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sgbrudna

Television and Media Literacy in Young Children: Issues and Effects in Early Childhood ... - 2 views

ccsenet.org/...3339

television media media literacy literacy children studies education childhood effects issues Debate negative Decline skills TV communication Technology

shared by sgbrudna on 16 Jul 14 - No Cached
  • Television and Media Literacy in Young Children: Issues and Effects in Early Childhood Kamaruzaman Jusoff, Nurul Nadiah Sahimi Abstract elevision viewing among young children has been an on going issue as it is found to effect their development in various areas. This problem is getting more worrisome as the percentage and amount of hours of television exposure among young children is increasing, especially with the growing production of children television programs.  Studies have found that television exposure to young children could effects their language and cognitive development, lead to behavior problems, attention disorder, aggression and obesity.
sgbrudna

The 4 Negative Side Effects Of Technology - Edudemic - 3 views

www.edudemic.com/ive-side-effects-of-technology

negative effects writing Debate reading skills Decline TV texting communication Technology

shared by sgbrudna on 15 Jul 14 - No Cached
  • Let’s take a look at the top 4 ways that overuse of technology has influenced our children in an adverse manner:
  • 1. Elevated Exasperation These days, children indulge themselves in internet, games or texting. These activities have affected their psyche negatively, consequently leading to increased frustration. Now they get frustrated whenever they are asked to do anything while playing games or using internet. For instance, when their parents ask them to take the trash out, they get furious instantly. This behavior has shattered many parent-children relationships.
  • 2. Deteriorated Patience Patience is a very precious virtue and its scarcity could deteriorate a person’s Will. Determination is a necessity that comes with patience and without it no individual can survive the hardships of life. According to studies, tolerance in children is vanishing quite increasingly due to the improper use of technology. For example, children get frustrated quickly when they surf internet and the page they want to view takes time to load.
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  • 3. Declining Writing Skills Due to the excessive usage of online chatting and shortcuts, the writing skills of today’s young generation have declined quite tremendously. These days, children are relying more and more on digital communication that they have totally forgot about improving their writing skills. They don’t know the spelling of different words, how to use grammar properly or how to do cursive writing.
  • 4. Lack of Physical Interactivity No one can deny the fact that the advancement of technology has produced a completely unique method of interaction and communication. Now, more and more people are interacting with others through different platforms like apps, role-playing online games, social networks, etc. This advancement has hampered the physical interaction skills of many children. Due to that they don’t know how to interact with others when they meet them in-person or what gesture they should carry.
  • Alice Martin is a professional essay writer from UK, works on AssignmentValley’s education blog. She became a writer after completing her college and then established her career in the field of education and research.
  • bgfeltner on 15 Jul 14
     
    "The rapid revolution in technology affected our lifestyle drastically and led us to believe that our lives have changed for the better. Now communication with our distant friends or relatives, buying branded products or goods on-the-go and conducting business meeting is possible with just a single click."
sylvyapaladino

The Six Early Literacy Skills | CLEL - 0 views

www.clel.org/...six-early-literacy-skills-0

Literacy

shared by sylvyapaladino on 15 Jul 14 - No Cached
  • Six basic skills comprise early literacy and help determine whether a child will be ready to learn to read and write.
  • PRINT MOTIVATION: includes being interested in and enjoying books.
  • Kids who enjoy books and reading will be curious about reading and motivated to learn to read themselves. Motivation is important because learning to read is HARD WORK!
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  • PRINT AWARENESS: includes noticing print everywhere, knowing how to handle a book, and knowing how to follow the written word on the page.
  • Children have to be aware of words before they can read them. They need to know how books work--which is the front cover, what's upside down and right side up, which page to start on, how to look from left to right on each line of text.
  • LETTER KNOWLEDGE: includes knowing that letters are different from each other, knowing letter names and sounds, and recognizing letters everywhere.
  • To read words, children have to understand that a word isn’t one single thing—it’s made up of smaller things, and those smaller things are letters
  • VOCABULARY: includes knowing the names of things.
  • It's much easier to decode a word on the page when it's a word you already know. So children with bigger vocabularies have an easier time when they start to read, since it's much easier for them to make sense of what they're sounding out. Children who understand what they're reading are more motivated to keep reading.
  • PHONOLOGICAL AWARENESS: includes hearing and playing with the smaller sounds of words and recognizing that words are made up of a number of different sounds.
  • hildren who can hear how words "come apart" into separate sounds will be more successful at "sounding out" words when they start to read.
  • NARRATIVE SKILLS: include describing things and events, telling stories, knowing the order of events (sequencing), and making predictions (what might happen next).
  • f children can describe something, they have an understanding of it. If children can tell what’s happening in a story they’re reading, they are comprehending the story and not just the sounds of each individual word. Understanding what they're reading is crucial to helping them stay motivated to keep reading. If they don’t understand what they’re reading, they won’t care, and they won't want to put in the practice they need to become fluent readers.
bgfeltner

Children who read on iPads or Kindles have weaker literacy skills and are less likely t... - 0 views

www.dailymail.co.uk/...racy-skills-charity-warns.html

shared by bgfeltner on 15 Jul 14 - No Cached
  • bgfeltner on 15 Jul 14
     
    "Survey of 35,000 pupils finds majority of youngsters now read on screen ebooks also reducing the number of children who enjoy reading as a pastime 'Children who only read on-screen are significantly less likely to enjoy reading and less likely to be strong readers', National Literacy Trust says By Martin Robinson Children who read on an iPad or Kindle are falling behind in the classroom as figures showed for the first time the majority of youngsters now prefer ebooks to printed versions."
sylvyapaladino

Neuman Celano library study: Educational technology worsens achievement gaps. - 0 views

www.slate.com/..._worsens_achievement_gaps.html

Negative Literacy Debate

shared by sylvyapaladino on 15 Jul 14 - No Cached
  • The two were especially interested in how the introduction of computers might “level the playing field” for the neighborhoods’ young people, children of “concentrated affluence” and “concentrated poverty.” They undertook their observations in a hopeful frame of mind: “Given the wizardry of these machines and their ability to support children’s self-teaching,” they wondered, “might we begin to see a closing of the opportunity gap?
  • Many hours of observation and analysis later, Neuman and Celanano were forced to acknowledge a radically different outcome: “The very tool designed to level the playing field is, in fact, un-leveling it,” they wrote in a 2012 book based on their Philadelphia library study. With the spread of educational technology, they predicted, “the not-so-small disparities in skills for children of affluence and children of poverty are about to get even larger.”
  • Neuman and Celano are not the only researchers to reach this surprising and distressing conclusion. While technology has often been hailed as the great equalizer of educational opportunity, a growing body of evidence indicates that in many cases, tech is actually having the opposite effect: It is increasing the gap between rich and poor, between whites and minorities, and between the school-ready and the less-prepared.
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  • The unleveling impact of technology also has to do with a phenomenon known as the “Matthew Effect”: the tendency for early advantages to multiply over time.
  • negative effect on academic achievement—and in these cases, poor students’ performance suffers more than that of their richer peers. In an article to be published next month in the journal Economic Inquiry, for example, Duke University economist Jacob Vigdor and co-authors Helen Ladd and Erika Martinez report their analysis of what happened when high-speed Internet service was rolled out across North Carolina: Math and reading test scores of the state’s public school students went down in each region as broadband was introduced, and this negative impact was greatest among economically disadvantaged students. Dousing the hope that spreading technology will engender growing equality, the authors write: “Reliable evidence points to the conclusion that broadening student access to home computers or home Internet service would widen, not narrow, achievement gaps.”
sylvyapaladino

Computer use has 'persistent negative impact' on child's maths, reading test scores | N... - 0 views

www.news.com.au/...story-e6frfro0-1225902566080

Negative Literacy Debate

shared by sylvyapaladino on 15 Jul 14 - No Cached
  • GRANTING teenagers access to computers can actually diminish their reading and maths results, according to a new study. e Sunday Telegraph reports a survey of more than half a million children reveals technology is counter-productive in improving student achievement.
  • It found that introducing children to computers from 10 years of age could have a detrimental effect and was associated with "modest but statistically significant and persistent negative impacts on student maths and reading test scores".
  • The study, published by the US National Bureau of Economic Research, flies in the face of popular belief and shows that expanding computer access does not reduce the digital divide.
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  • "Students who gain access to a home computer between 5th and 8th grade tend to witness a persistent decline in reading and math test scores," he said.
  • "For school administrators interested in maximising achievement test scores, or reducing racial and socioeconomic disparities in test scores, all evidence suggests that a program of broadening home computer access would be counterproductive."
  • Researchers analysed administrative data for more than 500,000 Years 5-8 students from North Carolina.Studying their computer use and test scores, researchers aimed to asses the impact of student home computer use
  • Professor Vigdor claims home computer access is damaging because students are easily distracted and end up using their time to socialise and play games.
  • High-speed internet was also a contributing factor and tempted children to use their computers for recreation.
sierras25

Texting 'is no bar to literacy' | Technology | The Guardian - 6 views

www.theguardian.com/...schools.mobilephones

shared by sierras25 on 16 Jul 14 - No Cached
  • But the study did find that the pupils familiar with text messaging wrote significantly less when asked to describe a picture or an event than those who did not use mobiles, potentially fuelling concerns that the quality and expressiveness of children's writing could be at risk even if their spelling is not.
  • The study, conducted at the the department of communication and science at City University in London, comes amid growing concern in some quarters over the potentially damaging effects of new technologies on children's ability to communicate effectively using conventional means
  • News Technology Texting 'is no bar to literacy' Share Tweet this Email Lucy Ward, social affairs correspondent The Guardian, Wednesday 22 December 2004 It's gr8 news 4 skools. Claims that the explosion in text messaging among children is eroding youngsters' literacy skills appear to be unfounded, according to research. A study comparing the punctuation and spelling of 11- and 12-year-olds who use mobile phone text messaging with another group of non-texters conducting the same written tests found no significant differences between the two. Both groups made some grammatical and spelling errors, and "text-speak" abbreviations and symbols did not find their way into the written English of youngsters used to texting. According to the author of the research, the speech and language therapist Veenal Raval, the findings reflect children's ability to "code switch", or move between modes of communication - a trend familiar to parents whose offspring slip effortlessly between playground slang and visit-the-grandparents politeness. But the study did find that the pupils familiar with text messaging wrote significantly less when asked to describe a picture or an event than those who did not use mobiles, potentially fuelling concerns that the quality and expressiveness of children's writing could be at risk even if their spelling is not. The study, conducted at the the department of communication and science at City University in London, comes amid growing concern in some quarters over the potentially damaging effects of new technologies on children's ability to communicate effectively using conventional mean
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  • The leap in the popularity of mobiles and text messaging among children and teenagers over the past five years has prompted concern that pupils' literacy skills could suffer
  • Chief examiners' reports on trends in public examinations have begun to note instances of texting language in exam scripts. Some cases - includ ing a 13-year-old Scottish pupil who wrote an entire description of her summer holidays in text-speak - have provoked concern among some teachers
sgbrudna

TV found to have negative impact on parent-child communication and early literacy compa... - 1 views

www.sciencedaily.com/...110914122317.htm

literacy TV Technology effects Debate negative skills texting Decline

shared by sgbrudna on 16 Jul 14 - No Cached
  • TV found to have negative impact on parent-child communication and early literacy compared to books and toys Date: September 15, 2011 Source: Wiley-Blackwell Summary: Since the first television screens lit up our living rooms scientists have been studying its affect on young children. Now scientists have compared mother-child communication while watching TV to reading books or playing with toys to reveal the impact on children's development. The results show that watching TV can lead to less interaction between parents and children, with a detrimental impact on literacy and language skills.
sgbrudna

4 ways texting is killing our communication skills | Articles | Home - 2 views

www.prdaily.com/...ommunication_skills_13330.aspx

texting communication Decline Literacy Debate Negative Skills

shared by sgbrudna on 16 Jul 14 - No Cached
  • 1. Texting reduces the need for in-depth conversations. Have you texted people as a form of avoidance? A few abbreviated words keep people from meaningful dialogue and face-to-face communication. It also diminishes the importance of body language in our communication. 2. Texting dumbs down spelling and grammar. "Txtspk" leads to deficiencies in basic language skills. Shortcuts with spelling, punctuation and emoticons don't help children and teenagers learn the necessary writing and communication skills they need for college and the workforce. Are these convenient shortcuts, acronyms and abbreviations giving way to generations of lazy and sloppy communicators? (Oh, gr8.) 3. Texting distracts us from being fully present. Earlier this year, the industry association that represents wireless communications (CTIA) reported that more than 184 billion text messages are sent each month in the U.S. These messages interrupt our brain function and attention. Texting pulls our focus away from the people and tasks we are experiencing in a moment, which deprives us of being completely present in our lives. 4. Texting invites ambiguity. Joel Willans wrote on Nokia.com: "The format of 160 characters was determined in 1993 by a communications researcher, Friedham Hillebrand. While trying to standardize the technology that would allow cell phones to transmit and display messages, he discovered that the average sentence or question needed just 160 characters." This leaves too many opportunities to mistakenly read between the lines.
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