The amount of refocused attention greatly depends on the type and amount of technology being presented (Anderson, 2008). However, this does not imply that the teacher has lost significance in the learning process. Students may be submerged in various technologies at home, but it is a wrong assumption that they are equipped to manipulate this technology for learning purposes. Guidance is essential in helping most students effectively use technology as a collaboration and learning digital tools.
Podcasts can be an effective communication tool for highlighting upcoming school events and activities particularly scheduled ones. They also come handy in putting to spotlight the staff and student accomplishments. Testimonials from parents affirm that podcasts serve as a very effective communication tool. Podcasts can also be used for lessons. Students can be allowed to take home and listen again to a lesson or even missed classes. Further explanations can be given on the subject via podcasts.
Programs are installed that link student’s work both in school and at home. That way, a student has access to notes and can print the notes from any internet connected. This aids in eliminating the need of physical files transfer and increasing accessibility. Teachers can give notes and assignments, and when a student is not in a position to attend school, they can access the lesson materials. This should however be used in caution since it can encourage absenteeism since students know they will eventually get the notes.
Although many schools ban cell phones, few have embraced this readily available technology and utilized it as a tool for teaching. Students are instructed to register with their class teacher. Teachers can then send mass short messages to students for assignments, instructions and more (Eschenbrenner & Nah, 2007). Students are also allowed to take snapshots of the blackboard, access blogs by their teachers, download entire ...Show more