrating technology, supporting the diversity of learners in my class, and engage parents. These digital tools ensure that collaboration and communication are supported and enriched.
I’ve learned through these artifacts that technology enhances the communication and collaboration that teachers engage in daily. With the proper use of digital tools, meetings can occur anywhere at any time making planning more effective. To improve the quality of communicating and collaboration, I will be more intentional in my use of Twitter and other professional networks beyond my school. I am inspired to continue to learn about new ideas and strategies that will develop a more digitally infused classroom environment for all students and teachers.
These artifacts improve school, faculty and student learning through its successful use of communication. With continuous use of digital tools, evidence can be assessed through parent and student surveys, improvement in classroom management and faculty input as to how these tools positively affect communication and learning in and outside of their classrooms.
Reflection:
Through my journey in the ITEC program I have learned that communication and collaboration are important in the success of schools and their effectiveness throughout their community. Teachers have the duties of communicating regularly with parents and students. We are expected to consistently work with other staff members or faculty in supporting students academically and socially. Technology, when used effectively, can improve school communities and strengthen communication and collaboration. The attached artifacts demonstrate my ability to utilize digital tools for communication and collaboration locally and globally. Each of these artifacts allows me to communicate with students, parents, peers and a larger professional community. The more intentional I am using these different tools, I am able to stay connected, share information and collaborate with others regularly.
Technology has supported communication greatly in my profession and in my classroom. With the use of digital newsletters and Class Dojo, I was able to communicate with parents about the many things happening in school and what their students were learning in class. Through Class Dojo, parents had access to their child’s portfolio (including uploaded assignments that students completed and proudly shared learning through videos), my contact information, and a calendar of upcoming events. I uploaded a PowerPoint that discussed information on standards that would be taught throughout the year so that parents could always be aware of what was happening each quarter. For immediate responses, parents were able to send messages quickly using the Class Dojo app. Also, Students used Seesaw weekly to build and demonstrate learning. With Seesaw, my students had access to content, learning activities, assessment tools, and ongoing feedback. Students were also able to interact and collaborate with their peers. Additionally, online discussion boards provided students with the option of sharing their learning through written, oral (audio only) or video responses.
To improve collaboration between my colleagues, coaches, and administrators, I utilized Microsoft Teams weekly. We planned concurrently focusing on primary standards, using common assessments for each subject area (Math, ELA, Science, Social Studies), and Cobb Teaching & Learning System (CTLS) material. I was able to notify our ESOL and SPED teachers of ongoing standards that were still challenging for some students. This enabled them to implement additional strategies directly into the Microsoft Teams making the plans accessible to all teachers at the same time.
To communicate and collaborate with other professionals locally and globally in the educational and technology field, I used Twitter to stay up to date with the newest technologies or instructional strategies available. Creating a community, or following, allows me to personalize my searches to increase my knowledge for integrating technology, supporting the diversity of learners in my class, and engage parents. These digital tools ensure that collaboration and communication are supported and enriched.
I’ve learned through these artifacts that technology enhances the communication and collaboration that teachers engage in daily. With the proper use of digital tools, meetings can occur anywhere at any time making planning more effective. To improve the quality of communicating and collaboration, I will be more intentional in my use of Twitter and other professional networks beyond my school. I am inspired to continue to learn about new ideas and strategies that will develop a more digitally infused classroom environment for all students and teachers.
These artifacts improve school, faculty and student learning through its successful use of communication. With continuous use of digital tools, evidence can be assessed through parent and student surveys, improvement in classroom management and faculty input as to how these tools positively affect communication and learning in and outside of their classrooms.