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"Technology (through television, texting, Facebook posting,
Transcript of "Technology (through television, texting, Facebook posting,
"Technology and its positive contribution in literacy skills."
Moderate amounts of television viewing and watching programs with educational content can improve literacy skills for children.
Journalist Annie Moses, states in the Journal of Early Childhood Literacy, “Moderate amounts of television viewing were found to be beneficial for reading”.
Further, she states "programs that aim to promote literacy in young children have been found to positively impact specific early literacy skills".
However, when it comes to excessive amount of television or adult oriented programs, she recognizes that studies have shown negative effects on literacy.
The key, of course, is age-appropriate programs and moderate amounts of viewing
Facebook & Blogs
Based on a survey conducted by The National Literacy Trust on 3,001 children from England and Scotland, showed that schoolchildren who blog or own social networking profiles on Facebook have higher literacy levels and greater confidence in writing.
The key objectives of this survey was to explore how much young people enjoy writing, what type of writing they engage in, how good at writing they think they are, what they think about writing and what the role of technology is in young people's writing.
Based on their survey they found:
56% of youth reported maintaining an active profile on a social networking site such as Facebook or Bebo, while 24% said they maintained their own blog;
The study also found that 49% of young people believe writing is “boring.” However, 57% of those who used text-based web applications such as blogs, said they enjoyed writing compared to 40 per cent who did not;
• 56% of youth who had a blog or profile on a social network, reported to be confident in their writing ability: 61% of bloggers and 56% of social networkers claimed to be good or very good at writing, compared to 47% of those who had neither.
• A total of 13% of children surveyed had their own website, 24% kept their own blog and 56% had a profile on a social networking site like Facebook or Bebo;
Social web activity was also credited with encouraging children to engage with more traditional forms of writing. Those who were active online were "significantly more likely" to write short stories, letters, song lyrics and diaries than those who had no online presence.
Texts & Tweets
David Crystal - Tect and Tweets: myths and realities
In this video, professor David Crystal discusses the myths about how texting and tweeting are destroying language.
He states, "The more we can have our students read and write, no matter how that happens, their skills will improve, as long as we are willing to guide them".
Educators aren’t 100% with the fact that when it comes to Texting and Twitter, cryptic messages sacrifice language to the constraints of the 140 character limits that we use to communicate on an everyday basis.
However, teacher must realize that the easier way that young people communicate can help in advancing literacy in a digital age.
Computers in general enable us to do much more. It enables us to be more reflective about our writing, the ability to publish work adds incentive that wasn’t there when you handed in your paperwork on pen and paper.
Students are able to blog and tweet assignments with the ability to reach a wider audience that imposes its own incentives to create good work and not just a few throwaway paragraphs to pass a course.
Crystal studied English at University College London between 1959 and 1962. He was a researcher under Randolph Quirk between 1962 and 1963, working on the Survey of English Usage. Since then he has lectured at Bangor University and the University of Reading. He is currently an honorary professor of linguistics at Bangor. His many academic interests include English language learning and teaching, clinical linguistics,forensic linguistics, language death, “Ludic linguistics” (Crystal’s neologism for the study of language play), English style, Shakespeare, indexing, and lexicography. He is the Patron of the International Association of Teachers of English as a Foreign Language (IATEFL) and honorary vice-president of the Society for Editors and Proofreaders (SfEP). He has also served as an important editor for Cambridge University Press. His book Txtng: The Gr8 Db8 (published in 2008) focused on text language and its impact on society.
Students with Learning Disabilities
Dealing with technology in improving literacy skills, it can be very beneficial. First with adolescent, many struggling youth diagnosed with a learning disability, research has found that using mainstream technology with instruction and a solid core curriculum will improve in the classroom and promote independence. In some cases, some will not be ready to use the technology. With the many tools interfaced within the internet, the realm of learning is endless.
According to the Pew Internet & American Life Project in 2006, more than 70% of people had some degree of knowledge on how to use the Internet or e-mails. In 2008, the National Association of Adult Literacy, developed a survey to measure literacy. Their findings showed a huge change in reading and writing took place on the internet, resulting from solitary to a collective one.
Charles MacArthur, a special education professor at the University of Delaware, says students who have learning disabilities, like dyslexia, need help with transcription to process text, spelling, and punctuations.
We should take a good look into how technology is stimulating the rate of learning within the educational systems and put forth a effort to combine both tools for the greater good, which is the youth of America.
Marlon Castro Rivera
Juan Jimenez Pardo
Literacy skills is not just about reading, it is about the ability of taking in information, and that includes researching.
Thanks to technology, literacy skills have improved in a tremendous way since everything can now be found in internet.
Unlike the generation before, students now have the ability to pull out their mobile devices and immediately inquire about things they are unsure of. Technology has made it possible to learn and inquire and take in information more so than generations before.
Technological resources can ask for different methods of learning through
powerful visuals and well-organized print; through direct, vicarious, and virtual
experiences; and through tasks requiring analysis, synthesis, and evaluation,
with applications to real-life situations. They can encourage self-reflection and
self-evaluation. They can drive collaboration and group problem solving.
Technologies can help students learn in ways they find most effective and
broaden their repertoires for learning.