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…About Your Child & Texting

…About Your Child & Texting. Becky, Karin, Kathleen, Tony. True or False: Texting in shorthand is harmful to students’ spelling. True. False. Click on the answer you think is correct!. Cell Phones Do Not Harm Spelling!.

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…About Your Child & Texting

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  1. …About Your Child & Texting Becky, Karin, Kathleen, Tony

  2. True or False: Texting in shorthand is harmful to students’ spelling. True False Click on the answer you think is correct!

  3. Cell Phones Do Not Harm Spelling! • Research shows that there is no negative correlation between texting and spelling. • In fact, many studies find a positive correlation between texting and literacy. Texting helps students’ understanding of ideas and how to condense them into their most fundamental forms. Click on the student to see some concerns… Click on the cell phone to read more about texting

  4. Kids Know What They’re Doing! • Sometimes students do include texting shorthand into their schoolwork. Research suggests this is intentional, as a means of expressing themselves. • If students do accidentally include texting shorthand, they will typically recognize it during the revision process. Click on the student to see some concerns … Click on the cell phone to read more about texting!

  5. Still, There Are Concerns… • Short, quick texts are often disjointed and do not demonstrate organization or coherence. Students in this technological age, Generation 2.0, have trouble with these skills. • Many kids use other forms of technology that encourage the same disjointed, random-thought oriented layout (Facebook status updates, Twitter). • Random, undeveloped ideas are not a solid basis for organized and coherent writing. Click to see what we can do about it!

  6. What We Can Do To Encourage Organization and Coherence Encourage reading of organized and coherent material, including, but not limited to: • Textbooks • Novels, short stories, or other literary works • Legitimate Websites Ensure that kids are focused when doing homework, avoiding distractions, and putting full effort into work. Check with the kids and theirteachers to make sure they have organized and coherent work. Click to see another concern

  7. Yet Another Concern! • Kids often text while they are doing work. This can split their attention and result in lower work quality. • While it is good for them to practice what we naturally do as adults (multitasking), it can be especially detrimental if they are already struggling with organization and/or coherence. Click on the octopus to see what you can do

  8. How To Minimize The Harm of Multitasking • Create a “no phone zone” during homework time. If students do not use cell phones (or indulge in other distractions), they will complete higher quality work at a faster pace. • Teach kids about when it is okay to multitask (when doing things that do not need full attention) and when it is better to focus completely (when things do need full attention). • Model these behaviors in front of the kids. It will help them see the ideas inaction and it may help you, too! Click to continue

  9. Summary There’s nothing wrong with letting your child text. Just make sure that they are not using their cell phone while they are doing important work and that they are still being exposed to well-organized, coherent writing whenever possible. Resources

  10. Additional Materials (2006). Text-speak could help develop children’s literacy skills. Education 238, 5. (2011). Mobile technology and literacy: Effects across cultures, abilities, and lifespan. Journal of Computer Assisted Learning 27, 1-3. doi: 10.1111/j. 1365-2729.2010.00401.x Durkin, K., Conti-Ramsdent, G., & Walker, A. J. (2011). Txt lang: Texting, textism use and literacy abilities in adolescents with and without specific language impairment. Journal of Computer Assisted Learning 27, 49-57. doi: 10.1111/j. 1365-2729.2010.00397.x Experts: texting helps kids to spell [Video file]. Retrieved from http://www.youtube.com/watch?v=oWhYj5K5-MA. Kemp, N. & Bushnell, C. (2011). Children’s text messaging: Abbreviations, input methods, and links with literacy. Journal of Computer Assisted Learning 27, 18-27. doi: 10.1111/j. 1365-2729.2010.00400.x Plester, B., Wood, C., & Bell, V. (2008). Txt msg n school literacy: Does texting and knowledge of text abbreviations adversely affect children’s literacy attainment? Literacy 42(3), 137-144. Powell, D. & Dixon, M. (2011). Does SMS tend messaging help or harm adults’ knowledge of standard spelling? Journal of Computer Assisted Learning 27, 58-66. doi: 10.1111/j. 1365-2729.2010.00403.x These research studies discuss the effects of texting on literacy abilities.

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