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kaholcom

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

education.jhu.edu/...instant-messaging

Literacy Skills Decline

shared by kaholcom on 15 Jul 14 - No Cached
  • 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.)
kaholcom

Texting, techspeak, and tweens: The relationship between text messaging and English gra... - 0 views

nms.sagepub.com/...1304.abstract

texting relationship english grammar skills

shared by kaholcom on 17 Jul 14 - No Cached
  • The perpetual use of mobile devices by adolescents has fueled a culture of text messaging, with abbreviations and grammatical shortcuts, thus raising the following question in the minds of parents and teachers: Does increased use of text messaging engender greater reliance on such ‘textual adaptations’ to the point of altering one’s sense of written grammar?
  • Results show broad support for a general negative relationship between the use of techspeak in text messages and scores on a grammar assessment, with implications for Social Cognitive Theory and Low-Road/High-Road Theory of Transfer of Learning.
  • kaholcom on 17 Jul 14
     
    from Vic
kaholcom

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

www.newsobserver.com/...r-says-teens-social-media.html

Literacy Skills Decline

shared by kaholcom on 15 Jul 14 - No Cached
  • “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.
  • kaholcom on 15 Jul 14
     
    Article about declining literacy because of technology
sylvyapaladino

Pros and Cons of Technology in the Classroom and Where I Stand | Rachel Lynne's Blog - 0 views

racdab2819.wordpress.com/...he-classroom-and-where-i-stand

Negative Literacy Debate

shared by sylvyapaladino on 15 Jul 14 - No Cached
  • , I will share some of the findings of my group and explain how they impacted me and can impact all educators.
  • Negative Effects: Spell-check: Through our research we discovered that many students rely too heavily on spellcheck to correct their spelling, and as a result, have poor spelling skills.  In the following video, a high school girl describes her spelling problems from dependency on spellcheck.  It also addressed the problems that arise from text speak.
  • Other negative effects of technology on learning: -Technology makes it easier to cheat and plagarize -Decrease in critical thinking -Decrease in analysis skills -Decrease in imagination -Don’t process as much during class, easily distracted
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  • Are Digital Media Changing Language? http://www.ascd.org/publications/educational_leadership/mar09/vol66/num06/Are_Digital_Media_Changing_Language¢.aspx Is Technology Producing a Decline in Critical Thinking and Analysis? http://www.sciencedaily.com/releases/2009/01/090128092341.htm
  • Sparknotes and other such sources: When I was in high school, most of my peers never read the novels assigned in our classes because they could easily and quickly read a plot summary, character analysis, and theme, symbol, and motif summary on Sparknotes.  With this site and others like it so easily available, we can’t be surprised when kids don’t read books!  
  • This technology definitely has the potential to have a negative impact on student’s reading, writing, and critical thinking.
  • One of the issues we discovered is the negative effect texting and instant-message language has on student’s writing capabilities.  Our research shows that acronyms and abbreviations are slipping into student’s writing.  Rather than using formal English when writing papers, many students use digital language, which includes things like: -lower case ‘i’ rather than uppercase ‘I’ -b/c for because -idk for i don’t know -recurrent grammar issues
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
bgfeltner

Texting, Twitter contributing to students' poor grammar skills, profs say - 2 views

www.theglobeandmail.com/...article4304193

shared by bgfeltner on 15 Jul 14 - No Cached
  • bgfeltner on 15 Jul 14
     
    "Little or no grammar teaching, cell phone texting, social networking sites such as Facebook and Twitter, are all being blamed for an increasingly unacceptable number of post-secondary students who can't write. For years there's been a flood of anecdotal complaints from professors about what they say is the wretched state of English grammar coming from some of their students."
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