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Johnathon McMullen

Is technology producing a decline in critical thinking and analysis? - 0 views

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    As technology has played a bigger role in our lives, our skills in critical thinking and analysis have declined, while our visual skills have improved, according to research by Patricia Greenfield, UCLA distinguished professor of psychology and director of the Children's Digital Media Center, Los Angeles.
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    I found an article that would be helpful stating that reading for pleasure is down along with critical thinking and analysis giving way to a increase in visual skills due to visual media and video games. Johnathon McMullen
Johnathon McMullen

Does Texting Harm Students' Writing Skills? - 0 views

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    The explosion of social media has completely changed the way we communicate with each other. Whether via laptop computers, advanced mobile devices, Wi-Fi or enhanced 4G wireless networks, we are more connected than ever to everyone we know. Texting and the slang that goes with it have crept into students' more formal writing.
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    Technology's symbols and slang have done damage to students' writing skills. Cyber slang terms are shortcuts to convey thoughts and meanings, in turn proper English is rarely used or practiced. Johnathon McMullen
eathompson314

Writing, Technology and Teens | Pew Research Center's Internet & American Life Project - 0 views

  • Teenagers’ lives are filled with writing. All teens write for school, and 93% of teens say they write for their own pleasure. Most notably, the vast majority of teens have eagerly embraced written communication with their peers as they share messages on their social network pages, in emails and instant messages online, and through fast-paced thumb choreography on their cell phones.  Parents believe that their children write more as teens than they did at that age.
  • What, if anything, connects the formal writing teens do and the informal e-communication they exchange on digital screens? A considerable number of educators and children’s advocates worry that James Billington, the Librarian of Congress, was right when he recently suggested that young Americans’ electronic communication might be damaging “the basic unit of human thought – the sentence.”1 They are concerned that the quality of writing by young Americans is being degraded by their electronic communication, with its carefree spelling, lax punctuation and grammar, and its acronym shortcuts. Others wonder if this return to text-driven communication is instead inspiring new appreciation for writing among teens.
  • At the core, the digital age presents a paradox. Most teenagers spend a considerable amount of their life composing texts, but they do not think that a lot of the material they create electronically is real writing. The act of exchanging emails, instant messages, texts, and social network posts is communication that carries the same weight to teens as phone calls and between-class hallway greetings.
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  • Teens generally do not believe that technology negatively influences the quality of their writing, but they do acknowledge that the informal styles of writing that mark the use of these text-based technologies for many teens do occasionally filter into their school work. Overall, nearly two-thirds of teens (64%) say they incorporate some informal styles from their text-based communications into their writing at school. 50% of teens say they sometimes use informal writing styles instead of proper capitalization and punctuation in their school assignments; 38% say they have used text shortcuts in school work such as “LOL” (which stands for “laugh out loud”); 25% have used emoticons (symbols like smiley faces ) in school work. For more information on teens and electronic communication, please see Part 4: Electronic Communication starting on page 21.
  • Even though teens are heavily embedded in a tech-rich world, they do not believe that communication over the internet or text messaging is writing. The main reason teens use the internet and cell phones is to exploit their communication features.2 3 Yet despite the nearly ubiquitous use of these tools by teens, they see an important distinction between the “writing” they do for school and outside of school for personal reasons, and the “communication” they enjoy via instant messaging, phone text messaging, email and social networking sites.
  • 85% of teens ages 12-17 engage at least occasionally in some form of electronic personal communication, which includes text messaging, sending email or instant messages, or posting comments on social networking sites. 60% of teens do not think of these electronic texts as “writing.”
  • While the debate about the relationship between e-communication and formal writing is on-going, few have systematically talked to teens to see what they have to say about the state of writing in their lives. Responding to this information gap, the Pew Internet & American Life Project and National Commission on Writing conducted a national telephone survey and focus groups to see what teens and their parents say about the role and impact of technological writing on both in-school and out-of-school writing. The report that follows looks at teens’ basic definition of writing, explores the various kinds of writing they do, seeks their assessment about what impact e-communication has on their writing, and probes for their guidance about how writing instruction might be improved.
eathompson314

Presentation - 2 views

I also think we should share the link to this dialog so that it can be viewed on how we collected the work

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