Skip to main content

Home/ Team A / Week 2 : Pro-Tech!/ Group items tagged times

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
seabreezy

Texting Improving Literacy? | The Principal of Change - 0 views

georgecouros.ca/...2190

technology literacy education adolescent digital literacy skills increase improves learning

shared by seabreezy on 14 May 14 - No Cached
  • One of the additional things he discussed in this talk was that we often say, “These kids do not read,” but he quickly dismisses this as a fallacy.  In fact, Crystal goes further to say that kids that text read more than what we did as children because they have more access to writing.  Simply put, they do not read and write the same things that we did.  Looking at my own situation, I have actually read more “books” in the last little while than I ever have, as I carry around a huge book collection all the time on my iPhone and/or iPad.  The ease of access makes it a lot easier for me to read whether it is blogs, books, or yes, text messages and tweets.
  • distinctly remember reading that Osama bin Laden was assassinated before the announcement was made by Barack Obama.  Leaks of the information came so quickly and although it was chalked up to be rumour, it obviously was confirmed after.  More people are turning to the Twitter search function to find out about events in real time from people who are willing to share.  It is rare now that any reporter would not have a Twitter account so they can be the first to share the story, which is much easier from a phone in 140 characters, as opposed to a long article written even on a website.
  • seabreezy on 14 May 14
     
    "One of the additional things he discussed in this talk was that we often say, "These kids do not read," but he quickly dismisses this as a fallacy. In fact, Crystal goes further to say that kids that text read more than what we did as children because they have more access to writing. Simply put, they do not read and write the same things that we did. Looking at my own situation, I have actually read more "books" in the last little while than I ever have, as I carry around a huge book collection all the time on my iPhone and/or iPad. The ease of access makes it a lot easier for me to read whether it is blogs, books, or yes, text messages and tweets."
Laidy Zabala-Jordan

K's Space: Selfe, C and 21th Century Technological Literacy - 0 views

kong-leader.blogspot.com/...1th-century-technological.html

technology literacy increase productivity learning digital literacy education

shared by Laidy Zabala-Jordan on 15 May 14 - No Cached
  • There are always synonyms or near-synonyms in our languages, including English. For this course that teaching digital literacy, Selfe's technological literacy is a synonyms to digital literacy.
  •  Here, Selfe gives a definition about technological literacy: "Technological literacy---meaning computer skills and the ability to use computers and other technology to improve learning , productivity, and performance." 
  •  In additional to this definition, Selfe states that "technological literacy has become as fundamental to person's ability to navigate through society as traditional skills like reading, writing, and arithmetic..."
  • ...3 more annotations...
  • . The ability to adapt and better use the new technology coming  around us is as important as those traditional abilities such as reading, writing, and thinking that originally leading  us know who we are and what we are doing.
  •  In terms of literacy, Selfe holds a opinion that "literacy's changing agenda". In this point of view, Selfe consider technology combines with literacy is what we are going to deal with in order to complete our daily work nowadays.
  •   Based on this theory, Selfe expended it into the literacy education area, Which is what we are actually doing in the university today---using technology to writing, listening, watching, and communicating with each other. 
Laidy Zabala-Jordan

Education Update:Leveraging Technology to Improve Literacy:Leveraging Technology to Imp... - 0 views

www.ascd.org/...ology-to-Improve-Literacy.aspx

technology education improves increase digital literacy

shared by Laidy Zabala-Jordan on 14 May 14 - No Cached
  • Technology is changing literacy, claim Web 2.0 advocates, university researchers, edgy librarians, pundits of the blogosphere, and the media. The visual is ascendant, text is secondary—and linearity? Forget about it. Web surfers flip from one information wave to another, gathering and synthesizing. Beginning, middle, and end are up for grabs.
  • In the classroom, some educators are attempting to harness the power of technology to increase literacy rates for struggling students, but does using technology really make a difference? An initial assessment of the research on the current generation of technology used to aid literacy yields interesting, if somewhat lackluster, results.
  • According to Kamil, however, that's not necessarily a bad thing: "The important aspect, from my perspective, is that these were classroom programs that replaced about 10 percent of instructional time. What that means is that since there was no difference, the software programs were as good as the teacher." Such findings, Kamil explains, could signify a shift from teachers using technology as merely a supplement to using it as the means of instruction.
  • ...13 more annotations...
  • Now, Kamil notes, newer and better technology is coming out all the time to make the option of classroom technology even stronger, especially for struggling readers and writers. He points to advances in speech recognition technology, such as Carnegie Mellon University and the University of Pittsburgh's research-based Reading Tutor project or programs such as Pearson's Quick Reads, as examples of tools that can improve students' reading fluency.
  • Despite the lack of data showing that technology has a tremendous effect in the classroom, teachers have found that using technology may help address students' specific learning needs. Charles MacArthur, a special education professor at the University of Delaware, explains that students who have learning disabilities, including dyslexia, typically need help with transcription processes to produce text, spell, and punctuate correctly. However, any students having trouble with writing fluency can benefit from teachers integrating technology into the classroom. And sometimes tried-and-true technology works the best.
  • "The only tool that has enough research behind it is plain, old word processing," MacArthur says. "Students with writing difficulties are able to produce a text that looks good, and they can go back and fix things without introducing new mistakes."
  • Carol Greig, a former technology coach, won the International Reading Association's 2008 Presidential Award for Reading and Technology for her Reading Buddies program, which uses MP3 players to increase the literacy skills of beginning readers
  • Greig tested the group of students every two weeks on pre-reading and early reading skills, such as naming letters, phonemic awareness, and ease of decoding nonsense words accurately. After six weeks of using Reading Buddies, Greig says, "We saw kids who had been operating at the 10th and 20th percentiles moving up to the 40th and 50th percentiles." At the end of the 10-week pilot, Grieg says, "[Students] were at or above the test's benchmark."
  • auditory processing problems or dyslexia, schools are using various computer technologies to make students more aware of the sounds of words when others speak or when students themselves read aloud.
  • At Howard Elementary, teachers also use technology to assess students' individual comprehension and written work.
  • The Reading Buddies program
  • Pointing to the school's use of the FastForWord Language and FastForWord Literacy programs, Egli explains that computer technology can slow down a word's "sound signature" so that students become more aware of the phonemes that make up that word. For example, students who reverse the "b" and the "d" may do so because of auditory problems distinguishing those two phonemes, which are extremely brief compared to a typical vowel sound. To help retrain the brain to note the distinction between the two sounds, teachers highlight the differences by slowing down and amplifying the sounds slightly. Students then focus on them through computer activities. Typically, it takes many repetitions of the exercises to retrain the brain.
  • The technology "builds those auditory and language skills" of students, allowing them, generally, to be more receptive to learning because typically 80 percent of the instructional day relies on auditory information
  • "They're better able to make use of classroom instruction because they can understand the language of the instructor better,"
  • Recently, the Bridges Academy also started using Reading Assistant, a program that uses speech recognition technology to help students improve their reading fluency.
  • using technology alone is not the answer to improving literacy, but the tools help teachers move students toward their individual learning goals. "Using some of the technologies we have now, we can do some things that many of us hoped to achieve for a lot of our special-needs kids—but at a much more efficient rate
seabreezy

Porath - 0 views

www.rcetj.org/...251

shared by seabreezy on 14 May 14 - No Cached
  • seabreezy on 14 May 14
     
    Empirical research exploring the use of text messaging in formal educational settings is still emerging; therefore, studies from diverse disciplines were examined. The domains of communication and media studies and information technology address the first question investigating how young adults use text messaging. The majority of research into adult use of text messaging to interact with adolescents and young adults comes from the fields of health and wellness and medical journals were primarily utilized. Finally, because there are so few studies on the use of text messaging in education, popular media, professional and practitioner magazines, and books were the sources of real-world applications of text messaging in schools. E-mail is the preferred mode of communication for school or work, but when teenagers want something that is fast, immediate, and can be done anywhere - texting is preferred (Lev-Ram, 2006). For teenagers, the cell phone is almost always with the person, so it is constantly accessible. Being small and silent, the cell phone is easily transported and used furtively under the supervision of authority, as compared to e- mail, which requires a computer (Thurlow, 2003). Many teenagers have reported that they share a computer with family members or that it is in a common area of the home so instant messaging and e- mail can be observed (Faulkner & Culwin, 2005). In addition, because the phone displays both text and sender, the user can choose when and if to respond to a message and has time to compose an appropriate response. Teen and Young Adult Text Messaging Content Multiple studies in various countries have been conducted on the content of young adults' text messages, with similar results across studies. Many text messages have to do with coordination of events and maintaining relationships. Often a text will be sent to see if the receiver is available for phoning on a land- line, an instant message chat, or a face-to-face meeting (Grinter & E
Laidy Zabala-Jordan

Teenagers' Internet Socializing Not a Bad Thing - NYTimes.com - 0 views

www.nytimes.com/...20internet.html

teenagers internet

shared by Laidy Zabala-Jordan on 15 May 14 - No Cached
  • Good news for worried parents: All those hours their teenagers spend socializing on the Internet are not a bad thing, according to a new study by the MacArthur Foundation.
  • “It may look as though kids are wasting a lot of time hanging out with new media, whether it’s on MySpace or sending instant messages,” said Mizuko Ito, lead researcher on the study, “Living and Learning With New Media.” “But their participation is giving them the technological skills and literacy they need to succeed in the contemporary world. They’re learning how to get along with others, how to manage a public identity, how to create a home page.”
  • “It certainly rings true that new media are inextricably woven into young people’s lives,” said Vicki Rideout, vice president of the Kaiser Family Foundation and director of its program for the study of media and health. “Ethnographic studies like this are good at describing how young people fit social media into their lives. What they can’t do is document effects. This highlights the need for larger, nationally representative studies.”
  • ...5 more annotations...
  • The study, part of a $50 million project on digital and media learning, used several teams of researchers to interview more than 800 young people and their parents and to observe teenagers online for more than 5,000 hours. Because of the adult sense that socializing on the Internet is a waste of time, the study said, teenagers reported many rules and restrictions on their electronic hanging out, but most found ways to work around such barriers that let them stay in touch with their friends steadily throughout the day.
  • Teenagers also use new media to explore new romantic relationships, through interactions casual enough to ensure no loss of face if the other party is not interested.
  • While online socializing is ubiquitous, many young people move on to a period of tinkering and exploration, as they look for information online, customize games or experiment with digital media production, the study found.
  • What the study calls “geeking out” is the most intense Internet use, in which young people delve deeply into a particular area of interest, often through a connection to an online interest group.
  • “New media allow for a degree of freedom and autonomy for youth that is less apparent in a classroom setting,” the study said. “Youth respect one another’s authority online, and they are often more motivated to learn from peers than from adults.”
Laidy Zabala-Jordan

Teenagers and social networking - it might actually be good for them | Life and style |... - 1 views

www.theguardian.com/...ocial-networking-good-for-them

social networking increased literacy

shared by Laidy Zabala-Jordan on 15 May 14 - No Cached
  • Teenagers and social networking – it might actually be good for them Is too much online socialising among teenagers really creating a generation who can't relate face to face? Not according to the evidence, says Clive Thompson
  • Indeed, social scientists who study young people have found that their digital use can be inventive and even beneficial. This is true not just in terms of their social lives, but their education too. So if you use a ton of social media, do you become unable, or unwilling, to engage in face-to-face contact? The evidence suggests not. Research by Amanda Lenhart of the Pew Research Centre, a US thinktank, found that the most avid texters are also the kids most likely to spend time with friends in person. One form of socialising doesn't replace the other. It augments it.
  • "Kids still spend time face to face," Lenhart says. Indeed, as they get older and are given more freedom, they often ease up on social networking. Early on, the web is their "third space", but by the late teens, it's replaced in reaction to greater autonomy.
  • ...1 more annotation...
  • They have to be on Facebook, to know what's going on among friends and family, but they are ambivalent about it, says Rebecca Eynon, a research fellow at the Oxford Internet Institute, who has interviewed about 200 British teenagers over three years. As they gain experience with living online, they begin to adjust their behaviour, wrestling with new communication skills, as they do in the real world.
  • Laidy Zabala-Jordan on 15 May 14
     
    social networking and technology 
Lucifina (Megan) Svedlund

Using Technology as a Learning Tool, Not Just the Cool New Thing | EDUCAUSE.edu - 0 views

www.educause.edu/...g-tool-not-just-cool-new-thing

technology education literacy digital literacy improves

shared by Lucifina (Megan) Svedlund on 15 May 14 - No Cached
  • Distance education—through Internet and video courses—helps those who have to work a job and go to school at the same time better schedule their learning opportunities.
  • the Net Generation should learn better through Internet courses because they have been surrounded by computers all their lives and know how to use the technology already.
  • Lucifina (Megan) Svedlund on 15 May 14
     
    Technology as a learning tool, not just as the latest and greatest shiny new toy.
Laidy Zabala-Jordan

World Television Day 2012 | LIVE-PRODUCTION.TV - 0 views

www.live-production.tv/...world-television-day-2012.html

world television technology learning improves increase education

shared by Laidy Zabala-Jordan on 14 May 14 - No Cached
  • Evelyn Ode, 21/11/2012) This year, for the first time, European commercial broadcasters and television sales houses from public and private sectors take the opportunity of World Television Day, declared by the United Nations in 1996, to reflect on the values of television as a medium, including its multiple social roles.advertisementegta and ACT highlight the role of TV in communicating on key transnational issues, its relevance to the world economy and its contribution to social and cultural development through testimonials and first-hand accounts on a website set up especially for this occasion. Neelie Kroes, Vice-President of the European Commission, invited to comment on this occasion, said: “Television is still the way to reach the most citizens and talk to them – and with them – about how the EU affects their lives.”
Laidy Zabala-Jordan

Are You a Digital Native or a Digital Immigrant? - Big Design Events - 2 views

bigdesignevents.com/...-native-or-a-digital-immigrant

digital immigrant digital native

shared by Laidy Zabala-Jordan on 13 May 14 - No Cached
  • Are You a Digital Native or a Digital Immigrant?
  • A growing body of research on digital natives is started to emerge. A digital native can be defined as a person who was born after the introduction of digital technology. Digital Natives use online services like Facebook, YouTube, Hulu, and Twitter on various digital technologies, such as smart phones or a tablet device. Digital Natives have blended their online life with their offline life.
  • Researchers use the term digital immigrant to classify people born before the introduction of digital technology. For Digital Immigrants, the popular technology for them was radio, television, newspapers, books, and magazines. Digital Immigrants are adapting to the digital technology introduced during their life time. Ironically, some Digital Immigrants created the digital technology used by Digital Natives.
  • ...10 more annotations...
  • Different Types of Digital Immigrants If you are a Digital Immigrant, it does not mean you are automatically technically inept. You can actually be very technically astute.  Digital Immigrants will have to deal with Digital Natives, as illustrated below by Rupert Murdoch.
  • Not all Digital Immigrants fit into a single category. Current research classifies Digital Immigrants into three categories: Avoiders. This group does not adapt to new technology quickly, if ever. For example, my father-in-law still gets the newspaper, orders cigars through the mail, and uses the USPS to deliver letters to his friends. He is happy with his life.
  • Reluctant Adopters. This group is aware of new technology and adopts to it at a slow pace. In many respects, I fall into this group. For example, I still have a second generation phone. It took me 10 years to finally get a DVR, even though I knew it would change how I watch television as soon as I saw it. I am happy with my life.
  • Eager Adopters. This group enthusiastically adapts to new technology. They embrace it. For example, Jeremy Johnson, one of the organizers of the Big Design Conference, falls into this group. He seems to be plugged into every device, network, tech trend, and so on. Jeremy personifies an Eager Adopter. Jeremy is happy with his life, too.
  • Digitial Immigrants can never become Digital Natives because they were not born after the introduction of digital technology.  Eager Adopters, however, are clearly the class Digital Immigrants that can relate more closely to most Digital Natives.
  • In the same way that Digital Immigrants can be classified into three distinct groups, some interesting research from Dr. Ofer Zur (a Digital Immigrant) and Azzia Zur (a Digital Native) classifies Digital Natives into three sub-categories: Avoiders. This group consists of people, who are born during the digital age, and do not desire new technology. They are not enamored with Facebook, Twitter, Netflix, or Hulu. For example, I know a 14-year old, who prefers to paint portraits. She owns an iPad, only because her school books are on it. She only watches public television.  She sings in the church choir.  She is very happy.
  • Minimalists. This group is aware that digital technology is a part of their daily life. They choose to interact with only the most interesting things to them personally. For example, I know a young person who does not have a Twitter account and avoids Facebook. She is not a gamer.  She sends emails and downloads books to her Kindle.
  • Enthusiastic Participants. This group is the largest group of Digital Natives. Like their Digital Immigrant cousins the Eager Adopters, Enthusiastic Participants embrace and use all forms of digital technology. This group prefers texting and tweeting over sending out email blasts. They are aware of the latest technology, trends, and tools. Their online and offline lives are blending together.
  •  Digital Immigrants are the parents, teachers, and managers of Digital Natives.
  • For designers, you want a diversity of viewpoints when you build your products. Consider recruiting Eager Adopters, Reluctant Adopters, Minimalists, and Avoiders for market research and usability testing purposes. The different viewpoints give you insights into what motivates these groups. The “tipping point” for any product occurs when Reluctant Adopters and Minimalists want your product. Their diverse insight is crucial to your design research and product success.
Laidy Zabala-Jordan

Effective Literacy Programmes › M - 0 views

www.unesco.org/...litbase

programmes technology education increase literacy

shared by Laidy Zabala-Jordan on 15 May 14 - No Cached
  • Mobile-Based Post Literacy Programme
  • The main objective of the project is to develop a mobile-based literacy programme where the newly literates receive literacy materials as messages on a mobile phone, which they read and then respond to. This programme is designed not only to provide appropriate reading materials to learners in order to maintain and develop their literacy skills through a medium which has become an indispensable means of communication among youths today, but also to promote knowledge concerning many aspects of life and to teach learners about and familiarise them with technological advancements.
  • A baseline survey is conducted in order to identify the areas where at least 25 female adults are either illiterate or have only basic literacy skills. Community leaders, families and female members of the community are sensitised through meetings which provide information about the advantages and disadvantages of mobile phones and the content of the messages learners would receive on a mobile phone. Village Education Committees are formed and they select the site for the establishment of the literacy centres and identify facilitators in their communities. Village Education Committees are also in charge of management of the literacy centres. Facilitators are then trained in pedagogical methodologies.
  • ...6 more annotations...
  • The duration of the programme is six months. The programme is divided into two stages: The first stage lasts two months. During this stage, learners attend a basic literacy course at a community literacy centre which meets two to three hours per day and six days a week. They learn to write the alphabet and to read with emphasis on phonics. Recently, computers and the Internet were introduced in the basic literacy course, and learners also use UNESCO’s interactive DVD Becoming literate. For the second stage, following the two-month basic literacy course, the mobile-based literacy programme begins. Learners are provided with free mobile phones. Originally over 600 messages were
  • developed on 17 different topics for the mobile-based programme. The topics include Islamic teaching, numeracy, health, general knowledge, local government, beauty tips, food recipes, jokes and riddles. Then additional 200 messages were created on topics such as disaster risk management, the economy, the right to free compulsory education, cultural diversity, the culture of Pakistan, the culture of peace, human rights, rights of persons with disabilities, freedom of expression, and the voting process. The BUNYAD head office initially sent simple religious messages and then moved on to messages which address other topics. Learners receive short message service (SMS) on their mobile phones 6–8 times a day. They are instructed to read them, practise writing them in their workbooks, and answer questions. Simple maths is also taught using the calculator function on the mobile phones. Recently, Nokia Pakistan equipped mobile phones with uploaded contents of UNESCO’s interactive DVD through a software application called «e-Taleem App» (e-Education App). The mobile phone, therefore, has also become also a direct medium
  • for literacy learning.
  • Overall execution, implementation, monitoring and evaluation of the programme; assessment of each learner’s progress; providing textbooks, mobile phones and computers; providing facilitators’ salaries
  • Provision of needs assessments, mobilisation of the community and families, provision of basic literacy courses and facilitator training, SMS message delivery, learner support after the completion of programme
  • Ten literacy centres were established in three districts of the Punjab province and 250 learners completed the programme. Remarkable results were found regarding learners’ achievements during the mobile-based programme. For example, at one of the districts, Sialkot, the test results from the first month of the mobile-based programme showed that 90% of the learners were in the 0–50% range and none made it to the 70–100% range; however, results from the last month of the programme indicated only 14% of the learners fell into the 0–50% range and 39% of the learners reached the 70–100% range, showing a clear benefit of the mobile phone programme. The complete results on learners’ achievement in the district of Sialkot are found below:
wickizer

How The Internet Saved Literacy - Forbes - 1 views

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

internet literacy forbes

shared by wickizer on 16 May 14 - Cached
  • 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.
wickizer

The Future of Reading - Literacy Debate - Online, R U Really Reading? - Series - NYTime... - 1 views

www.nytimes.com/...27reading.html

ny times literacy internet

shared by wickizer on 16 May 14 - Cached
  • On the Internet, readers skate through cyberspace at will and, in effect, compose their own beginnings, middles and ends.Young people “aren’t as troubled as some of us older folks are by reading that doesn’t go in a line,” said Rand J. Spiro, a professor of educational psychology at Michigan State University who is studying reading practices on the Internet. “That’s a good thing because the world doesn’t go in a line, and the world isn’t organized into separate compartments or chapters.”
1 - 12 of 12
Showing 20▼ items per page