Chapter 5: The Internet as a Tool for Communication
This chapter explains how Internet tools allow students to connect to other people, interactive services, and stored information. The chapter then concentrates on the Internet as a Tool for Communication.
Use the following questions to guide your study:
- What are the different types of Internet tools available to teachers and students?
- How might educators make use of e-mail, mailing lists, chat, and videoconferencing tools for learning?
- What are some e-mail activities that can be adapted for the content area you plan to teach?
- How is online communication different from face-to-face communication? What characteristics of online communication represent an educational opportunity and what characteristics are likely top cause problems?
- What can educators do to increase the effectiveness of online discussions?
I. What is the Internet? (pp. 170-173)
The Internet is a shared resource that provides opportunities for commerce, entertainment, and education.
The Internet is a meta-network - a network of networks. There are huge networks providing high-speed regional backbones, and there are small networks within individual offices and schools.
The method of transferring information from computer to computer is called transmission control protocol/Internet protocol (TCP/IP). Each computer on the Internet has a unique identity or address called an IP number. Usually this IP number (e.g., 134.129.172.88) can be linked with a domain name (e.g., grabe.psych.und.nodak.edu). Computers can function with just the number, but because humans find the domain names more meaningful, special computers on the Internet called domain name servers make the conversions.
Investment in Internet connectivity is occurring so quickly it is impossible to report accurate statistics. The data reported in this chapter indicate 84% of classrooms in schools with Internet access offer Internet access. More than one-quarter of schools have invested in wireless access. For current statistical data, we recommend the National Center for Educational Statistics.
As technology begins to play a more prominent role in education, educators also need to be aware of home (or community) access. Approximately 65% of U.S. citizens had home access when this book was written. Those with home access average more than 12 hours per week online (Center for the Digital Future, 2004). Home access can influence the skills and knowledge students bring to school and opportunities to complete assignments outside of school. Whether or not students have home access is also an important inequity associated with socioeconomic status (see Chapter 10).
II. Educational Roles for the Internet (pp. 173-174)
Our description of educational roles is intented as a way to organize our discussion of Internet applications for the classroom.
II.A Internet tools for communication
The Internet provides efficient methods for exchanging information and communicating with others. Specific applications would include email, mailing lists, chat, discussion boards, and videoconferencing.
II.B Internet tools for inquiry
The Internet offers opportunities for solving information problems. Students should learn to search the web for resources and extract useful information from the resources that are identified. Skills related to such tasks are described in detail in Chapter 6.
II.C. Internet tools for construction
The Internet serves as a vehicle for products that students create to summarize their learning. Chapters 7-10 consider tools for creating multimedia (some types appropriate to Internet delivery) and discuss the role the design of multimedia products can play in meaningful learning.
Making the Connection - How do schools connect to the Internet?
III. Learning By Communicating (pp. 174-184)
E-mail is an Internet access system for sending, receiving, and storing messages. Because the processes of questioning and communicating are essential to learning, e-mail has much to offer teachers and learners. More than 75% of U.S. citizens both claim to have an email account and check this account on a regular basis (Center For the Digital Future, 2004).
E-mail functions on what is called a client-server model. Individuals have e-mail accounts on a computer known as a server. Your e-mail address includes a personal identifier (mark_grabe) and the domain name of the server (und.nodak.edu).
An e-mail client is software on a personal computer that interacts with the server to send and receive e-mail.
Domain names end in a three-letter identifier that indicate something about the organization sponsoring the mail server. Some common identifiers include:
Many k-12 schools have adopted a naming convention following the following structure - school name, "k12", the state, and the country.
Additional information about client software.
Not all e-mail messages need be addressed to a specific individual. In certain applications, users may send a message to a group of readers. With a mailing list, the initial message is sent to a designated address and then relayed to the e-mail accounts of everyone who's address appears on the list.
III.B. 1 Important addresses
Mailing lists use two addresses: a submission address and an administrative address. E-mail messages intended for distribution to members of the list are sent to the submission address. Messages sent to accomplish administrative functions (e.g., joining the list, removing your name from the list) are sent to the administrative address. Failure to understand this distinction is a constant irritant to members of listservs. The most common problem occurs when someone wants to leave the list and sends the appropriate request unsubscribe listname to the submission address. This action does not remove the participant from the list and sends the unsubscribe message to all members of the list. Often the person trying to leave the list finds that his/her attempt was unsuccessful and repeats the same procedure. After a couple of attempts, members of the list start responding - some in a helpful way, but others out of annoyance.
The typical procedure to subscribe to a listserv is to send the simple statement subscribe listname firstname lastname to the administrative address. While this method is typical, it is important to read any documentation provided because there are variations in what approach is required.
III.B.1.a Conventions
Lists often operate according to conventions and these conventions may not be stated in any documentation provided when you join. This is why it is useful to simply read messages sent to the list for a few days to see what the typical topics are like. Some examples of conventions would include:
III.B.1.b Use of the reply function
Using the reply function is useful in listserv discussion because it helps tie messages together. The members of the list can see the context for new remarks.
However, one of the most common and embarrassing mistakes when participating in a listserv results from the inappropriate use of the Reply feature of the e-mail client. It is important to understand that while a message received through a listserv was generated by a person participating in the list, the message is sent to you from the listserver. Replying to the message sends your new message to the server (and on to all members of the list) rather than to the person originating the message. It is fairly common for a list participant to recognize the person sending the original message and to reply with some personal comments.
III.C Conferences
A conference, sometimes called a discussion, represents a different approach to group communication. Messages do not come to you as is the case with a listserv. You must use client software to connect to the server to (a) read messages that have already been posted and (b) offer a reply. Conferences typically involve a structure consisting of discussion topics, responses, and responses to responses. Conferencing applications are built into popular web-based course management systems such as Blackboard and WebCT.
III.D Chat and Instant Messaging
Chats and Instant Messaging allow synchronous - that is, real-time - text-based interaction. Comments sent to the chat server are relayed immediately to all connected for the chat session. Instant messaging is typically targed at one other user.
Chat communication has become an important component of most online courses and provides the opportunity for class discussion and group interaction. Chat sessions are used as a component in some K-12 online projects.
III.E Videoconferencing
Videoconferencing allows participants to communicate using both video and audio.
If you would like to experiment with videoconferencing and have access to a lab setting with Windows machines (with audio and video capabilities), try a free Microsoft product called NetMeeting. If you are Apple Macintosh user try iChatAV.
Figure: iChatAV (Mark Grabe chats with daughter Kim)
IV. Telecomputing Activity Structures (pps. 184-185)
Harris Activity Structures
After examining many telecommunication projects, Judy Harris proposed a categorization system she called "activity structures." Part of her message to teachers was that rather than attempt to duplicate projects others have developed, teachers should attempt to understand their instructional needs and use the basic strategies exemplified in other projects to meet these needs. The structures Harris describes represent her attempt to identify these strategies.
Harris makes a very good point. However, inexperienced teachers wanting to try a telecommunication project can also use an existing project as a way to gain experience.
V. Computer-Mediated Communication (pps. 185-197)
V.A Advantages and Disadvantages of CMC
CMC may change classroom communication in both positive and negative ways.
It is important to recognize characteristics of typical classroom discussion:
- teachers dominate classroom interaction and are responsible for 40-80% of the "talk"
- opportunities to contribute frequently require a quick response
CMC can change some of the basic characteristics and encourage greater and more diverse participation. Because e-mail communication is time independent, students have more time to create messages and are not necessarily in competition to submit their comments first. Chat discussion are more similar to face-to-face discussions. CMC also reduces the salience of cues (e.g., the instructor standing in a prominent position in front of the class) that may encourage student participation.
CMC also contributes some unique problems to a discussion. Most CMC relies upon text and keyboarding skills will be a limitation for some. The lack of cues and the greater anonymity of CMC contribute to immature, insensitive, and unproductive behaviors.
V.B Facilitating Online Discussion
Educators who engage their students in line discussions should consider four roles:
- Technical
- Social
- Managerial
- Pedagogical
Extended discussion of discussion leader roles.