Collaborative Teaming by unknow

Author:unknow
Language: eng
Format: epub
Tags: EDU048000 EDUCATION / Inclusive Education; EDUCATION / EDU029000 Teaching Methods & Materials/General; EDU026000 EDUCATION / Special Education/General
Publisher: Brookes Publishing

The researchers cautioned that technology, albeit convenient for individual users, can lead to team dysfunction if not properly monitored. In addition to increased awareness of the potential for negative effects on teams’ problem solving, they suggested using facilitators who were mindful of the potential for miscommunication and could steer individuals and the team to more productive meetings. School personnel who work together on a more consistent basis may have the capacity to avoid these pitfalls, but it may be that these school personnel typically are not the ones involved in the videoconferencing. Team members need to be extremely mindful that they appropriately include members who participate via technology and be particularly attentive to both the verbal and nonverbal communication they may inadvertently be sending; they should also ensure they are receiving the intended messages from team members who are virtually present.

Some videoconference meetings have one or more people participating from one or more sites. Vigilance is needed to ensure that team members from each site are actively participating as if everyone is in the same physical room. Andres (2011) maintained that the following are more easily achieved in face-to-face team meetings than in technology-facilitated meetings:

• More effective communication of the intended message (i.e., sending the message)

• Recognition of when repairs for communications need to occur when intended messages are not communicated

• Clarification of misunderstandings via feedback

• Deduction of team member meaning (i.e., receiving the intended message)

• Keeping pace with the team’s discussion

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