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...Home > Services > Newsletter > Lizard Index > 1993-1994 Issues > Sharon's Story

Sharon's Story

By Sharon Yoder, Adjunct Assistant Professor, Learning and Instructional Leadership

Some eight years ago this summer, I was just beginning to explore telecommunications. At the time I was teaching introductory computing and felt it was important to expose my students to topics like telecommunications-- but I knew so question, I called on my then high- school-aged son from whom I received excellent tutoring. However, at one point that summer, he said "Mother!"--with all the frustration of a patient parent in his voice--"I'm going off to college soon and it's time you learned this stuff yourself." Thus began my electronic odyssey into the world of remote communications.

Although I have been teaching technology courses for over 15 years now, I was unprepared for the impact of telecommunications on my classroom and my relationships with my students. For a number of years I have made electronic mail an option for my students. Only a few students became serious users, but those enthusiastic few prompted me to think more seriously about the use of telecommunications in my classroom.

This year was the first time that I required every student in my classes to use email. To teach them the necessary skills, I spent roughly 10 minutes per class explaining some simple vocabulary and techniques. Each week students were required to complete simple assignments such as

• Send me three email messages
• Forward a message to me that was sent to you by someone else.
• Send a message to me and to someone else at the same time.
• By the middle of the term students can comfortably receive and send messages, save or print messages, and forward mail.

To encourage students to use their email accounts for authentic communication rather that just required assignments, I made sure they had mail to read on a regular basis. Using aliases and a distribution list, I sent greetings, reminders, class announcements and the like. I made an effort to respond to student email as quickly as possible. I forwarded information to students that I thought would interest them or help them on assignments and projects. I included things for fun like a set of smile faces. 8-) (Turn the page on its side.)

When I started my electronic mail experiment, I saw it primarily as teaching students a skill that they should have to function in today's technological world. The positive effects of my experiment went far beyond my original goal. In fact, I believe that I have benefited from the use of email as much or more than my students.

The ability to communicate with my entire class between class sessions has proved to be invaluable. Have you ever forgotten a class announcement or wanted the reference to a book that is in your office during class? These kinds of logistical matters can be easily handled via email before the next class meeting. Further I found that individual questions from one student between class sessions often indicated a misunderstanding on the part of other students. Passing along the clarification to the entire class often saved me grading headaches later.

As my students became more proficient with email, I noticed a change in my office traffic. I no longer had students make 15 minute appointments to ask 1 minute questions. I was able to use my office hours more productively by working with students who had more complicated questions or problems. Further, I was able to interact with students having difficulties without embarrassing them in front of their peers. Shy students often sent me questions between classes that I used during the next class without anyone knowing whose question it was. I could even reach students who were missing too many classes by sending them email to see what might be the problem.

But perhaps more important than any of these was the increased sense of relationship with my students. By modeling a chatty, informal style in my messages to them email, I was able to set the tone for a more personal, caring relationship with students. I got to know each student better and quickly found that many of them were more willing to interact with me via email than in person. As the term progressed, I found my class more responsive during class time. Each student seemed to feel more as if they had a personal relationship with me and that "glass wall" between me and the students broke down more quickly than usual.

If you have not tried electronic mail with your students, I would strongly encourage you to give it a try. It is well worth the effort, and you may find like me that it greatly enhances your relationship with your students and actually saves you time in the long run.

Next year all students will have electronic mail accounts so you only have to provide them information on how to activate these accounts. The Computer Center will gladly support you in your efforts, but if you want more tips on using email with a class, feel free to contact me.

Give email a try!

Lizard 21 Spring 94

 

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