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Sally Summey

Writing, Technology and Teens - Pew Research Center - 0 views

pewresearch.org/...writing-technology-and-teens

writing teens project

shared by Sally Summey on 28 Jul 10 - Cached
  • Overall, nearly two-thirds of teens (64%) say they incorporate some informal styles from their text-based communications into their writing at school.
  • Teens are motivated to write by relevant topics, high expectations, an interested audience and opportunities to write creatively.
  • eens who communicate frequently with friends, and teens who own more technology tools such as computers or cell phones do not write more for school or for themselves than less communicative and less gadget-rich teens.
  • ...13 more annotations...
  • Most teens feel that additional instruction and focus on writing in school would help improve their writing even further.
  • verall, 82% of teens feel that additional in-class writing time would improve their writing abilities and 78% feel the same way about their teachers using computer-based writing tools.
  • All teens write for school, and 93% of teens say they write for their own pleasure.
  • Teens generally do not believe that technology negatively influences the quality of their writing, but they do acknowledge that the informal styles of writing that mark the use of these text-based technologies for many teens do occasionally filter into their school work. Overall, nearly two-thirds of teens (64%) say they incorporate some informal styles from their text-based communications into their writing at school.
  • Parents believe that their children write more as teens than they did at that age.
  • Teenagers' lives are filled with writing.
  • At its core, the digital age presents a paradox. Most teenagers spend a considerable amount of their life composing texts, but they do not think that a lot of the material they create electronically is real writing. The act of exchanging emails, instant messages, texts, and social network posts is communication that carries the same weight to teens as phone calls and between-class hallway greetings.
  • At the same time that teens disassociate e-communication with "writing," they also strongly believe that good writing is a critical skill to achieving success -- and their parents agree.
  • While the debate about the relationship between e-communication and formal writing is on-going, few have systematically talked to teens to see what they have to say about the state of writing in their lives.
  • The internet is also a primary source for research done at or for school. 94% of teens use the internet at least occasionally to do research for school, and nearly half (48%) report doing so once a week or more often.
  • Teens believe that the writing instruction they receive in school could be improved.
  • Overall, 82% of teens feel that additional in-class writing time would improve their writing abilities and 78% feel the same way about their teachers using computer-based writing tools.
  • 47% of black teens write in a journal, compared with 31% of white teens. 37% of black teens write music or lyrics, while 23% of white teens do. 49% of girls keep a journal; 20% of boys do. 26% of boys say they never write for personal enjoyment outside of school. Multi-channel teens and gadget owners do not write any more -- or less --than their counterparts, but bloggers are more prolific.
  • Amy Brewer on 28 Jul 10
     
    Overall, nearly two-thirds of teens (64%) say they incorporate some informal styles from their text-based communications into their writing at school.
  • Meaghan Rand on 28 Jul 10
     
    "At its core, the digital age presents a paradox. Most teenagers spend a considerable amount of their life composing texts, but they do not think that a lot of the material they create electronically is real writing. "
Steve Fulton

Digital Mentor Text #5: "Changing Education Paradigms" - Digital Writing, Digital Teaching - 1 views

hickstro.org/...5-changing-education-paradigms

mentortext writing digital-writing troyhicks blog

shared by Steve Fulton on 13 Jan 12 - No Cached
  • Steve Fulton on 13 Jan 12
     
    Digital Mentor Text blog series, this one focusing on the common craft and RSA type videos that overlay a narrative on video/drawing
Malcolm Campbell

Clive Thompson on the New Literacy - 3 views

www.wired.com/...st_thompson

shared by Malcolm Campbell on 28 Jul 10 - Cached
  • The first thing she found is that young people today write far more than any generation before them. That's because so much socializing takes place online, and it almost always involves text.
    • Lacy Manship
      Lacy Manship on 28 Jul 10
       
      So... right... texts and Texts are so mixed up in our lives now in a way that is more social than writing has ever been before. Like I wrote texts, facebook statues, emails so much more often than we wrote postcards and letters and passed notes before.
    • Lucy Arnold
      Lucy Arnold on 28 Jul 10
       
      I can't think of a Facebook status report right now. Will you write one for me and I'll plagiarize it?
    • Lacy Manship
      Lacy Manship on 28 Jul 10
       
      I think you just wrote it. Copy and paste
  • An age of illiteracy is at hand, right?
    • Malcolm Campbell
      Malcolm Campbell on 28 Jul 10
       
      There's actually something called the "post-literate age" - can't remember who coined the phrase.
Steve Fulton

TypeWith.me: Live Text Document Collaboration! - 3 views

typewith.me

collaboration writing etherpad web2.0 tools text document digital-writing

shared by Steve Fulton on 31 Jul 10 - Cached
  • Steve Fulton on 31 Jul 10
     
    Collaborative word processing. An etherpad alternative....there's a bunch of them out there. The cool thing about them is that there's no need to create an account, just share the link with collaborators. Infinate undos and the time slider feature are nice, too!
Malcolm Campbell

Technology Transforms Writing and the Teaching of Writing - Technology - The Chronicle ... - 1 views

chronicle.com/...34721

technology teaching writing social netwrking

shared by Malcolm Campbell on 28 Jul 10 - Cached
  • bad habits they fear their students pick up on computers
    • Malcolm Campbell
      Malcolm Campbell on 28 Jul 10
       
      Wouldn't it be nice to capture 'gamers' attention for such sites as these? Wonder how it might work?
  • Students submit essays that are longer but not better written than those in years past
    • Malcolm Campbell
      Malcolm Campbell on 28 Jul 10
       
      This doesn't appear to be the case, re: longer papers. Whycome so many papers fall short of minimum page counts?
  • The perils are clearer. "Students will tinker endlessly with the text and forget that their paper doesn't have a thesis," says Kathleen Skubikowski, an assistant professor of English who directs the writing program at Middlebury College. "I receive immaculately word-processed documents that are just terrible," says David Galef, an associate professor of English at the University of Mississippi.
    • Malcolm Campbell
      Malcolm Campbell on 28 Jul 10
       
      Interesting! Sometimes a roadblock to me is the time it takes to learn the technology associated with new applications and, like the thesis for students, I'm occaionally in danger of forgetting to plan my class lessons.
  • Malcolm Campbell on 28 Jul 10
     
    Chronical of Higher Ed piece
Keia Pannell

the Awesome Highlighter >> Highlight text on web pages - 0 views

www.awesomehighlighter.com

highlighter web2.0 digital-writing annotation

shared by Keia Pannell on 05 Aug 10 - Cached
  • Keia Pannell on 05 Aug 10
     
    Just got a message about this and thought it looked cool. Haven't played with it yet but it looks useful in the class.
Steve Fulton

Interactive Folio: Romeo and Juliet - 0 views

www.canadianshakespeares.ca/rjfolio.cfm

shakespeare romeoandjuliet interactive reading

shared by Steve Fulton on 14 Oct 10 - Cached
  • Here you’ll find quite simply the most interactive and sophisticated version of Romeo and Juliet ever created: use it as a study guide and teaching tool. Read the play, read its English source texts, read critical materials on the play, explore Shakespeare's vocabulary, and experience a full range of multi-media associated with the play.
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