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Randall Oxendine

School of Education at Johns Hopkins University-Instant Messaging: Friend or Foe of Stu... - 0 views

  • 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.
  • 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), and 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.) These examples give credence to Montana Hodgen's point, that heavy IM use actually changes the way students read words on a page.
  • Students need to understand the importance of using the appropriate language in the appropriate setting, and that who one is writing for affects the way in which one writes. For example, IM-speak is perfectly acceptable when instant messaging with someone; on the flip side it is completely unacceptable when writing a formal letter. The same thing is true of formal writing – it is appropriate in an official document, such as a school paper, but would be inappropriate in-- for example-- an online chat room.
  • ...3 more annotations...
  • Lee, J. (2002, September 19). I Think, Therefore IM. New York Times, p.G.1.
  • Friess, S. (2003, April 1). 'Yo, can u plz help me write English?': Parents fear online chatting ruins kids' language skills. USA Today, p.D.08.
  • 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).
Desiree Jackson

The Internet and Literacy: Positive and Negative Effects Felt in Local High Schools - 1 views

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    Alexa Battey, a student teacher at Southern Alamance High School, looks around the room at her 20 College Prep English seniors. Most of them look bored reading Macbeth which some have even referred to as "MacBoring." Far from the Internet surfing these teens are used to, Macbeth requires interpretation, not just the surface reading these teens have become accustomed to. "The novels seem to be over their heads," Battey said. "They're not used to that type of writing…They're used to things being very basic. Things on the Internet today are easy-reads, just stating the facts and basic details. They're smart, but they're used to things being put in front of them and not having to dig deep."
Randall Oxendine

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

  • 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.
Randall Oxendine

I Think, Therefore IM - New York Times - 0 views

  • As more and more teenagers socialize online, middle school and high school teachers like Ms. Harding are increasingly seeing a breezy form of Internet English jump from e-mail into schoolwork. To their dismay, teachers say that papers are being written with shortened words, improper capitalization and punctuation, and characters like &, $ and @.
  • Even terms that cannot be expressed verbally are making their way into papers. Melanie Weaver was stunned by some of the term papers she received from a 10th-grade class she recently taught as part of an internship. ''They would be trying to make a point in a paper, they would put a smiley face in the end,'' said Ms. Weaver, who teaches at Alvernia College in Reading, Pa. ''If they were presenting an argument and they needed to present an opposite view, they would put a frown.''
  • Ms. Harding noted that in some cases the shorthand isn't even shorter. ''I understand 'cuz,' but what's with the 'wuz'? It's the same amount of letters as 'was,' so what's the point?'' she said.
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    A NYTimes.com article from the views of a couple Middle/High School teachers.
Desiree Jackson

The Future of Reading Digital Versus Print - 0 views

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    A slender, chatty blonde who wears black-framed plastic glasses, Nadia checks her e-mail and peruses myyearbook.com, a social networking site, reading messages or posting updates on her mood. She searches for music videos on YouTube and logs onto Gaia Online, a role-playing site where members fashion alternate identities as cutesy cartoon characters. But she spends most of her time on quizilla.com or fanfiction.net, reading and commenting on stories written by other users and based on books, television shows or movies.
adam gutierrez

Does anyone feel like your technology hinders your ability to be social? - 1 views

Feel free to post your thoughts. If technology does hinder your ability to be social, what do you do about it?

technology facebook students social Internet Lingo literacy media digital literacy

started by adam gutierrez on 11 Apr 14 no follow-up yet
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