Communication technology and its impact on social interaction Research Paper

Communication technology and its impact on social interaction - Research Paper Example The Skype video chat was created in the year 2003 in a media class at the John Hopkins University.1 It allows people to chat via its text chat feature and make audio/video calls, all of which is a free service. This explains the fact that popularity of Skype has grown tremendously since its creation. Coupled with this vital feature are its added features including the ability to send contacts, screen-sharing and multiplayer games. Skype has no age restriction for its users. Anyone can use this technology unlike other networking sites that have a strict restriction on those using their sites and applications. In the context of business dealings, face to face interactions have the potential of making the best out of the respective situation.2 A better deal is possible when all the concerned parties meet face to face. This is because these interactions aid in relationship building between prospective clients, partners, investors and employees. Skype is not limited by geographical locali ties; the threshold requirement is the access to internet. Thus, Skype aids in the building of a tight-knit business community. Since the introduction of Skype, firms and individuals, who use this application, have incurred reduced communication costs. As a result, rate and number of interactions using Skype have increased. Increased employee and overall company productivity have been noted with the use of Skype. This is facilitated by Skype’s ability to share a screen, exchange and transfer files. Other additional vital features are: call forwarding, video conferencing and customer service tools. When all these features are used efficiently, increased productivity is guaranteed. Skype is an American company and, thus, has its strongest following there. However, a greater percentage of its profits are from foreign users.3 This shows that Skype is connecting a majority of its users with the outside world; Skype has reduced the hassles associated with long distance communicatio n. This cross border ability to link up people has made life easier for families, companies and governments.4 The business world has benefitted the most from this distinctive feature. Previously, firms and governments used to incur considerable financial costs while facilitating international meetings.5 As such, vital business and government contracts and dealings have been agreed upon and subsequently signed via this technology. When an individual travels to a new place, specifically a foreign country, they suffer psychological setback. When in new confines, the mind cannot be expected to immediately adapt and still maintain its edge and effectiveness. When this is compounded with the impacts of jet lag on the effectiveness of the mind, it appears undesirable to travel a long distance to make business decisions. However, the use of Skype lets an individual stay at their familiar location which has the effect of aiding the mind in the making of well thought-out decisions. Thus, it i s extremely beneficial to have international meetings via Skype. In order to understand the impact Skype has had on the global telecommunication platform, a distinction should be fashioned between the different types of calls. If Skype had opted to charge for its services, akin to phone connections, then its impact on the communication industry would probably be regarded as less significant. However, since the service is free, its impact is nothing short of dramatic. With the goal of

Performance-Based, Portfolio, Nonverbal Assessment Strategies Essay

Performance-Based, Portfolio, Nonverbal Assessment Strategies - Essay Example By utilizing informal assessments, educators can target learners’ precise problem areas, adjust instruction, and intercede earlier before it is too late. Constant assessments are mainly significant for English language learners (ELLs). Regular tests in English do not normally echo ELLs' true content abilities or knowledge. However, informal assessments can offer a better-rounded image of their abilities, skills and ongoing progress. The No Child Left Behind act agitates that thorough records should be maintained on the growth of ELLs (Colorado, 2007). Storing these records will make it much easier when questions of grading, program placement and special services arise. There are two normally used informal techniques: portfolio assessment and performance-based assessment. Both techniques make use of typical classroom events to measure growth towards curricular objectives and goals. These actions can be witnessed and recorded by educator observation, as well as student self-asse ssment. This paper will explain at least three informal language proficiency instruments an educator can use in his/her classroom to determine Maria’s level of comprehension.d in classroom instructions, as well as everyday tasks (Tannenbaum, 2009). An educator can utilize performance-based assessments to evaluate ELLs' language proficiency, as well as academic success, through presentations, oral reports, written assignments, demonstrations, as well as portfolios. These assessments can comprise of both products (e.g., group projects) and processes (e.g., numerous drafts of a writing sample). An educator can use observation checklists and scoring rubrics to assess and grade his/her students. These tools can help in aiding ELLs' growth over a short period of time (Colorado, 2007). When using performance-based assessments, it is vital to set up clear and fair criteria from the start. It may be useful to develop these criteria together with other specialists or teachers at the sc hool (Colorado, 2007). Performance-based assessments encourage a broad range of responses. They normally do not generate one single, accurate answer. Hence, evaluation of learner performances and products should be rooted in a teacher’s judgment, using the criteria set for each and every task. An educator can develop assessment actions, which are specified to his/her ELLs' level of English understanding. Performance-based assessment actions can center on reading or oral communication. Some of the activities comprise of: reading in groups, narrating tales, role playing, providing descriptions using visual prompts, telling a tale through a sequence of a couple of pictures, completing dialogue through visual prompts, debating, brainstorming, playing games and completing incomplete stories. When using performance-based assessments with intermediate and beginner English proficiency level, it is advisable to assess less than three items at a time (Tannenbaum, 2009). For instance, d uring role play, an educator might assess the learner’s abilities to reply to "where" and "what" questions; respond to clarification and read telephone numbers or addresses. Portfolio Assessments Portfolios are convenient ways of evaluating student work all through the academic year. With this method, an educator can thoroughly collect evocative