Skip to main content

Home/ Team A/ Group items tagged Texting

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
ryano5643

Can Texting Help With Spelling? | Scholastic.com - 2 views

www.scholastic.com/...can-texting-help-spelling

Texting literacy literacy skills skills writing education

shared by ryano5643 on 15 May 14 - No Cached
  • A British study published in the Journal of Computer Assisted Learning found a positive correlation between texting and literacy, concluding that texting was “actually driving the development of phonological awareness and reading skill in children.” In other words, contrary to what you might think when faced with “creative” usages such as ur for your, 2 for to, and w8 for wait, kids who text may be stronger readers and writers than those who don’t.
  • To abbreviate message as msg or tonight as 2nite, you have to understand how sounds and letters work, or how words are put together. Texting encourages students to think about these relationships, helping them to understand how words are built. A study in the Australian Journal of Educational Development & Psychology showed that texting improves spelling because it increases these phonological skills.
  • Abbreviations are a natural part of the evolution of language. OK, the most popular American word in the world, was invented during the age of the telegraph, because it was concise. Teachers found OK as inappropriate then as they do c u l8r today. But OK found its way into our lexicon soon enough, and these days we couldn’t do without it. The most popular textisms are already becoming official: The Oxford English Dictionary added OMG last year. New technologies—from the printing press to the telegraph to the cell phone—inevitably inspire new spelling, new abbreviations, and new words.
heinrosie

Has CMC and texting led to the dumbing down of literacy? ELEANOR WEBSTER investigates |... - 0 views

languagedebates.wordpress.com/...comment-page-1

shared by heinrosie on 14 May 14 - No Cached
  • heinrosie on 14 May 14
     
    Information to support statement found by Travvy
israelj

How The Internet Saved Literacy - Forbes - 1 views

www.forbes.com/...x_mf_books06_1201literacy.html

shared by israelj on 15 May 14 - Cached
  • How The Internet Saved Literacy
  • For students in Jerome McGann’s literature seminars at the University of Virginia, to read and interpret Jenny, a poem by the 19th century British poet Dante Gabriel Rossetti, is to live it. McGann doesn’t require that his students show up to class dressed in 19th century garb. Instead, they must take on a role as one of the poem’s characters through an interactive Web-based software application called Ivanhoe, which McGann and his colleagues developed in 2001.
  • Students are free to change their characters’ actions, add stanzas and delete others. As long as they provide substantive justification–historical and psychological–all changes to the text are justified and encouraged, says McGann. Using the software, which was developed with the help of the university’s computer scientists, students rewrite the poem and keep role journals, chronicling their journeys deep into the recesses of their characters’ minds. To play the game effectively, they must react to each other’s interpretations as well. “Collaboration is the demand laid on you by this technology,” says McGann. “Classroom work is typically solo. Ivanhoe encourages you to work interactively with others.”
  • ...4 more annotations...
  • The Internet has become so pervasive that to be truly literate in 2006 demands some degree of technological fluency or at least familiarity. According to the Pew Internet & American Life Project, 73% of American adults had used the Internet or e-mail as of March 2006. For the first time, the National Association of Adult Literacy—the most wide-ranging U.S. study of literacy—will test computer literacy in its 2008 survey that measures overall literacy. With such a large proportion of reading and writing taking place on the Internet, literacy has changed from a solitary pursuit into a collective one.
  • “You aren’t just a consumer of text anymore,” says Margaret Mackey, a professor at the University of Alberta’s Library and Information Studies Department. Reading now demands an almost instantaneous response, whether through commenting on a blog or writing a review on Amazon . The Internet has shortened the feedback loop on writing and has made readers more active participants, says Matt Kirschenbaum, an assistant professor of English at the University of Maryland. “Reading is more intimately associated with writing,” he says.
  • This was not how it was supposed to have turned out. A number of studies have been released that suggested a negative correlation between Internet use and reading. Fortunately, those studies are now considered to have been unduly alarmist, according to several experts in the field. In 2004, the National Endowment for the Arts released a study titled “Reading at Risk” (the data was collected in 2002), saying that fewer than half of American adults read literature. “To lose this human capacity–and all the diverse benefits it fosters–impoverishes both cultural and civic life,” said the foundation chair Dana Gioia when the survey was released. The study failed to take into account whether people are actually reading more non-fiction works now.
  • Indeed, despite fears that the Internet would stunt the reading of books, the sale of books has continued to trend upward over the past several years. In 2005, sales jumped 9.9%, to $25 billion, according to the Association of American Publishers.
magrazel

Intro & Conclusion---- Digital Technology: The Greenhouse of Education Today - 5 views

DIGITAL TECHNOLOGY: THE GREENHOUSE OF EDUCATION TODAY Intro: Technology in terms of increasing literacy skills is a debatable topic. Not because it hasn't worked, but because when it...

started by magrazel on 15 May 14 no follow-up yet
ryano5643

Teaching with the Internet - 0 views

www.sp.uconn.edu/...Handbook.html

digital literacy UCONN technology

shared by ryano5643 on 14 May 14 - Cached
  • we have moved from a time when land, labor, or capital defined power and influence, to one where power and influence accrue to those most effective at using information for solving important problems.
  • As individuals or organizations identify problems, gather information, and seek solutions, digital bits become faster and cheaper than atoms (Negroponte, 1995) and in a highly competitive context speed, information, and cost become paramount.  Most of the technologies of literacy are driven by these three considerations.  Successful information and communication technologies allow faster access to more information at a cheaper cost than alternatives. Moreover, the globally competitive context in which we find ourselves ensures that new technologies for information and communication will continually be developed, resulting in continuously changing literacies and envisionments for literacy.
  • Policy decisions and discussions in many countries seek to ensure students leaving school are able to use new electronic literacies in order to identify central problems, find appropriate information quickly, and then use this information to solve problems and effectively communicate the solutions to others.
  • ...4 more annotations...
  • You may envision the use of current e-mail technologies to help students share literary responses with friends and colleagues. To what extent does research from my envisionment for using e-mail generalize to your envisionment when the pragmatic aspects of these communication tasks differ so substantially? Clearly the challenges are enormous as we consider the utility of literacy research from one technology to another, from one iteration of a technology to another, and from one envisionment of literacy to another. Issues of ecological validity caused by rapidly changing technologies for information and communication and the increasingly deictic nature of literacy are critically important as we explore the literacy potentials of digital environments.
  • One area drawing recent attention has been the use of talking books among younger readers.  Talking books are hypermedia texts with digitized pronunciations of words and larger textual units.  Sometimes they also include animated illustrations and other features. While talking storybooks are designed to improve comprehension and reduce the decoding difficulties experienced by beginning readers, most of this work has taken place among students eight years of age or older, often with students experiencing difficulties learning to read (e.g., Farmer, Klein, & Bryson, 1992; Greenlee-Moore & Smith, 1996; Lundberg & Olofsson, 1993; Miller, Blackstock, & Miller, 1994; Olofsson, 1992; Olson, Foltz, & Wise, 1986; Scoresby, 1996; Wise et. al, 1989; Wise & Olson, 1994).
  • The largest, most systematic work is a study, jointly funded by Scholastic Network, the Council of Great City Schools, and the Center for Applied Special Technology (CAST). Participants included 500 students in grades four and six in seven urban school districts around the U.S. (CAST, 1996; Follansbee, Hughes, Pisha, & Stahl, 1997).  Each classroom completed an integrated learning unit on Civil Rights using a common curricular framework and common activities. Each class was encouraged to use traditional library resources as well as technology resources, including computers and multimedia software. The experimental classes also used the Internet for on-line resources, activities, and communication. Each student completed a project as a result of their participation in the unit. Evaluation of the final project showed significantly greater achievement on a number of measures for classrooms using Internet resources.
  • literacy is regularly being redefined within shorted time periods. This takes place as rapidly changing technologies for information and communication transform literacy and as users envision new ways of using these technologies for literate acts, transforming, in turn, the nature of these technologies.
israelj

Troy's Statement - 5 views

To be added to the 3 articles submitted. The definition of literacy is: "ability to read and write, reading/writing proficiency; competence or knowledge in a specified area." Bearing this in min...

literacy technology education youth culture affects writing video games UCONN Texting

started by israelj on 15 May 14 no follow-up yet
1 - 6 of 6
Showing 20▼ items per page