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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
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
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

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.
mikaloh

Michael's Diigo List - 3 views

https://www.diigo.com/list/mikaloh/Literacy+Assignment/39ju5mywp

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

Research Summary - Cydney Johnson - 4 views

docs.google.com/...edit

research summary

shared by cydney johnson on 15 May 14 - No Cached
  • cydney johnson on 15 May 14
     
    three summaries for the argument
anonymous

A few Volunteers - 5 views

I was voted the group representative a few days ago during the first live meeting we all had.... I definitely got that task under control. I do not work tonight, so I am available all night for us...

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

Diigo - 0 views

Can someone try to organize our links to look more presentable for when Mr. Hayes looks at the site? Let me know if you want to take on this little project. Thanks.

started by heinrosie on 15 May 14 no follow-up yet
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.
Kenneth Powell

Beyond Literacy | Gaming as a Literacy - 1 views

www.beyondliteracy.com/gaming-as-a-literacy

shared by Kenneth Powell on 15 May 14 - No Cached
  • gaming is different but it is still embedded in the construct of alphabet or notational literacy.
  • “If we think first in terms of semiotic domains and not in terms of reading and writing as traditionally conceived, we can say that people are (or are not) literate (partially or fully) in a domain if they can recognize (the equivalent of ‘reading’) and/or produce (the equivalent of ‘writing’) meanings in the domain.” Video games, “situate meaning in a multimodal space through embodied experiences to solve problems and reflect on the intricacies of the design of imagined worlds and the design of both real and imagined social relationships and identities in the modern world.
  • The immersive nature of digital games (think of virtual reality generally or something like Xbox 360 Kinect in particular) occurs the body and the mind are fully engaged in making meaning both by “reading” the game and creating components or actions (“writing”).
  • ...6 more annotations...
  • While Gee has established digital games as a new literacy, Jane McGonigal has taken that idea and begun to develop the canon, the literature, of this new literacy
  • games as a tool to solve substantial problems and effect profound change.
  • McGonigal thinks of games as a tool and a grammar to articulate ideas and to generate and communicate new ideas. Her games, like Evoke or World Without Oil, are alternate reality games designed to engage diverse and distributed players in gaming modalities to explore difficult problems and propose (and model i.e. play out) potential solutions.
  • These are games, not merely as entertainment, but as a toolset (an alphabet) to create meaning. Perhaps the most intriguing of these is Foldit; a game created at the Center for Game Science at the University of Washington about protein folding, a highly complex problem.
  • Playing the game creates new solutions. Playing the game repeatedly refines those solutions, assists others, and furthers the research group’s knowledge and the number of useful outcomes. Rather than host a conference or set up a lab or publish a series of papers, these researchers initiated a globally accessible game and then simply watched what the participants came up with.
  • While the gaming experience is powerful and the effectiveness of games as a means to understand and be understood is undeniable, it is not sufficiently separate from its foundation in alphabetic literacy to qualify as a post-literate or emerging post-literate modality. However, the immersive and hypnotic nature of games suggests the kind of experience that might be a feature of post-literacy.
  • Kenneth Powell on 15 May 14
     
    Last one let me know if there's anything else
Kenneth Powell

Foldit - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Foldit

shared by Kenneth Powell on 15 May 14 - No Cached
  • Kenneth Powell on 15 May 14
     
    info for my statement.
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
israelj

Internet 'speeds up decision making and brain function' - Telegraph - 0 views

www.telegraph.co.uk/...making-and-brain-function.html

affects youth culture literacy education Technology

shared by israelj on 15 May 14 - Cached
  • Internet 'speeds up decision making and brain function' Internet use could improve brain function and speed up decision-making, but it comes at the expense of empathy and the ability to think in abstract terms, scientists have found.
  • A study of the use of areas of the brain during different activities found that it is markedly more active when carrying out an internet search than when reading a book.
  • The stimulation was concentrated in the frontal, temporal and cingulate areas, which control visual imagery, decision-making and memory.
  • ...5 more annotations...
  • The study's authors say it shows how our brains could evolve over the long term with the increased use of technology.
  • Dr Gary Small, director of the memory and ageing research centre at the University of California, Los Angeles, said: "Young people are growing up immersed in this technology and their brains are more malleable, more plastic and changing than with older brains," he said.
  • "The next generation, as (Charles) Darwin suggests, will adapt to this environment. Those who become really good at technology will have a survival advantage - they will have a higher level of economic success and their progeny will be better off."
  • Participants were told to perform web searches and read books while undergoing functional magnetic resonance imaging scans, which record the blood flow to areas of the brain during cognitive tasks.The study found that those searching the web generated considerably more brain activity than those reading books. "A simple, everyday task like searching the web appears to enhance brain circuitry in older adults, demonstrating that our brains are sensitive and can continue to learn as we grow older," Dr Small said.
  • "The study results are encouraging, that emerging computerized technologies may have physiological effects and potential benefits for middle-aged and older adults. "Internet searching engages complicated brain activity, which may help exercise and improve brain function."The findings are expanded in Dr Small's book, iBrain: Surviving the Technological Alteration of the Modern Mind, and are published in the American Journal of Geriatric Psychiatry.
israelj

Twilight of the Books : The New Yorker - 0 views

www.newyorker.com/...071224crat_atlarge_crain

affects advent youth news culture literature literacy education Technology

shared by israelj on 15 May 14 - Cached
  • You wouldn’t think so, however, if you consulted the Census Bureau and the National Endowment for the Arts, who, since 1982, have asked thousands of Americans questions about reading that are not only detailed but consistent. The results, first reported by the N.E.A. in 2004, are dispiriting. In 1982, 56.9 per cent of Americans had read a work of creative literature in the previous twelve months. The proportion fell to fifty-four per cent in 1992, and to 46.7 per cent in 2002. Last month, the N.E.A. released a follow-up report, “To Read or Not to Read,” which showed correlations between the decline of reading and social phenomena as diverse as income disparity, exercise, and voting. In his introduction, the N.E.A. chairman, Dana Gioia, wrote, “Poor reading skills correlate heavily with lack of employment, lower wages, and fewer opportunities for advancement.”
  • More alarming are indications that Americans are losing not just the will to read but even the ability. According to the Department of Education, between 1992 and 2003 the average adult’s skill in reading prose slipped one point on a five-hundred-point scale, and the proportion who were proficient—capable of such tasks as “comparing viewpoints in two editorials”—declined from fifteen per cent to thirteen. The Department of Education found that reading skills have improved moderately among fourth and eighth graders in the past decade and a half, with the largest jump occurring just before the No Child Left Behind Act took effect, but twelfth graders seem to be taking after their elders. Their reading scores fell an average of six points between 1992 and 2005, and the share of proficient twelfth-grade readers dropped from forty per cent to thirty-five per cent. The steepest declines were in “reading for literary experience”—the kind that involves “exploring themes, events, characters, settings, and the language of literary works,” in the words of the department’s test-makers. In 1992, fifty-four per cent of twelfth graders told the Department of Education that they talked about their reading with friends at least once a week. By 2005, only thirty-seven per cent said they did.
  • The erosion isn’t unique to America.
israelj

The Ageing Brain: Neuroplasticity and Lifelong Learning | Eleonora Guglielman - Academi... - 1 views

www.academia.edu/...asticity_and_Lifelong_Learning

shared by israelj on 15 May 14 - No Cached
  • 4. “Learn a trade or every day” Neuroplascity is linked to the concept of  compeveness : if we stop exercising our mental facules we not only forget them,but the corresponding map is automacally assigned to otherfuncons that we connue to play. We could change the prov - erb “learn a trade for a rainy day” in: learn a trade for every day,and connue to pracce it regularly.
Kenneth Powell

Video games help promote literacy - 0 views

portlandtribune.com/...o-games-help-promote-literacy-

shared by Kenneth Powell on 15 May 14 - No Cached
  • Believe it or not, video games help promote literacy, a skill which encompasses not just reading and writing, but also the ability to understand maps, body language and spoken words
  • Video games help exercise decision-making and critical thinking skills that a person doesn’t necessarily get from passive entertainment.
  • Players are taken through these famous stories and are required to problem solve and work together to get to the next level. These games are filled with goofy humor and are loyal to their source material.
  • Kenneth Powell on 15 May 14
     
    Important parts of this article are highlighted yo!!!!!!
heinrosie

Yesterday's Group Chat - 2 views

Yes, if you don't see it, please do!

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