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Porath - 0 views

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  • 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
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Digital Word Walls and Vocabulary Learning: The Use of iPods to Facilitate Vocabulary I... - 0 views

www.academia.edu/..._Instruction_with_ESL_Students learning instruction esl word academia
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  • seabreezy on 14 May 14
     
    Digital Word Walls and Vocabulary Learning: The Use of iPods to Facilitate Vocabulary Instruction with ESL Students. Today's advances in technology have provided us with a variety of useful tools that can supplement andenrich the ways in which vocabulary is taught and learned. One of the latest trends involves the use ofmobile devices. This technology is expected to become a mainstream addition to classroom practices inthe immediate future (Johnson, Levine, Smith, & Stone, 2010). . Mobile devices include digital tools thatare portable, provide Internet connectivity, promote social interactions, and expand data collectioncapabilities. Trifanova, Knapp, Ronchetti, and Gamper (2004) define mobile devices as "...any device thatis small, autonomous and unobtrusive enough to accompany us in every moment" (p. 3). Additionally,Naismith, Lonsdale, Vavoula, & Sharples (2004) suggest that mobile technologies provide immediatefeedback, authentic experiences, and availability of information in a mobile environment that allows forcollaboration to support lifelong learning
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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
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  • 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.”
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Television for Learning: Our Foremost Tool in the 21st Century - 0 views

www.unesco.org/...opinion7.htm television learning technology
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  • Huge numbers of non-literate or marginally literate individuals, for whom formal education has little practical applicability, will live out their lives in print-scarce environments with few or no reading materials in their homes, but with regular access to television. TV and radio, for as far as we can see into the 21st century, will be their most important outside source of lifelong and lifewide learning. Viewed in this light, the real costs in terms of human survival, quality of life, and productivity in countries that fail to develop educational television more fully must be reckoned with as an important policy consideration.
  • Television for Learning: Our Foremost Tool in the 21st Century Ed Palmer
  • Many different program genres have been used to address diverse audiences for a variety of formal and non-formal learning purposes, with scientifically measured results. The record of accomplishments is impressive, yet TV is drastically underutilized as a teaching tool in countries that have the highest prevalence of urgent and otherwise unmet education needs.
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  • . Although these sets are purchased mainly for entertainment, the result is to make one of the world's most powerful educational tools available on a massively wide scale to many people in the world who have limited access to education through other means. A critical mass of TV viable countries now exists for educational purposes, to justify undertaking unprecedented levels of international coordination in such areas as experience exchange, training, resource development, and national and regional capacity building.
  • Huge numbers of non-literate or marginally literate individuals, for whom formal education has little practical applicability, will live out their lives in print-scarce environments with few or no reading materials in their homes, but with regular access to television. TV and radio, for as far as we can see into the 21st century, will be their most important outside source of lifelong and lifewide learning. Viewed in this light, the real costs in terms of human survival, quality of life, and productivity in countries that fail to develop educational television more fully must be reckoned with as an important policy consideration.
  • Television during its earliest stage of growth in a given developing country is useful mainly as a means to reach and influence policy makers in urban settings.
  • The literature on educational uses of TV focuses, variously, on applications of particular TV program genres; research and evaluation practices; evaluation results; design of effective educational and motivational program approaches; specialized producer and researcher training; and patterns of international co-production. The Japan Prize Contest, now a decades-old tradition, serves as a screening center for identifying and honoring the best educational programs from all over the world, and as a venue for professional exchange. The NHK generously makes its library of prize-winning programs available for study at selected centers located around the world.
  • The following ideas for capacity building to improve educational television in developing countries were chosen more to suggest a range of ways in which capacity can be increased than necessarily in all cases to address top priorities. Expand and improve technical facilities. Shortages of technical facilities for creating educational TV programs often result from prior failures in national planning. The best results come when planning is comprehensive and open to wide stakeholder participation, and when stakeholders and decision makers alike are well informed on how and how effectively television can be used to serve various national education needs. Helping them become so informed is a crucial early step in promoting increased investments in technical facilities.
  • It is no idle forecast to say that TV will be the preeminent tool in learning for development during at least the first half of the 21st century. It is happening already, but not with anything like the focus and intensity that the field deserves from the international assistance community.
  • Ed Palmer
  • Huge numbers of non-literate or marginally literate individuals, for whom formal education has little practical applicability, will live out their lives in print-scarce environments with few or no reading materials in their homes, but with regular access to television. TV and radio, for as far as we can see into the 21st century, will be their most important outside source of lifelong and lifewide learning. Viewed in this light, the real costs in terms of human survival, quality of life, and productivity in countries that fail to develop educational television more fully must be reckoned with as an important policy consideration.
  • Huge numbers of non-literate or marginally literate individuals, for whom formal education has little practical applicability, will live out their lives in print-scarce environments with few or no reading materials in their homes, but with regular access to television. TV and radio, for as far as we can see into the 21st century, will be their most important outside source of lifelong and lifewide learning. Viewed in this light, the real costs in terms of human survival, quality of life, and productivity in countries that fail to develop educational television more fully must be reckoned with as an important policy consideration.
  • Laidy Zabala-Jordan on 14 May 14
     
    Television slide on google drive 
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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
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  • 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.
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  • 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
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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
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  • 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.
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  • 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.
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Ten C's and Surviving the debate - 1 views

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