Chapter 3 Reading Guide
(You can also submit your answers via Google Forms.)
(Here is the link to the Chapter 3 Word Document.)
1. Read the Geography Mystery case at the beginning of the chapter. What learning benefits might the students get from participating in this project?
2. What are some problems that might occur with the Geography mystery activity?
3. Look at the standards for your grade/subject – what standards are related to communication or collaboration?
4. What are the 3 types of communication? Which one seems to happen most frequently in classrooms?
5. What is the difference between synchronous and asynchronous communication?
6. What is the difference between collaboration and cooperation? Which one seems to happen most frequently in classrooms?
7. What is technology’s role in communication?
8. What do technology-supported communication activities need to be successful (p. 67)
9. Which of the student benefits of technology-supported communication listed on p. 68 surprised you? Why?
10. What is the teacher’s role in technology supported communication projects?
11. Which of the 4 guidelines for designing technology-supported communication opportunities would be easiest for you? Which would be the most difficult for you?
12. View the examples of communication tools in Table 3.2 on p. 76 to p.78. Find 3 examples that would be appropriate for your grade/subject.
13. Choose one of the learning activities to review. What are the main components that ensure students are communication AND learning content?
14. How can a teacher assess a technology-supported communication task?
15. What is the most important thing you have learned from this chapter that will guide your work as you develop a communication activity for your grade/subject next week?