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cydney johnson

Statements - 19 views

LITERACY AND MULTI MEDIA In the paper "LEARNING WITH TECHNOLOGY" Evidence that technology can and will support learning. The author supports the argument that students learn at a greater rate w...

started by heinrosie on 15 May 14 6 follow-ups, last by cydney johnson on 15 May 14
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.
heinrosie

Study: Emerging Technology Has Positive Impact in Classroom - US News - 0 views

www.usnews.com/...s-positive-impact-in-classroom

shared by heinrosie on 14 May 14 - No Cached
  • The report, IT Opportunities in the Education Market, revealed that 78 percent of K-12 teachers and administrators believe technology has positively impacted the classroom and the productivity of students. Roughly 65 percent of educators surveyed also believe that students are more productive today than they were three years ago due to the increased reliance on technology in the classroom.
  • heinrosie on 14 May 14
     
    Article found by Rosie to support statement. "The report, IT Opportunities in the Education Market, revealed that 78 percent of K-12 teachers and administrators believe technology has positively impacted the classroom and the productivity of students. Roughly 65 percent of educators surveyed also believe that students are more productive today than they were three years ago due to the increased reliance on technology in the classroom."
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.
Kenneth Powell

The Literacy of Gaming: What Kids Learn From Playing | Mediashift | PBS - 1 views

www.pbs.org/...hat-kids-learn-from-playing215

shared by Kenneth Powell on 14 May 14 - No Cached
  • Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about “The Lord of the Flies” without having learned to read.
  • Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about “The Lord of the Flies” without having learned to read.
  • Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about “The Lord of the Flies” without having learned to read.
  • ...16 more annotations...
  • Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about “The Lord of the Flies” without having learned to read.
  • When people learn to play videogames,” according to James Paul Gee, “they are learning a new literacy.
  • They are learning a new interactive language that grants them access to virtual worlds that are filled with intrigue, engagement and meaningful challenges.
  • As our commerce and culture migrates further into this emerging digital ecosystem it becomes more critical that we develop digital literacy, of which videogames inhabit a large portion.
  • Gee, a linguist and professor of literacy studies at Arizona State University, thinks we should expand the traditional definition of literacy beyond reading and writing because language isn’t the only communication system available in today’s world. And there is no better example of a new form of media that communicates distinctive types of meaning than videogames.
  • Games are fun, but their real value lies in leveraging play and exploration as a mode of learning the literacy of problem-solving, which lowers the emotional stakes of failing.
  • This doesn’t mean that game-based problem-solving should eclipse learning content, but I think we are increasingly seeing that a critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.
  • Mistakes are how one figures out what doesn’t work and provides the impetus to zero in on what might.
  • Conversely, the game of modern education revolves around right and wrong answers. Now this kind of learning may be appropriate in some instances, say, when you want a student to remember the capitals of countries. That method is important, but it can only take you so far. It certainly can’t penetrate more sophisticated, and I would argue, more important questions, such as: How does geography shape culture?
  • Yet if we are not prepared to be wrong than we won’t be able to come up with anything creative or solve complex problems. Videogames, on the other hand, embed trial and error into the foundation of gameplay.
  • “policymakers interested in preparing students for success in the 21st-century economy would do well … to appreciate how skills developed through navigating virtual environments might pay off in the workplace … [and how] the new skills and dispositions of the gamer generation will transform the workplace. The gamer generation will push for work environments to incorporate more virtual aspects in fields, such as market analysis, and social and economic modeling. Gamers, for example, have abundant experience making big decisions, coordinating resources, and experimenting with complex strategies in game-based simulations.”
  • Although videogames have great potential to be powerful vehicles for learning, there is no guarantee this will happen
  • Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about “The Lord of the Flies” without having learned to read.
  • Connect games to books, movies, TV and the world around them. By thinking about games beyond their boundaries we can cultivate pattern recognition across media platforms and parlay the problem-solving of gaming into the real world.
  • Have your students or kids collaborate with other peers to analyze and interpret games, as well share strategies
  • collaboration and networking kids can learn to enhance their own perspectives, ideas and, perhaps, contribute to a whole that is greater than the sum of its parts.
  • heinrosie on 14 May 14
     
    found by Kenneth
  • Kenneth Powell on 15 May 14
     
    and another one down
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
mikaloh

Mike's Statement - 4 views

The concept of literacy is wide ranged, but Wikipedia's definition states that "literacy is the ability to read and write". With that into account not contributing technology, in partial, with the ...

started by mikaloh on 15 May 14 no follow-up yet
heinrosie

How Slang Affects Students in the Classroom - US News - 0 views

www.usnews.com/...ects-students-in-the-classroom

shared by heinrosie on 14 May 14 - No Cached
  • "They do not capitalize words or use punctuation anymore," Wood, a teacher with 10 years of in-class experience, says. "Even in E-mails to teachers or [on] writing assignments, any word longer than one syllable is now abbreviated to one."
    • heinrosie
      heinrosie on 14 May 14
       
      This is a possible rebuttal against our statement.
  • heinrosie on 14 May 14
     
    Possible rebuttal against statement. found by Rosie
magrazel

We need a title - 5 views

Maybe like-- Technology: The Greenhouse of Education Today I looked up Greenhouse which means "a glass building in which plants are grown that need protection from cold weather."-- & as a title th...

started by heinrosie on 15 May 14 1 follow-up, last by magrazel on 15 May 14
heinrosie

Educational Leadership:Teaching Screenagers:One-to-One Laptop Programs Are No Silver Bu... - 0 views

www.ascd.org/...rams_Are_No_Silver_Bullet.aspx

shared by heinrosie on 14 May 14 - No Cached
  • Overall, however, most large-scale evaluations have found mixed or no results for one-to-one initiatives. After five years of implementation of the largest one-to-one initiative in the United States, Maine's statewide program, evaluations found little effect on student achievement—with one exception, writing, where scores edged up 3.44 points (in a range of 80 points) in five years (Silvernail & Gritter, 2007).
  • heinrosie on 14 May 14
     
    paper saying that literacy skills have improved.
ryano5643

The Benefits of Video Games - ABC News - 0 views

abcnews.go.com/...the-benefits-of-video-games

video games literacy Technology Games

shared by ryano5643 on 14 May 14 - No Cached
  • A recent study from the Education Development Center and the U.S. Congress-supported Ready To Learn (RTL) Initiative found that a curriculum that involved digital media such as video games could improve early literacy skills when coupled with strong parental and teacher involvement. Interestingly, the study focused on young children, and 4- and 5-year-olds who participated showed increases in letter recognition, sounds association with letters, and understanding basic concepts about stories and print.
  • A study by the Education Department Center further found that low-income children are “better prepared for success in kindergarten when their preschool teachers incorporate educational video and games from the Ready to Learn Initiative.”
  • Even traditional games teach kids basic everyday skills, according to Ian Bogost, associate professor at the Georgia Institute of Technology and founder of software maker Persuasive Games. “Look at ‘World of Warcraft’: You’ve got 11-year-olds who are learning to delegate responsibility, promote teamwork and steer groups of people toward a common goal.”
  • ...6 more annotations...
  • In fact, results from the ONR study show that video game players perform 10 percent to 20 percent higher in terms of perceptual and cognitive ability than non-game players.
  • As Dr. Ezriel Kornel explains on WebMD.com, playing certain video games (e.g. Brain Age or Guitar Hero) can also improve hand-eye coordination, enhance split-second decision making and even, potentially, boost auditory perception.
  • A study published in the February edition of Archives of Surgery says that surgeons who regularly play video games are generally more skilled at performing laparoscopic surgery.
  • Besides offering medical students the ability to practice on patients (which is much safer in the digital world), simulations offer health care providers several upsides. Chief among them, Taekman says, are the abilities to make choices, see results and apply information immediately.
  • According to studies by Daphne Bavelier, a professor of brain and cognitive sciences at the University of Rochester, video gamers show real-world improvements on tests of attention, accuracy, vision and multitasking after playing certain titles.
  • In a series of experiments published in the Journal of Personality and Social Psychology, researchers found that participants who had just played a “pro-social” game in which characters must work together to help each other out as compared to those who had just played a “neutral” game (e.g. Tetris) were more likely to engage in helpful behaviors. Examples included assisting in a situation involving an abusive boyfriend, picking up a box of pencils or even volunteering to participate in more research.
heinrosie

PDF.js viewer - 0 views

www.marcprensky.com/..._of_Technology-ET-11-12-08.pdf

student performance technology

shared by heinrosie on 15 May 14 - No Cached
  • heinrosie on 15 May 14
     
    A Paper Written by Marc Prensky to support our statement.
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
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.
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