Egbert Chapter Three

Egbert, J. (2007). Supporting Student Communication. In Egbert (Ed.), Supporting learning with technology: essentials of classroom practice (pp.64-97). Upper Saddle River, New Jersey: Pearson.


The beginning of the chapter informs the reader on communication patterns. The author tells us that learning takes place only when the communication is based on social interaction. That interaction can be from student to teacher or student to student. Communication is important for students to share and learn with each other. The authors listed characteristics of technology-supported tasks. One component is content which is based on curricular goals and needs of the student. Time was mentioned and was based on needs of the student and on the task being completed. Enough time must be given for each student to demonstrate knowledge. Communication technologies were discussed as tools to make learning more accessible. Some students need aids to complete assignments, and technologies can meet those needs. Communicants were described as people who contribute to the learning success of the students. Communicants are classmates, peers outside of school, parents, teachers, specialists and anyone from the general public. Roles of participants are the contributions everyone adds to a whole. The last component was learning focus. Learning focus helps students stay on tasks and pace themselves to complete an assignment.
The process of technology-supported communication was described in three steps. The planning stage is where the teacher chooses the goals, activity, reviewing examples, and preparing communication. Next is the development stage which is where students collaborate, teachers copy the work, summarize, and provide lessons as needed. Last, is the analysis and evaluation stage where teachers thank participants, lead in reflection, share the projects, and analyze success.
The guidelines for supporting communication with technology were considering the context, considering safety, teaching group dynamics and team building, and giving students a reason to listen.
Assessing the tasks is important for effective use of class time. Planning, development and analysis are needed to ensure tasks are effective means to aid in learning. Rubrics are very easily obtained and used.
The authors present very good points to allow the teacher to evaluate teaching and learning in the classroom. The material is very useful and clearly written, giving examples with the information.