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sgbrudna

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

  • 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.
sylvyapaladino

What are literacy skills? | Thoughtful Learning: Curriculum for 21st Century Skills, In... - 0 views

  • Literacy skills help students gain knowledge through reading as well as using media and technology. These skills also help students create knowledge through writing as well as developing media and technology.
  • Information literacy involves traditional skills such as reading, researching, and writing; but new ways to read and write have also introduced new skills: Consuming information: The current excess of information requires students to gain new skills in handling it. When most information came through official publications like books, newspapers, magazines, and television shows, students encountered data that had been prepared by professionals. Now, much information is prepared by amateurs. Some of that work is reliable, but much is not. Students must take on the role of the editor, checking and cross-checking information, watching for signs of bias, datedness, and errors. Students need to look at all information as the product of a communication situation, with a sender, subject, purpose, medium, receiver, and context. Producing information: In the past, students were mostly consumers of information. When they produced information, it was largely for a single reader—the teacher—and was produced for a grade. It was therefore not an authentic communication situation, and students felt that writing was a purely academic activity. Now writing is one of the main ways students communicate. It has real-world applications and consequences. Students need to understand that what they write can do great good or great harm in the real world, and that how they write determines how powerful their words are. Students need to take on the role of professional writers, learning to be effective and ethical producers of information.
  • Media literacy involves understanding the many ways that information is produced and distributed. The forms of media have exploded in the last decade and new media arrive every day:
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  • Students' use of media has far outstripped educational use, and students will continue to adopt new media long before teachers can create curricula about it. It is no longer enough to teach students how books, periodicals, and TV shows work. Students need to learn how to critically analyze and evaluate messages coming to them through any medium
  • As with information literacy, the key is to recognize the elements of the communication situation—sender, message (subject and purpose), medium, receiver, and context. These elements are constant regardless of the medium used. By broadening the student's perspective to see all media as part of a larger communication situation, we can equip students to effectively receive and send information in any medium. Students must learn to recognize the strengths and weaknesses of each medium and to analyze each message they receive and send.
  • We are living through a technological revolution, with huge changes taking place over brief spans of time. A decade ago, Facebook didn't exist, but now many people could not live without it. The average cellphone is now more powerful than computers from several years ago. We are surrounded by technology, and most of it performs multiple functions. In Growing Up Digital: How the Net Generation Is Changing Your World, Don Tapscott outlines the following eight expectations that students have of technology. Freedom to express their views, personalities, and identities Ability to customize and personalize technology to their own tastes Ability to dig deeper, finding whatever information they want Honesty in interactions with others and with organizations Fun to be part of learning, work, and socialization as well as entertainment Connecting to others and collaborating in everything Speed and responsiveness in communication and searching for answers Innovation and change, not settling for familiar technologies but seeking and using what is new and better
sierras25

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

  • 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

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

  • 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.
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    "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."
kaholcom

Education World: Does Texting Harm Students' Writing Skills? - 1 views

  • The explosion of social media has completely changed the way we communicate with each other.
  • While this communications boom has been praised for its educational benefits, some argue that a negative side effect is beginning to take hold in our classrooms. Cyber slang is suspected of damaging students’ writing acumen.
  • Because so many digital media limit the number of characters an author can use at a time, students are becoming more creative to get the most out of their limited space.
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  • The Times Daily newspaper cites a recent report from Pew Internet and American Life Project, "Writing, Technology and Teens," which found that the cell phone text-based abbreviated communications teens use are showing up in more formal writing.
  • “I think it makes sense for these social conversations to be lightweight or light-hearted in terms of the syntax,” said President of Dictionary.com Shravan Goli. “But ultimately, in the world of business and in the world they will live in, in terms of their jobs and professional lives, students will need good, solid reading and writing skills. I’m a little worried about where we are in America with literacy levels dropping. Are these [electronic devices] helping us, or making it worse? I think they may be going the other way and making it worse.”
  • A public Facebook page entitled “If you think the rules at UnionCounty High School are ridiculous,” dealing with school policies in Union, S.C. offers these examples: “the new policy on dress code they handed out last week is our last chance 2 keep us out of uniforms. the new super intendant as u all know is from spartanburg is using the saturday school crap 2 take a note on how many offenses we have & will use it 2 make her decision. so we ned 2 stop breaking the dress code or we might have 2 really fight uniforms next year.” “dont worry abt us wearing uniforms nxt year. our parents wont buy them & the district cant even give us the first set cuz our parents pay the taxes & we cant afford them. so get ur parents opinion & make them disagress with uniforms!”
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    examples of how technology is hurting a student's literacy skills
sgbrudna

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

  • 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.
kaholcom

ORLANDO, Fla.: Professor says teens' social media lingo hurts writing skills | Technolo... - 0 views

  • “I feel texting is easier because I’m not always at a place where I can talk on the phone,” Shelby said. “My friends and I use some abbreviations like ‘LOL’ (laughing out loud), but just in texts. I’m sure it’s not taking a toll on our academic writing.”
  • But some writing advocates say Twitter’s frugal word structure, Facebook’s short-post syntax and acronym-filled text messages are degrading writing skills.
  • “Just the other day, I asked my students to write four lines of dialogue they had over the weekend,” said Terry Thaxton, a University of Central Florida English professor who runs the summer writing camp Shelby attended earlier this month. “Three of them reached for their phones to read their text messages. They said they couldn’t remember any face-to-face conversations.”
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  • Thaxton enjoys how students use social media to share their stories among friends but thinks their writing skills have suffered in the exchange of ideas.
  • “Social media takes out all the imaginative threads, descriptions and interesting parts of a language,” she said. “I find that troubling.”
  • A report published in 2010 by Clarion University shows social media and text messages are “consistently associated with the use of particularly informal written communication techniques, along with formatting problems, nonstandard orthography, and grammatical errors.”
  • overcome challenges Fowler: Charlotte Hornets haven’t gotten better since free agency began Cary may land 1,200 jobs –
  • “For the most part, this type of writing is more like an informal spoken language in written, unedited format,” Robertshaw said. “People are focusing more on content and catching the drift of what was written and not how it looks, especially if you’re sending it quickly on an iPhone or iPad before reviewing it.”
  • “Social media has certainly brought attention to the poor and declining writing, communication and critical-thinking skills that teachers have seen for a long time,” she said.
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    Article about declining literacy because of technology
sylvyapaladino

Why Web Literacy Should Be Part of Every Education | Co.Exist | ideas + impact - 0 views

  • Like reading, writing, and arithmetic, web literacy is both content and activity. You don’t just learn “about” reading: you learn to read. You don’t just learn “about” arithmetic: you learn to count and calculate. You don’t just learn “about” the web: you learn to make your own website.
  • No one would have believed that peers could contribute knowledge and advice, helping one another to learn through YouTube videos, Wikipedia, or other sites. In fact, if you go back to 2000, before any of those things existed, you cannot find accepted theories of human nature, economics, or earning that could predict that those things could and would exist in less than a decade. No one guessed Wikipedia’s success, not even its founders. We simply didn’t know that, without a work plan, a lesson plan, or a taxonomy of what “counts” as knowledge, without leadership or payments or designated roles, people--non-experts--would build the largest encyclopedia the world has ever known, because we love to share what we know with others, and we’re even willing to spend endless hours creating our own community standards, editing, and making it right.
sylvyapaladino

US Literacy, Math, and Technology Skills below OECD Average - ProCon.org - 0 views

  • According to a Nov. 2013 Organisation for Economic Co-operation and Development (OECD) study, most Americans are not at college-level proficiency in literacy, math, or technology skills--not even the average US college graduate.
  • In 2011 and 2012, the OECD administered a standardized test, the Programme for International Assessment of Adult Competencies (PIAAC), to 166,000 adults aged 16-65 in the 24 OECD countries to compare the literacy, math, and technology skills of adults.
  • he OECD found that 41.77% of Americans hold a bachelor's degree, lower than the OECD average of 42.01%. The United States ranked 14th out of 23 (the UK and Northern Ireland were tested together) in percentage of 25-34 year olds with "tertiary education." Korea was first with 61.63%, followed by Canada (57.26%), and Japan (55.84%). Austria ranked last with 20.34%.
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  • On the literacy proficiency portion of the test, the United States ranked 16th of 23 with 11.51% of adults having an "A" level proficiency, or a college graduate level of reading comprehension and critical thinking skills. The average for all 24 countries was 11.79%. Japan ranked first with 22.56% of adults at an "A" level. Italy ranked the lowest with 3.32%.
  • On the "numeracy proficiency" (math) portion of the test, the United States ranked 21st of 23 with 8.48% of adults showing an "A" level proficiency. 12.42% was the average for OECD countries. Japan (18.85%) ranked first. Spain (4.06%) ranked last.
  • The third portion of the test was "proficiency in problem solving in technology-rich environments" and measured how adults used technology to get and use information, communicate with others, and perform tasks, or basic computer literacy skills. The United States ranked 14th of 19 with 5.1% displaying "A" level proficiency. Sweden ranked first with 8.8%. Poland ranked last with 3.8%.  Cyprus, Spain, Italy, and France did not participate in this portion of the test.
  • Japanese high school graduates... have higher literacy levels than university graduates... in England, Denmark, Poland, Italy, and Spain. Think about that. If you were a university rector in one of those countries, what do you think you'd be saying to your higher education minister right about now?" US college graduates scored an average of 8 points higher (297 out of 400 points) than Japanese high school graduates (289 out of 400 points) on the literacy portion.
  • The OECD noted that in all countries except Japan at least 10% of adults aged 16-65 fell below basic literacy skills, meaning they can only complete "simple tasks" such as finding information in a paragraph or completing one-step math problems but cannot perform more advanced literacy and math skills. 
sgbrudna

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

  • 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.
kaholcom

School of Education at Johns Hopkins University-Instant Messaging: Friend or Foe of Stu... - 1 views

  • There are those who see the use of so-called "Internet English" as a breakdown of the English language – according to a recent newspaper article, "Some teachers see the creeping abbreviations as part of a continuing assault of technology on formal written English" (Lee, 2002).
  • Several articles indicate that students who use messaging on a frequent basis often use bad grammar, poor punctuation, and improper abbreviations in academic writing. According to Lee (2002), "teachers say that papers are being written with shortened words, improper capitalization and punctuation, and characters like &, $ and @. " However, something that is not always considered is that these mistakes are often unintentional – when students use IM frequently, they reach a saturation point where they no longer notice the IM lingo because they are so used to seeing it. Montana Hodgen, a 16-year old high school student in Montclair, New Jersey, "was so accustomed to instant-messaging abbreviations that she often read right past them" (Lee, 2002). As she puts it, "I was so used to reading what my friends wrote to me on Instant Messenger that I didn't even realize that there was something wrong," she said. She said her ability to separate formal and informal English declined the more she used instant messages" (Lee, 2002).
  • This was also a problem for Carl Sharp, whose 15-year old son's summer job application read "i want 2 b a counselor because i love 2 work with kids" (Friess, 2003),
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  • English instructor Cindy Glover, who – while teaching undergraduate freshman composition in 2002 – "spent a lot of time unteaching Internet-speak. 'My students were trying to communicate fairly academic, scholarly thoughts, but some of them didn't seem to know it's "y-o-u," not "u"'" (Freiss, 2003.)
  • Students have trouble seeing the distinction between formal and informal writing, and consequently use informal IM abbreviations and lingo in more formal writing situations (Brown-Owens, Eason, & Lader, 2003, p.6.)
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