text messages affect teen

"Effect of Text Messaging on Teen Age Students" StudyMode.com. 03 2013. 2013. 03 2013 ."Effect of Text Messaging on Teen Age Students" StudyMode.com. 03 2013. 2013. 03 2013 ."Effect of Text Messaging on Teen Age Students" StudyMode.com. 03 2013. 2013. 03 2013 ."Effect of Text Messaging on Teen Age Students" StudyMode.com. 03 2013. 2013. 03 2013 ."Effect of Text Messaging on Teen Age Students" StudyMode.com. 03 2013. 2013. 03 2013 ."Is Technology Making an Impact on Education?" StudyMode.com. 07 2010. 2010. 07 2010 .

personally about their text messaging practices. After the interviews, six participants were randomly selected for inclusion in the second part of the study, the focus group. The number of
10
participants for the focus group was based on information from Hatch (2002), who wrote that most authors of qualitative research recommend that the size of focus groups be kept to about 6 to 12 participants to allow enough participants for discussion, but not such a large number that everyone does not get to speak (p. 135). The six participants discussed their use of text messaging language shortcuts in a small-group setting with the researcher serving as facilitator. The same six randomly selected students were observed in classroom settings during a writing assignment. The use of the focus group and observations served as methods to triangulate the data obtained from the individual interview sessions. In addition, previous writing assignments were analyzed to establish an idea of the students’ writing styles, grammatical skills, and command of the language. Assumptions
It was assumed that the participants in this study were representative of all developmental students. Developmental students are admitted to the university based on a variety of deficiencies such as low grade point average, low standardized test score(s), and/or absence of college-required core courses. Based on these deficiencies, there is the assumption that developmental students have less-than-average academic writing and spelling skills. In addition, there is the assumption that the majority of the research participants used the text messaging feature on their cellular phones and the language shortcuts commonly used with the method of communication. Limitations
The findings of this qualitative case study could be subject to other interpretations due to the participants’ proficiency of text messaging language shortcuts as well as the
11
participants’ varied levels of academic writing skills. Also, the study was limited to developmental students. As such, the findings may not be applicable to the general population of students at the university. Furthermore, some of the potential participants were students in the researcher’s English class in Summer 2009, and so a relationship had already been established. Delimitation
The population for this study is all students who had been admitted to Jackson State University through the Summer Developmental Program. However, this within-site study focused solely on the 2009 Summer Developmental Program participants. The study was conducted during 2-months on the university campus. Significance of the Study Today’s students are a generation of learners who want things instantly, as exhibited by the use of text messages and the language shortcuts that are commonly used within the messages. Teachers also must have an understanding of how these students perceive their own academic writing skills. There are several common characteristics among developmental writers such as lack of confidence in their skills, discouragement caused by prior assessments, a lack of understanding of their errors and how to correct them, and a desire to write the perfect paper the first time (Ries, 2005, p. 24). After teachers know to what degree text messaging language shortcuts influence students’ writing skills, adjustments can be made to the curriculum to factor in the technological changes that may improve their deficient writing skills. Rochford (2003) proposed how best to help developmental students: “The less academically successful students are, the
12
more important it is to accommodate their learning-style preferences because these are the students who often are placed into remediation and are unable to successfully negotiate college-credit courses” (p. 667). Teachers in developmental courses must find other ways, more relevant ways, to connect with those students (Cunningham, 2004, p. 26). The use of text messaging language shortcuts in the writing process may be that connection. Summary
This section of the proposed study has focused on developmental English students’ use of text messaging language shortcuts in formal writing assignments by introducing the research questions. It also looked at how the research questions relate to the theoretical framework and current literature. The remaining sections of this study will address the relevant professional literature, the research design, and its findings and conclusions, as well as recommendations for further study.
SECTION 2: REVIEW OF THE LITERATURE
Introduction Writing teachers have encountered new challenges as text messaging language shortcuts have made their way into the academic writing classroom. A Pew Internet and American Life Project Writing Report (2008) revealed that 85% of teenagers use electronic communication, including text messaging (p. 3), yet adults, and writing teachers in particular, tend to frown upon students’ use of the practices because of the substandard spelling and grammar used within the communication (Jacobs, 2008, p. 203; O’Connor, 2005, p. 2; and Schaller, 2007, p. 3). The literature reviewed within this section explores how the constructivist theory supports the notion of connecting what students know about text messaging with what they do in their assignments. Specifically, the research looks at how and why some students are using text messaging language in their academic compositions. This section also looks at the function of developmental writing courses and the role they play in honing students’ writing skills and the knowledge base of teachers regarding this form of technology. Overall, the relevant literature sought to address the research question about how text message language shortcuts influence developmental students’ writing skills. This literature review begins with an exploration of the role the constructivist theory plays in the implementation of technology in the writing classroom. It continues with a look at the purpose of developmental courses in the university setting. Next, the study delves into technology’s influence on the writing curriculum and teachers’ knowledge of how to employ technology in the classroom. Finally, this section reviews
14
the various research methods used in the scholarly studies. In order to find relevant information for this section, it was necessary to utilize various textbooks that dealt with educational research as well as the Thoreau Multiple Databases search engine available through the Walden Library. Key search terms included “case study,” “cellular phone,” “constructivist theory,” “developmental education,” “developmental writing,” and “text messaging.” Theoretical Framework Previous generations of English students were drilled about spelling, verb conjugation, proper punctuation and the like in an attempt to learn the components of a well-written composition. Applying B.F. Skinner’s theory of behaviorism, the writing teacher would provide instruction and model the compositions the students were to produce, and the practice would be repeated until the expected outcome was achieved (Irvin, 2001, p. 8). Students would rely on their memories and routine practices to complete writing assignments, and they possibly had no connection between how they were learning and what or how they were writing. Skinner’s concept of operant conditioning stressed the reinforcement of responses to attain learning (Snowman & Biehler, 2003, p. 227). Basically, the behaviorist theory allowed the learner to react to what was going on in the environment around him instead of allowing the learner to be actively involved in the environment itself (Braathen, 2000, p. 21). But questions arose as to whether the drills and repetition actually helped students learn to write well. Graham and Perin (2007) suggested that one way to combat the rigidity and repetitiveness of
15
writing instruction is for teachers to focus more on students’ expressions instead of their grammar and spelling (p. 22) during the early stages of the writing process. Constructivist Theory As education continually evolved, teachers moved beyond the routine type of instruction to allow the students to be more involved in their learning process. The constructivist theory permitted students to be more in charge of their own educational processes and development. Constructivism was created based upon John Dewey’s belief that students increase their knowledge as a result of their experiences and social activities (Lambert et al., 2002, p. 28). Lev Vygotsky’s theory of cognitive development expanded the idea of constructivism into the sociocultural realm, which stressed social interaction as a means of acquiring knowledge (Irvin, 2001, p. 9). The theorist suggested that learners must be exposed to those with more experience in order to promote advanced levels of learning (Boland, 2009, p. 15). In that regard, students and teachers play an active role in how knowledge is obtained and the tools used to gather that knowledge (Falcon-Huertas, 2006, p. 21). The constructivist theory is applied to the writing curriculum by having the teacher present composition topics that are relevant to the students and through which the students can write details based upon their prior knowledge, beliefs, and experiences (Lambert et al., 2002, p. 26). That writing instruction should also focus on stretching students’ minds and honing their awareness and creative thinking capabilities to produce compositions that demonstrate their understanding of what they know (The National Commission on Writing in American’s Schools and Colleges, 2003, p. 13). Students’ use
16
of text messaging language shortcuts to prepare their writing assignments is an example of social constructivism. It allows students to gain meaningful knowledge using cultural items, such as the cellular phone, to create a common understanding with other students. In the modern classroom, writing assignments are usually completed using a form of technology. Adding technology to the curriculum is not a new approach. Skinner proposed the use of teaching machines in the 1950s to offer practice and drills in instruction (Nye, 1979; Snowman & Biehler, 2003). The machines were designed to keep the students actively moving through stages of instruction, reinforcing their positive responses as they went through the process (Nye, 1979, p. 56). Vygotsky connected the use of technology and his theory of cognitive development, by applying cultural knowledge, “conceptual tools,” and social interaction to education (Snowman & Biehler, 2003, p. 59). Schroll (2007) emphasized that when students are able to combine technological skills and constructivist principles, they are then able to improve their technology literacy skills in preparation for advanced learning (p. 1). In reinforcement of that point, Clough, Jones, McAndrews, and Scanlon (2007) conducted a study that looked at the benefits and distractions of using mobile phones in the learning process and found that people who frequently used mobile devices and had working knowledge of their various functions were more likely to increase their informal learning (p. 368). Constructive learning allows students to use their existing knowledge to grasp and retain the new knowledge. Sherman and Kurshan (2005) suggested that in order for classrooms to produce engaging learning, they should have eight characteristics for incorporating technology
17
using constructivist approaches. The authors recommend that the classrooms should be active, interesting, “learner centered, focused on real life,” social, time-conscious, and provide frequent feedback and support (p. 39). When students are able to process information internally they are then able to produce assigned writing assignments with greater ease (Ruttle, 2004, p. 72). They are able to use what they have been taught through instruction and blend it with their preferred method of self-expression, which may be text messaging. Alvermann (2007) reiterated the importance of connecting the technological advancements students are familiar with to their assignments. The author added that teachers need to embrace innovative ideas that may be outside of the traditional style of teaching to allow the students to be more involved in their educational development (p. 18-19). O’Connor (2005) posited that popular forms of technology such as text messaging can be used as a learning tool if students are taught how to make the connection between its form of writing and the formal, academic writing (p. 4). Research tends to support that technological methods can enhance the learning process for students (Hertzog & Klein, 2005, p. 27). A study of the instructional use of text-messaging practices by DeArment (2002) found that when pedagogical practices were based on cognitive-constructivist theory, the students were believed to be actively involved in the lesson. They were able to “cognitively manipulate the course content” and transform their thinking in order to gain more meaning from the instruction (p. 203). Learning is a social activity (Lambert et al., 2002). In order for constructivist learning to take place, students must interact with others to obtain a full understanding of a concept (Lambert et al., 2002, p. 27). Because writing is a form of communication it is also a
Full document contains 90 pages
Abstract: The language shortcuts used in text messages are becoming evident in students' academic writing assignments. This qualitative study sought to determine if the use of the shortcuts has an adverse impact on developmental students' spelling and grammar skills. This research was based on the constructivist theory, which rationalizes that students use what they are most familiar with as they acquire new knowledge. The study was directed by four research questions to understand (a) how students use language shortcuts in their academic writing, (b) how language shortcuts influence students' spelling and grammar skills, (c) how well students are able to differentiate between casual writing and academic writing, and (d) how the use of language shortcuts influences the amount of writing students do. A bounded single case study using a sample size of 25 students included student interviews, a focus group, observation of students during a writing assignment, and analysis of students' graded compositions. Data collected from the interviews and focus group were manually transcribed and coded, and notes from observations and artifacts were used to ensure validity of the interview findings. Consequently, four themes emerged: (1) participants frequently used text messaging and language shortcuts; (2) language shortcuts commonly occur in students' academic assignments; (3) students agreed that language shortcuts have hurt spelling skills; and (4) the participants often have academic deficiencies that go beyond errors presented through text messaging and language shortcuts. The study's findings could influence positive social change in that developmental students could become more proficient writers if curriculum adjustments were made to connect academic writing instruction with the method of communication that students frequently use and understand.

The rapidly growing rate of phone technology at this modernized generation is kind of disturbing. It seems that anywhere you can see people glued to their phones’ screen, fingers typing away. On sidewalks, school premises, even at the crowded places. Majority of these people are teenagers.
What are some of the effects that texting is having on the teen literacy? That is the question that the researcher explores in this paper. The researcher tackles about the impacts that texting is making on teenagers, the impacts that making the teenagers’ language and writing skills nowadays.
Text messaging, or texting, is the act of typing and sending a brief, electronic message between two or more mobile phones or fixed or portable devices over a phone network according to. The term originally referred to messages sent using the Short Message Service or SMS; it has grown to include messages containing image, video, and sound content, known as MMS messages.With the revolutionary new forms of communication that technology has introduced comes a debate on what effect these new digital mediums have on literacy. In the age of text messaging, where words are reduced to nonstandard abbreviations and symbols, many people question the future of literacy especially to teenagers. There is no arguing that teenagers nowadays text more than ever. The majority of population claims that the short hand and abbreviated characteristics of text messaging are making teenagers lazy, not forcing them to use the proper grammar and spelling that teenagers learn in school. Considering the popularity of text messaging to teenagers, it is believed that this type of communication is destroying the way people read, think and write. Text messaging was even preferred by some as “The Dumbest Generation”.
One study (Hogan et al., 2012) states that cell phones are becoming a necessity this modern day, to the point where every teenager and adult must have at least one. Individuals are rapidly depending to...

(2013, 05). Effects of Text Messaging on Teen Literacy. StudyMode.com. Retrieved 05, 2013, from http://www.studymode.com/essays/Effects-Of-Text-Messaging-On-Teen-1658128.html

"Effects of Text Messaging on Teen Literacy" StudyMode.com. 05 2013. 2013. 05 2013 .

Flexible technology-enhanced learning environments, both educationally and institutionally are key enablers for delivering efficient mass higher education. Educational technologists make significant contributions to the development and organisational embedding of such environments. Their emerging role is complex as it requires current knowledge and skills in learning and teaching, management and information technology.
Educational technology is most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning. Educational Technology relies on a broad definition of the word "technology". Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques. Some modern tools include but are not limited to overhead projectors, laptop computers, and calculators. Newer tools such as "smart phones" and games (both online and offline) are beginning to draw serious attention for their learning potential. Those who employ educational technologies to explore ideas and communicate meaning are learners or teachers.
Consider the Handbook of Human Performance Technology. The word technology for the sister fields of Educational and Human Performance Technology means "applied science." In other words, any valid and reliable process or procedure that is derived from basic research using the "scientific method" is considered a "technology." Educational or Human Performance Technology may be based purely on algorithmic or heuristic processes, but neither necessarily implies physical technology. The word technology, comes from the Greek "Techne" which means craft or art. Another word "technique", with the same origin, also may be used when considering the field Educational technology. So Educational technology... [continues]

personally about their text messaging practices. After the interviews, six participants were randomly selected for inclusion in the second part of the study, the focus group. The number of
10
participants for the focus group was based on information from Hatch (2002), who wrote that most authors of qualitative research recommend that the size of focus groups be kept to about 6 to 12 participants to allow enough participants for discussion, but not such a large number that everyone does not get to speak (p. 135). The six participants discussed their use of text messaging language shortcuts in a small-group setting with the researcher serving as facilitator. The same six randomly selected students were observed in classroom settings during a writing assignment. The use of the focus group and observations served as methods to triangulate the data obtained from the individual interview sessions. In addition, previous writing assignments were analyzed to establish an idea of the students’ writing styles, grammatical skills, and command of the language. Assumptions
It was assumed that the participants in this study were representative of all developmental students. Developmental students are admitted to the university based on a variety of deficiencies such as low grade point average, low standardized test score(s), and/or absence of college-required core courses. Based on these deficiencies, there is the assumption that developmental students have less-than-average academic writing and spelling skills. In addition, there is the assumption that the majority of the research participants used the text messaging feature on their cellular phones and the language shortcuts commonly used with the method of communication. Limitations
The findings of this qualitative case study could be subject to other interpretations due to the participants’ proficiency of text messaging language shortcuts as well as the
11
participants’ varied levels of academic writing skills. Also, the study was limited to developmental students. As such, the findings may not be applicable to the general population of students at the university. Furthermore, some of the potential participants were students in the researcher’s English class in Summer 2009, and so a relationship had already been established. Delimitation
The population for this study is all students who had been admitted to Jackson State University through the Summer Developmental Program. However, this within-site study focused solely on the 2009 Summer Developmental Program participants. The study was conducted during 2-months on the university campus. Significance of the Study Today’s students are a generation of learners who want things instantly, as exhibited by the use of text messages and the language shortcuts that are commonly used within the messages. Teachers also must have an understanding of how these students perceive their own academic writing skills. There are several common characteristics among developmental writers such as lack of confidence in their skills, discouragement caused by prior assessments, a lack of understanding of their errors and how to correct them, and a desire to write the perfect paper the first time (Ries, 2005, p. 24). After teachers know to what degree text messaging language shortcuts influence students’ writing skills, adjustments can be made to the curriculum to factor in the technological changes that may improve their deficient writing skills. Rochford (2003) proposed how best to help developmental students: “The less academically successful students are, the
12
more important it is to accommodate their learning-style preferences because these are the students who often are placed into remediation and are unable to successfully negotiate college-credit courses” (p. 667). Teachers in developmental courses must find other ways, more relevant ways, to connect with those students (Cunningham, 2004, p. 26). The use of text messaging language shortcuts in the writing process may be that connection. Summary
This section of the proposed study has focused on developmental English students’ use of text messaging language shortcuts in formal writing assignments by introducing the research questions. It also looked at how the research questions relate to the theoretical framework and current literature. The remaining sections of this study will address the relevant professional literature, the research design, and its findings and conclusions, as well as recommendations for further study.
SECTION 2: REVIEW OF THE LITERATURE
Introduction Writing teachers have encountered new challenges as text messaging language shortcuts have made their way into the academic writing classroom. A Pew Internet and American Life Project Writing Report (2008) revealed that 85% of teenagers use electronic communication, including text messaging (p. 3), yet adults, and writing teachers in particular, tend to frown upon students’ use of the practices because of the substandard spelling and grammar used within the communication (Jacobs, 2008, p. 203; O’Connor, 2005, p. 2; and Schaller, 2007, p. 3). The literature reviewed within this section explores how the constructivist theory supports the notion of connecting what students know about text messaging with what they do in their assignments. Specifically, the research looks at how and why some students are using text messaging language in their academic compositions. This section also looks at the function of developmental writing courses and the role they play in honing students’ writing skills and the knowledge base of teachers regarding this form of technology. Overall, the relevant literature sought to address the research question about how text message language shortcuts influence developmental students’ writing skills. This literature review begins with an exploration of the role the constructivist theory plays in the implementation of technology in the writing classroom. It continues with a look at the purpose of developmental courses in the university setting. Next, the study delves into technology’s influence on the writing curriculum and teachers’ knowledge of how to employ technology in the classroom. Finally, this section reviews
14
the various research methods used in the scholarly studies. In order to find relevant information for this section, it was necessary to utilize various textbooks that dealt with educational research as well as the Thoreau Multiple Databases search engine available through the Walden Library. Key search terms included “case study,” “cellular phone,” “constructivist theory,” “developmental education,” “developmental writing,” and “text messaging.” Theoretical Framework Previous generations of English students were drilled about spelling, verb conjugation, proper punctuation and the like in an attempt to learn the components of a well-written composition. Applying B.F. Skinner’s theory of behaviorism, the writing teacher would provide instruction and model the compositions the students were to produce, and the practice would be repeated until the expected outcome was achieved (Irvin, 2001, p. 8). Students would rely on their memories and routine practices to complete writing assignments, and they possibly had no connection between how they were learning and what or how they were writing. Skinner’s concept of operant conditioning stressed the reinforcement of responses to attain learning (Snowman & Biehler, 2003, p. 227). Basically, the behaviorist theory allowed the learner to react to what was going on in the environment around him instead of allowing the learner to be actively involved in the environment itself (Braathen, 2000, p. 21). But questions arose as to whether the drills and repetition actually helped students learn to write well. Graham and Perin (2007) suggested that one way to combat the rigidity and repetitiveness of
15
writing instruction is for teachers to focus more on students’ expressions instead of their grammar and spelling (p. 22) during the early stages of the writing process. Constructivist Theory As education continually evolved, teachers moved beyond the routine type of instruction to allow the students to be more involved in their learning process. The constructivist theory permitted students to be more in charge of their own educational processes and development. Constructivism was created based upon John Dewey’s belief that students increase their knowledge as a result of their experiences and social activities (Lambert et al., 2002, p. 28). Lev Vygotsky’s theory of cognitive development expanded the idea of constructivism into the sociocultural realm, which stressed social interaction as a means of acquiring knowledge (Irvin, 2001, p. 9). The theorist suggested that learners must be exposed to those with more experience in order to promote advanced levels of learning (Boland, 2009, p. 15). In that regard, students and teachers play an active role in how knowledge is obtained and the tools used to gather that knowledge (Falcon-Huertas, 2006, p. 21). The constructivist theory is applied to the writing curriculum by having the teacher present composition topics that are relevant to the students and through which the students can write details based upon their prior knowledge, beliefs, and experiences (Lambert et al., 2002, p. 26). That writing instruction should also focus on stretching students’ minds and honing their awareness and creative thinking capabilities to produce compositions that demonstrate their understanding of what they know (The National Commission on Writing in American’s Schools and Colleges, 2003, p. 13). Students’ use
16
of text messaging language shortcuts to prepare their writing assignments is an example of social constructivism. It allows students to gain meaningful knowledge using cultural items, such as the cellular phone, to create a common understanding with other students. In the modern classroom, writing assignments are usually completed using a form of technology. Adding technology to the curriculum is not a new approach. Skinner proposed the use of teaching machines in the 1950s to offer practice and drills in instruction (Nye, 1979; Snowman & Biehler, 2003). The machines were designed to keep the students actively moving through stages of instruction, reinforcing their positive responses as they went through the process (Nye, 1979, p. 56). Vygotsky connected the use of technology and his theory of cognitive development, by applying cultural knowledge, “conceptual tools,” and social interaction to education (Snowman & Biehler, 2003, p. 59). Schroll (2007) emphasized that when students are able to combine technological skills and constructivist principles, they are then able to improve their technology literacy skills in preparation for advanced learning (p. 1). In reinforcement of that point, Clough, Jones, McAndrews, and Scanlon (2007) conducted a study that looked at the benefits and distractions of using mobile phones in the learning process and found that people who frequently used mobile devices and had working knowledge of their various functions were more likely to increase their informal learning (p. 368). Constructive learning allows students to use their existing knowledge to grasp and retain the new knowledge. Sherman and Kurshan (2005) suggested that in order for classrooms to produce engaging learning, they should have eight characteristics for incorporating technology
17
using constructivist approaches. The authors recommend that the classrooms should be active, interesting, “learner centered, focused on real life,” social, time-conscious, and provide frequent feedback and support (p. 39). When students are able to process information internally they are then able to produce assigned writing assignments with greater ease (Ruttle, 2004, p. 72). They are able to use what they have been taught through instruction and blend it with their preferred method of self-expression, which may be text messaging. Alvermann (2007) reiterated the importance of connecting the technological advancements students are familiar with to their assignments. The author added that teachers need to embrace innovative ideas that may be outside of the traditional style of teaching to allow the students to be more involved in their educational development (p. 18-19). O’Connor (2005) posited that popular forms of technology such as text messaging can be used as a learning tool if students are taught how to make the connection between its form of writing and the formal, academic writing (p. 4). Research tends to support that technological methods can enhance the learning process for students (Hertzog & Klein, 2005, p. 27). A study of the instructional use of text-messaging practices by DeArment (2002) found that when pedagogical practices were based on cognitive-constructivist theory, the students were believed to be actively involved in the lesson. They were able to “cognitively manipulate the course content” and transform their thinking in order to gain more meaning from the instruction (p. 203). Learning is a social activity (Lambert et al., 2002). In order for constructivist learning to take place, students must interact with others to obtain a full understanding of a concept (Lambert et al., 2002, p. 27). Because writing is a form of communication it is also a
Full document contains 90 pages
Abstract: The language shortcuts used in text messages are becoming evident in students' academic writing assignments. This qualitative study sought to determine if the use of the shortcuts has an adverse impact on developmental students' spelling and grammar skills. This research was based on the constructivist theory, which rationalizes that students use what they are most familiar with as they acquire new knowledge. The study was directed by four research questions to understand (a) how students use language shortcuts in their academic writing, (b) how language shortcuts influence students' spelling and grammar skills, (c) how well students are able to differentiate between casual writing and academic writing, and (d) how the use of language shortcuts influences the amount of writing students do. A bounded single case study using a sample size of 25 students included student interviews, a focus group, observation of students during a writing assignment, and analysis of students' graded compositions. Data collected from the interviews and focus group were manually transcribed and coded, and notes from observations and artifacts were used to ensure validity of the interview findings. Consequently, four themes emerged: (1) participants frequently used text messaging and language shortcuts; (2) language shortcuts commonly occur in students' academic assignments; (3) students agreed that language shortcuts have hurt spelling skills; and (4) the participants often have academic deficiencies that go beyond errors presented through text messaging and language shortcuts. The study's findings could influence positive social change in that developmental students could become more proficient writers if curriculum adjustments were made to connect academic writing instruction with the method of communication that students frequently use and understand.

The rapidly growing rate of phone technology at this modernized generation is kind of disturbing. It seems that anywhere you can see people glued to their phones’ screen, fingers typing away. On sidewalks, school premises, even at the crowded places. Majority of these people are teenagers.
What are some of the effects that texting is having on the teen literacy? That is the question that the researcher explores in this paper. The researcher tackles about the impacts that texting is making on teenagers, the impacts that making the teenagers’ language and writing skills nowadays.
Text messaging, or texting, is the act of typing and sending a brief, electronic message between two or more mobile phones or fixed or portable devices over a phone network according to. The term originally referred to messages sent using the Short Message Service or SMS; it has grown to include messages containing image, video, and sound content, known as MMS messages.With the revolutionary new forms of communication that technology has introduced comes a debate on what effect these new digital mediums have on literacy. In the age of text messaging, where words are reduced to nonstandard abbreviations and symbols, many people question the future of literacy especially to teenagers. There is no arguing that teenagers nowadays text more than ever. The majority of population claims that the short hand and abbreviated characteristics of text messaging are making teenagers lazy, not forcing them to use the proper grammar and spelling that teenagers learn in school. Considering the popularity of text messaging to teenagers, it is believed that this type of communication is destroying the way people read, think and write. Text messaging was even preferred by some as “The Dumbest Generation”.
One study (Hogan et al., 2012) states that cell phones are becoming a necessity this modern day, to the point where every teenager and adult must have at least one. Individuals are rapidly depending to...

(2013, 05). Effects of Text Messaging on Teen Literacy. StudyMode.com. Retrieved 05, 2013, from http://www.studymode.com/essays/Effects-Of-Text-Messaging-On-Teen-1658128.html

"Effects of Text Messaging on Teen Literacy" StudyMode.com. 05 2013. 2013. 05 2013 .

Flexible technology-enhanced learning environments, both educationally and institutionally are key enablers for delivering efficient mass higher education. Educational technologists make significant contributions to the development and organisational embedding of such environments. Their emerging role is complex as it requires current knowledge and skills in learning and teaching, management and information technology.
Educational technology is most simply and comfortably defined as an array of tools that might prove helpful in advancing student learning. Educational Technology relies on a broad definition of the word "technology". Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques. Some modern tools include but are not limited to overhead projectors, laptop computers, and calculators. Newer tools such as "smart phones" and games (both online and offline) are beginning to draw serious attention for their learning potential. Those who employ educational technologies to explore ideas and communicate meaning are learners or teachers.
Consider the Handbook of Human Performance Technology. The word technology for the sister fields of Educational and Human Performance Technology means "applied science." In other words, any valid and reliable process or procedure that is derived from basic research using the "scientific method" is considered a "technology." Educational or Human Performance Technology may be based purely on algorithmic or heuristic processes, but neither necessarily implies physical technology. The word technology, comes from the Greek "Techne" which means craft or art. Another word "technique", with the same origin, also may be used when considering the field Educational technology. So Educational technology... [continues]