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gamemastr777

Using Technology To Increase Literacy Skills - 0 views

  • Computer reading software programs give the student the opportunity to manipulate text and have words and sentences presented in a way that makes learning the sounds and words easier. Teachers are better able to individualize reading instruction by having the ability to construct customized reading materials. Children with visual impairments and visual processing difficulties can have larger sized text and extra spacing between words. Text can be repeated as often as necessary and the rate or pace of speech can be adjusted for students with auditory processing difficulties. The use of graphics, sound, and animation can help to motivate and encourage children to complete reading tasks more successfully.
  • Creative writing programs can help stimulate children’s creativity and make them more successful at writing stories and assignments. Word prediction programs are available and can offer students help with spelling, word finding, and auditory processing difficulties. Good writing programs include features such as text-to-speech with male and female voices, the ability to enlarge text, different font choices, the use of color coding and highlighting, spell checkers and grammar and punctuation dictionaries.
  • Computer-aided writing software can assist students with handwriting and other expressive writing problems. Talking word processing programs can make writing tasks easier for students with learning disabilities
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    Love the first paragraph. It explains a lot about how technology can help children with visual problems. Technology also helped Stephen Hawking by letting him use his eyes to type and to also research other things to make him one of the most known scientists.
avander1

Text messaging and literacy | Language Debates - 0 views

  • TEXTING, since its advent in 1992, has become well rooted in our daily lives. It started as a useful communication tool, as well as a bit of fun, being used between friends and writing in ‘secret code’.
  • It is common to adapt our language when texting or communicating via an electronic device, also known as CMC (computer mediated communication). When people send texts to friends they may write something like ‘wuu2’ instead of ‘what are you up to’ or ‘c u l8r’ for ‘see you later’. Texters usually want to send messages quickly, and shortening words or purposely misspelling for ease does this. This is also done to fit in with peers who text this way too. There is the fear that this ‘new language’ may replace Standard English and young people will become unable to use our language ‘properly’.
  • Tagliamonte & Denis suggest that “computer-mediated-communication [...] is not the ruin of this generation at all, but an expansive new linguistic renaissance” (2008: 27).  They are suggesting that this new variety of our language is an exciting development.
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  • There have also been studies conducted on the topic over the years. Varnhagen et al. (2009) studied 40 adolescent texters between the ages of twelve and seventeen and measured their spelling ability. In conclusion to their study, they “are optimistic that spelling ability is not adversely affected by instant messaging” (2009: 731).  They suggest that those who used more abbreviations and other features of texting were better spellers.
chasxo

Middle school special education reading teachers' experiences utilizing Stu...: EBSCOhost - 1 views

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    "his study used interviews, observations, and analysis of Study Island reporting data in order to understand the experiences of the teachers and determine if the middle school boys were progressing in their literacy ability. The results of this study revealed that Study Island was effective if students were well-behaved and focused on the material, thereby enhancing the teachers' perceptions of personal satisfaction."
DJ Heath

David Crystal on why texting is good for language - 0 views

  • People think that the written language seen on mobile phone screens is new and alien, but all the popular beliefs about texting are wrong. Its graphic distinctiveness is not a new phenomenon, nor is its use restricted to the young. There is increasing evidence that it helps rather than hinders literacy.
  • Texting has added a new dimension to language use, but its long-term impact is negligible. It is not a disaster.
  • The fact that texting is a relatively unstandardised mode of communication, prone to idiosyncrasy, turns out to be an advantage in such a context, as authorship differences are likely to be more easily detectable than in writing using standard English.
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  • But the need to save time and energy is by no means the whole story of texting. When we look at some texts, they are linguistically quite complex.
  • The latest studies (from a team at Coventry University) have found strong positive links between the use of text language and the skills underlying success in standard English in pre-teenage children. The more abbreviations in their messages, the higher they scored on tests of reading and vocabulary. The children who were better at spelling and writing used the most textisms. And the younger they received their first phone, the higher their scores.
  • Some people dislike texting. Some are bemused by it. But it is merely the latest manifestation of the human ability to be linguistically creative and to adapt language to suit the demands of diverse settings.
  • We will not see a new generation of adults growing up unable to write proper English. The language as a whole will not decline. In texting what we are seeing, in a small way, is language in evolution.
avander1

Quality Television Shows That Focus on Early Literacy | Homework & Study Skills | At Sc... - 0 views

  • Young children are constantly in the process of developing their ability to understand information and make sense of what is real and what is pretend.
  • This is why choosing appropriate television shows for your children is a critical element of their development. The good news is, watching developmentally appropriate programming with your children can have many positive benefits (bonding between caregiver and child, the introduction of new vocabulary words, exploring new places together, etc.).
avander1

21st Century Skills - Technology Literacy | Iowa Department of Education - 0 views

  • Regardless of current realities, literacy in any context is defined as the ability "...to access, manage, integrate, evaluate, and create information in order to function in a knowledge society..." (ICT Literacy Panel, 2002) "....When we teach only for facts ... (specifics)... rather than for how to go beyond facts, we teach students how to get out of date." (Sternberg, 2008) This statement is particularly significant when applied to technology literacy. The Iowa essential concepts for technology literacy reflect broad, universal processes and skills.
  • Although it is important that current technologies be integrated into all teachers' classroom practices and all students' experiences, it is also important to understand the broader implications of the transforming influence of technology on society. For example, creativity, innovation and systemic thinking are requirements for success in this environment. Technology is changing the way we think about and do our work. It has changed our relationships with information and given us access to resources, economic and professional, that were unimaginable just a few years ago
bengalsfanatic

Why is Digital Literacy Important? - Purposeful Technology-Constructing Meaning in 21st... - 0 views

  • Literacy skills have always been important. In centuries past, people communicated via letters. These letters soon turned into telegraph messages. From there we advanced to the telephone, internet and then text messaging via a phone. Today's options for communication far outweigh the one or two of generations pasts. "Children learn these skills as part of their lives, like language, which they learn without realizing they are learning it." (N. Andersen, New Media and New Media Literacy: The Horizon Has Become the Landscape—New Media Are Here,; report produced by Cable in the Classroom, 2002, pp. 30–35) Students today learn in ways that their teachers could not even imagine decades ago when they were in school. Students learn technology just like they do the spoken language, by doing and today it is not uncommon for a 3 year old to have some basic knowledge regarding how to get on to the computer and load a game (hopefully educational). The way students learn and their abilities to showcase their learning has surpassed the years of book reports, posters, and shoe box representations. "We will not be able to achieve a liberating, collective intelligence until we can achieve a collective digital literacy, and we have now, more than ever, perhaps, the opportunity and the technologies to assist  us in the human project of shaping, creating, authoring and developing ourselves as the formers of our own culture. To this end, we must create the conditions for people to become wise in their own way."  (Poore, M. (2011). Digital Literacy: Human Flourishing and Collective Intelligence in a Knowledge Society. Australian Jouranal of Language and Literacy, 19 (2),20-26.)
  • Digital literacy is one component of being a digital citizen - a person who is responsible for how they utilize technology to interact with the world around them.Digital technology allows people to interact and communicate with family and friends on a regular basis due to the "busy constraints" of today's world.Not only do white-collar jobs require digital literacy in the use of media to present, record and analyze data, but so do blue-collar jobs who are looking for way to increase productivity and analyze market trends, along with increase job safety.
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    I feel these actions being processed now will help Digital Immigrants to become Digital Natives . As well as their children and spouses to become more and more familar with new technology . The children being taught to use this process not only help themselves in learning.But may also impact their parents lives by showing them as well .
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