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Teaching the Millenials
Transcript of Teaching the Millenials
Language and Technology in the Classrooms of the Present
Piquing the Interest of Young Learners
by Fusing Technology, Language, and Culture
Text Slang and Literacy:
Two Opposing Views
Facing the Challenges
of a Changing Language
So Many Acronyms... Sigh
“Texting ‘Is No Bar to literacy’” by Lucy Ward, The Guardian, December 23, 2004
Can you decipher these emojis?
What is a Conversation? Lol :)
"One way that education can validate students' language and literacies is to hone in on students' participation in hip-hop literacies and bring them into the classroom" (Sanchez 486).
Technology in the Classroom
The Jury is still out.
A brief survey-
Break into groups of 3 and answer the following questions-
1. One student has been ill for three days with mono and will likely miss several more. You are getting concerned the student may fall behind.
How do you go about getting information home to ensure that the student remains up to date with assignments and develops an understanding of the material?
2. A student has dyslexia and is on IEP but eager to learn. The student can't keep up with the course material because his/her reading ability is below other students in the class
What tools or strategies would you implement to supplement his/her disability and assist in the student's achieving as much as possible?
3. Your district has entered into a collaborative agreement with other schools to engage in a service-learning project for the community to raise awareness about recycling.
What tools and strategies might you use to enhance the projects chance of success?
4. The superintendent/school president has just notified you that the budget for technology has been cut completely for the school year.
What do you plan to do to negate the effects?
indicates no mention of technology usage or integration
indicates only a rudimentary or administrative use of technology
indicates sophisticated technology integration
0-2 is in either the
3-5 is in either
6-8 is in either the
So what are these stages?
Hooper and Rieber (1999) suggest there are five stages of adoption of tech in educational settings:
The most basic stage; characterized by first interactions with tech and learning basic tech processes
Teachers try to use tech but fail to adopt it into curriculum practices, typically using it only for administrative and management purposes
"Break through phase," teachers depend on tech and incorporate it into classroom setting and curriculum
Teacher embraces tech and turns focus to student-centered learning
Teacher understands learning environment, must continually change to meet the challenges of individualized learning
Why use Technology
Research indicates that When technology is incorporated in the classroom, students learn better and enjoy classes more.
Students learn more in less time
Demonstrate increased achievement from preschool to University level, for both regular and special needs
Despite growing presence of tech in classrooms, it is not being effectively utilized
Ineptness of instructors
Teachers who are trained aren't integrating tech
Four variables- time, attitude, belief, and comfort level regarding usage
2. Social Reconstructivism-
Most likely to use technology. Stresses democracy, practical activities, school and community relationships, and places primary influence on student needs
Stress ability of individuals to determine the nature and course of their own lives, emphasize importance of personal decision making
Attempt to improve quality of life for students, actively strives to reduce chances of conflict and make concerted efforts to create a world that is more humane
Least likely to use technology. Strongly emphasizes basic skills-- reading, writing, science, math, history, language, and geography.
Encompasses beliefs based on rationality as primary purpose of education. Stresses the Great Books, also claims that there are essential truths, universal truths that are reoccurring.
Ultimately, how we choose to handle the use of technology in the classroom reflects our teaching philosophy, essentially impacting the way students will learn in the coming decades.
The Changing Nature of the Individual
"Technology is emerging as a catalyst for changing the ways in which we think, gather information, and especially the ways in which we are educated. Communication and information technologies, development of Web 2.0 tools, and the availability of the internet and its many educational tools and applications have a profound ability to change the ways in which we process and share information."
From "Influence of University Level Direct Instruction on Educators' Use of Technology in the Classroom," Angie Gardner et al.
txtin iz messin,
mi headn'me englis,
they all come out txtis.
gran not plsed w/letters shes getn,
swears i wrote better
by Hetty Hughes
This was the winning entry in the first year of the text poetry competition of The Guardian, which requires competitors to write poems in 160 characters or less.
In "The Effects of Text Messaging and Instant Messaging of Literacy," Lieke Verheijen writes, "this electronic writing has become so influential that it may even affect conventional writing skills" (583).
The Reinvention of Language
"Savaging Our Sentences"
"[Text language] 'masks dyslexia, poor spelling and mental laziness'" (Verheijen 585).
"Texters [are] 'vandals who are doint to our language what Genghis Kahn did to his neighbors eight hundred years ago. They are destroying it: pillaging our punctuation; savaging our sentences; raping our vocabulary'"(Verheijen 585).
"Although academic research into the phenomena and consequences of text language is in its early stages, initial work suggests that the popular anxieties are mistaken" (Durkin et al 50).
"textisms may increase [young adults'] phonological or metalinguistic awareness" (Verheijen 586).
"textese is an empowering phenomenon and asserts that 'the writing style commonly use in IMing, texting ... need not spell the end of normative language" (Verheijen 586).
Text slang fosters creativity (Coe and Oakhill 6)
"Early studies suggested that not only was there no evidence of a negative association between literacy outcomes and knowledge of textisms, but that textism use might 'add value' to literacy development in unexpected ways" (Wood et al 282).
Wood et al consider "whether mobile phones may be used as a form of educational technology for supporting literacy development" (282).
Durkin, K., G. Conti-Ramsden, and A.J. Walker. "Txt Lang: Texting, Textism Use and Literacy Abilities in Adolescents With and Without Specific Language Impairment."
Journal Of Computer Assisted Learning
1 (2011): 49.
. Web. 28 Oct. 2014.
Wood, Clare, et al. "Grammatical Understanding, Literacy And Text Messaging In School Children And Undergraduate Students: A Concurrent Analysis."
Computers & Education
. Web. 28 Oct. 2014.
Sanchez, Deborah M. "Hip-Hop And A Hybrid Text In A Postsecondary English Class: Allowing Students to Analyze Texts of Popular Culture in The Reading and Writing Classroom Validates the Language and Literacy Classroom."
Journal Of Adolescent & Adult Literacy
6 (2010): 478.
Literature Resource Center
. Web. 28 Oct. 2014.
Coe, J.E.L., and J.V. Oakhill. "'Txtn Is Ez F U No H2 Rd': The Relation Between Reading Ability and Text-Messaging Behaviour."
Journal Of Computer Assisted Learning
1 (2011): 4.
Web. 28 Oct. 2014.
Verheijen, Lieke. "The Effects of Text Messaging and Instant Messaging on Literacy."
94.5 (2013): 582-602.
"In terms of normativity, text messages and instant messages often do not adhere to standardized norms of correct spelling, grammar and punctuation" (Verheijen 585)