Texting is Good for the English Language

“The best way to fight something is not to oppose it but rather to harness its own energy and convert that energy into learning”. (Maclean (2010)

After watching the video clip by Professor David Crystal from Bangor University, he debunked several myths about texting, such as texting is done by only kids, Kids fill their text messages entirely with abbreviations, these abbreviations that the kids use in their text messages are invented by themselves, since kids are using abbreviations, they do not know how to spell the words correctly and because the kids do not know how to spell correctly, it is affecting their essays and their examinations hence it produces illiterate kids. His arguments were supported with detail explanation and I partially agree with his statements.

Technology plays a significant role in communication these days and Short-Messaging- Service (SMS) is admired especially among the young generation because it offers economy of money and time. We hardly ever find a student who does not have at least one mobile phone. Most of their mobile phones have internet access that enables them to send and receive SMS anytime and anywhere as long as there is coverage.  Students have a tendency to utilize it as an officially accepted and standard language and thus make different errors from incorrect spelling to even ungrammatical sentence constructions. The English language educators are facing a great challenge due to this situation. The language of texting does not observe grammatical and syntactic rules. So it is neither formal nor standard. In short, they are rapid, they do not follow the rules of English grammar, they are relatively cheap, more convenient, they allow creativity and saves secrecy especially when communicating very personal affairs while sitting with others. Texting is developing its own kind of grammar and conventions.

In my opinion, texting can benefit weaker readers or slow learners who would generally avoid reading books. Before a student can write and play with abbreviated forms, he/she requires having a sense of how the sounds of a language are linked with the letters of that language.

Other than that, there is no verification that texting is ruining composition skills of the students. Worldwide people verbalize differently from the way they write the language. Generally, texting is swift, informal and only intended to be read once and it is actually a way of talking with our fingers. Moreover, students are exposed to writing in a more relaxing and less stressful atmosphere. Texting also can be harnessed by educators to assist students learn school-related content as when teachers encourage students to use messaging shorthand to spark their thinking processes. The use of SMS can be useful in building student- teacher relationships in enhancing students‟ comfort level in school setting and in improving academic performance. A third party says that (SMS) like slang language has its own language that has no effect on Standard English (Russel, 2012). It seems being proficient in standard forms, these learners are context conscious and can switch to the appropriate register or style when writing formally.

On the other hand, with the ever increasing use of text messaging among students, especially teenagers, there has been a growing concern among educators, parents, researchers and general public that this practice is damaging the use of language in speaking and writing and will affect the standard forms in the long run which is partially true. As an educator, I have noticed some of my students using abbreviation in their essays. For example, instead of writing “you”, they write “U” which is grammatically incorrect. Grammar rules are forgotten with compulsive texters. I believe excessive texting will lead to poor communications skills. Lots of research states that texting is negatively affecting grammar skills in many kids.

Somehow, I do agree with Professor David Crystal that issues with texting are more of a social issue rather than educational issues. For example texting may change students’ social behaviour and attitude. Some students are addicted to text messages and they could not live without it. Some students become lazy and refuse to write essays while some are not punctual. These particular students will lack in their social skills, they may not know how to communicate with people in real life situation.

Although, texting may have turned some people more lazy but the state of the obvious is that the generation is growing and will not go back. Just like fuel prices, land line to cell phones. We just have to accept the change and the transition will be smoother. Text messaging is a perfect example of how people adapt and mould language to suit different contexts.

In conclusion, texting can be a very good tool to enhance language skills and sub skills if controlled and written in proper English especially that it encompasses the main corpus of people's communication.  This is because (SMS) is widely used; some schools in western countries embrace them in their lesson plans. Even some teachers use the fast writing style to spark the students' learning. They allow children to use SMS language in their first draft to get thoughts and ideas into paper more quickly. Then students can go back to Standard English when editing and revising. Therefore, texting can boost literacy skills. 

Ways to determine the reliability or authenticity of website

In this era of globalisation, it is possible for us to get all the information in a single click. Moreover, websites maintained by traditional news outlets (BBC, CNN, Star online) web pages (Wikipedia), educational blogs and videos posted by various groups also offer us with some of the information we require. Unlike similar information found in newspapers or television broadcasts, information available on the Internet is not keeping pace for quality or accuracy. As a result, it is predominantly vital for the individual Internet user to evaluate the resource or information. Keep in mind that almost anyone can circulate anything they wish on the Web. It is often tricky to determine authorship of Web sources, and even if the author is listed, he or she may not always stand for him or herself honestly, or he or she may represent opinions as fact. Hence, the responsibility is on the teachers to train the students to evaluate resources effectively. The students must learn to differentiate between authentic and inauthentic websites and information. This is because, nowadays students are exposed to all sorts of digital media and they tend to believe all the information they get from the Internet is true without a second thought. As millions of people around the world post information online for all to see, it can be vulnerable to get factual information mixed in with things that are absolutely false. Anyone can publish opinion, a hoax, or plainly false information. In fact, some of these falsehoods can come from seemingly reliable sources.

There are some ways or strategies that teachers and students can apply to ensure that the information that they obtain from online resources are authentic/reliable information that they can use in their teaching/learning of the English language. First and foremost, we should verify the author, in terms of his/her background. To discover pertinent information about the author, we can check personal homepages on the Web, campus directory entries and information retrieved through search engines.

Next, we should check the resources within the website such as currency. Information that is obsolete may be erroneous or incomplete. A well maintained Web site will generally tell us at the bottom of the initial screen when it was last updated and maybe even when it was originally created and made available on the Web. Other than that, we can check links within the website. An informational Web site in which all the hyperlinks are not functioning might not be a very reliable resource. Broken hyperlinks are not uncommon, due to the ever changing nature of the Web, but when there are many broken links on a Web site, it might be an indication that the site isn't maintained on a regular basis. In addition to that, we can check out the advertisements within the website too. The advertisements must be relevant to the current situation or issues. The outdated advertisements show that, the particular website is not maintained regularly and it may contain fake information. The most essential thing is we must confirm the contact information of the developers.   

Apart from that, we can validate the information by comparing with other websites. For example we can compare Wikipedia to ask.com. If the information is valid both sites will show the same information. We also can compare the information with the books in the library. Or check with more knowledgeable people like teachers, professors, educationists and so forth.

I can conclude that, the crisis with reliability of information on the Web is like the whispering game. Someone whispers a message to the first person, who whispers it to the second, and so on. By the time it gets to the last person, the message is hopelessly deformed. Web pages can work the same way when people get their information from other people's Web pages. Therefore, we should be aware of these matters and teach our students how to obtain the reliable information from the online resources.

Online Learning, Hybrid Learning and Flipped Classroom

On the whole, learning is considered to be a lifelong process. Therefore, achieving knowledge should not be neglected. Online atmosphere is changing constantly and it signifies an enormous opportunity for learning. It is very significant to determine how to learn using all accessible communication channels and selecting the ones that best suit a person’s style of filtering the information.

     First and foremost, I would like to explain the terms. According to Allen (2007), the term "hybrid learning”(blended learning) names a model of course design that combines traditional, face-to-face class time with online and out-of-class course work. The replacement of 25% to 50% of in-class time with online and out-of-class work differentiates "hybrid courses" from "Web-enhanced courses," which continue to meet during the normal class hours and use the online component to supplement face-to-face time. Next, flipped classroom is a form of blended learning in which students learn content online by watching video lectures, usually at home, and homework is done in class with teachers and students discussing and solving questions. Teacher interaction with students is more personalized guidance instead of lecturing. This is also known as backwards classroom, inverted classroom, reverse teaching, and the Thayer Method. 

On the other hand, online learning is a method of delivering educational information via the internet instead of in a physical classroom. Online education utilizes the Internet or videoconferencing to create learning communities. Course materials are provided on a Web site and are occasionally found on CD-ROM; email, bulletin boards, forums, and chat rooms are used to interact with other students and teachers.

         These days, online learning, hybrid learning and flipped classroom turn out to be more and more practiced by university and college lecturers. Numerous public and private universities started their online courses with the attractive course outlines and discounts. It symbolizes an easy and comfortable method to attain knowledge in almost every field. It is a form of alternative for people who can’t afford the time and money to take real courses especially those who are working very far from the campus. However, there are many debates and challenges arise on using technology such as competing mindsets; issues of equity, pedagogical challenges; and the transfer from informal to formal learning or vice versa.

         In today's hectic lifestyle, most people have no time to return to school even they have intention to get more degrees for career advancement, job promotion or simply to learn something new. This is where one of the advantages of online education will help these people. Online education is capable in catering us with a flexible learning environment from any location as long as we are offered with Internet connection. Therefore, we can enroll into any online degree program offered by any universities around the world as long as they make their degree program online. With an appropriate time management, we can easily plan our online learning sessions to fit into our busy schedule and follow our own pace of study to complete our degree program.

      Other than that, let me list out some other benefits provided by the online education. First, students will get the opportunity to select learning materials that suits their level of knowledge and interest. Second, it expands knowledge of the Internet and computers skills that will assist learners throughout their lives and careers. Lastly, it builds self-knowledge and self-confidence and encourages students to take responsibility for their learning.

      Let’s look at the negative side of it. One of the disadvantages of online learning is that learners need to have access to a computer as well as the Internet. They also require having computer skills with programs such as word processing, Internet browsers and e-mail to successfully complete the online courses. Without these skills and software it is not possible for the student to thrive in online learning. Thus, learners should be very comfortable using a computer. Slow Internet connections or older computers may make accessing course materials difficult. This may cause the learners to get frustrated and give up. Another disadvantage of e-learning is managing computer files and online learning software. For learners with beginner-level computer skills it can sometimes seem complex to keep their computer files organized. Without good computer organizational skills learners may lose or misplace reports causing them to be late in submitting assignments. Some of the students also may have trouble installing software that is required for the class. In addition, hands-on or lab work is difficult to simulate in a virtual classroom.

      In a nutshell, online learning should be treated as a complement and extension of classical forms of learning. Not even the best online course can completely substitute the personal contact with a teacher, or the human relationships that develop in a group. In my opinion, traditional classes shouldn't be replaced entirely with online learning.

Changing Habits of Teaching and Learning

Technology has driven a massive change in education. It has transformed how teachers teach and how students learn. The significance and benefits of education technology to the teachers and students cannot be denied. Technology has made it easier for teachers to pass on knowledge to the students and for students to acquire it. The employ of technology in schools has also made the process of learning and teaching pleasurable. However, sometimes technology can be a threatening notion for both teachers and students.  

Let’s look at the positive changes that brought by the technology. Those days, teachers used chalk boards, and then progressed to white boards and now they are using smart boards (interactive boards). Smart boards are one of the tools in multimodality which allow teachers to educate and share information with students in a diversity of ways. Computers audio-visual potentials from PowerPoint presentations and other animation software are used to present information in an interactive manner which encourages greater interest from the students and at the same time it allows the teacher to address a large group of students.

Besides the positive changes that come with increased modern technology in education, there are also some negative changes that I have noticed. In the name of technological development, reading habits among students are changing. In this modern world, while technology is slowly taking a firm control over individual lives, the reading habit is fast vanishing into thin air. Students at the moment lack the skill of reading. Instead they spend more hours on electronic media. A variety of entertainment from mobile devices such as playing games, texting, or surfing the net distracts students in the classroom. This is a major distraction which heavily impacts on their concentration levels while reading. Hence, reading a book or any other piece of written material in a silent or peaceful corner of a library or home becomes an archaic idea for most school children and adults. Students are hardly ever interested in reading for pleasure and enjoyment instead the sake of passing the examination.

Next, let’s focus on the positive changes that occurred in the education field due the technology. A decade ago, the higher learning institutions such as universities and colleges used to send the students’ final examination results via the mail or letter. But now, due to the advancement in the technology, students can instantly check their results in their respective university/college portals which are monitored by the administrators. This method considered to be eco- friendly since they are not using papers.

On the other hand, there are some negative changes that can be detected in applying technology in the education field. Nowadays, lecturers are sending their assignments and notes via the e-mail. Even though it can minimize the human error but it promotes technical error. For example, the student may submit the assignment on time through the e-mail. But, the lecturer could not receive it due to the technical error which is very common when dealing with e-mails. It may cause unnecessary problems for both student and the lecturer.

Lastly, we can expect many changes in the future. It can be positive or negative. We have to bear in our mind that, technology is just a tool to enhance learning and we are not supposed to rely on it all the time.

Mobile Technology in Education

 Nowadays, everyone needs a basic understanding of ICT and how to make fruitful use of it, just to be good students, workers and citizens. Educating people how to be competent basic users of ICT technologies is an important role of ICT education, so they will be successful in their academic and work careers, and so they can efficiently contribute in modern technological society. ICT is multifaceted and quickly changing, and it is confusing for many people. It is so pervasive in the modern world that everyone has some understanding of it, but those understandings are often wildly divergent. 

Therefore, I would like to conduct a research on the usage of mobile technology in private secondary school. Mobile technology could have a significant role to play in educational development. In recent times, research has begun to focus upon mobile learning but the potential of mobile devices (for example, the iPod, laptop, tablet, iphone) is only recently being explored. It has been suggested that language learning is one of the disciplines particularly likely to benefit from widespread ownership of mobile devices such as phones and media players (Kukulska-Hulme, 2006).

According to Shuler (2009), Mobile devices allow students to gather, access, and process information outside the classroom. They can encourage learning in a real-world context, and help bridge school, afterschool, and home environments. They also have the power to promote and foster collaboration and communication, which are deemed essential for 21st-century success.

I plan to conduct this research by adopting qualitative and survey method. Students and teachers from Sekolah Menengah Stella Maris will be my targeted sample for this study. This study will utilize the convenience sampling. In convenience sampling, the participants were willing and available to be involved in the study. Each participant will be given 15 to 20 minutes to complete a questionnaire. The time limit given is to ensure that they will not focus on any particular questions and the answers given will not be overanalyzed by the students and teachers. Next, 30 participants (15 teachers and 15 students) will be selected to involve in the interview session with the researcher to collect qualitative data. The collected questionnaire will then be analyzed through the newest version of SPSS to obtain the mean and also ensure the reliability of the result.

I chose mobile technology because the uses of portable devices in classrooms are beginning to emerge and the possibilities seem endless. I believe it is truly can support and enrich learning. It is the combination of ubiquitous and powerful mobile devices and their expanding applicability for teaching and learning which results into benefits for learners everywhere.

Most schools in Malaysia limit cell phone use in classrooms and some have banned their use altogether. Through this research, I would like to recommend the gradual introduction of mobile devices in schools.  By devising established norms of behaviour, we can build acceptance among teachers, parents, and students themselves to discover mobile devices’ educational value.

Lastly, I hope that this research will provide adequate information about integrating mobile technology in education.

Digital Divide vs. Digital Equity

Globalization and digitization have reformed the communication setting, affecting how and with whom we communicate, and deeply shifting the terrain of language and literacy education. As students in urban contexts become socialized into communities of increasing cultural and communicational connectivity, complexity, and convergence (Jenkins, 2004), and funding for specialist second language (L2) support declines, classrooms have become linguistically heterogeneous spaces where every teacher is a teacher of L2 learners.

It is undeniable that, a generation ago, the world of literacy was based on paper especially good books. At this time, literacy engages people in texts and discourses that traverse space and time on screens in which we can access and mix semiotic resources that include a multiplicity of languages (multimodality). Though multimodality does not necessarily utilize digital technologies, digital technologies enable “modes to be configured, be circulated, and get recycled indifferent ways” (Jewitt, 2009a, p. 1), thus intensifying multimodal possibilities.

According to the Benton (2001), there has always been a gap between those people and communities who can make effective use of information technology and those who cannot. Now, more than ever, unequal adoption of technology excludes many from reaping the fruits of the economy.

We use the term "digital divide" to refer to this gap between those who can effectively use new information and communication tools, such as the Internet, and those who cannot. While a consensus does not exist on the extent of the divide (and whether the divide is growing or narrowing), researchers are nearly unanimous in acknowledging that some sort of divide exists. In short, the term “digital divide” is often used to describe inequalities in access to and use of ICT.

However, Digital equity is the social-justice goal of ensuring that everyone in our society has equal access to technology tools, computers and the Internet. Even more, it is when all individuals have the knowledge and skills to access and use technology tools, computers and the Internet.

Once the ICT competence of learners is explored, many factors need to be considered, including their socio-economic background, gender, education and training, location and language. All of these can be a part of explaining the existing digital divide and the use of ICT. Despite ICT access at school, individual differences and home access can affect learners’ use and skill. Thomas and Parayil (2008) claim, however, that ICT policy documents often lead to a focus on the mere lack of material access to computers. This implies that providing access by either increasing the number of computers and/or giving learners equal time in the computer room does not automatically lead to increased use (Chigona, Mbhele & Kabanda 2008).

Even if all classrooms magically get Internet access and all teachers integrate technology into their lessons, not all students have access to computers and the Internet at home. Therefore, it is very important to bridge the gap between digital divide and digital equity.

Today's educator can no longer expect to know more than his or her students. Rather than trying to stay ahead of their students with the content they teach, they should be staying ahead of their students in guiding them through the process of navigating and accessing content. If teachers are still trying to deliver content to their students the way teachers have historically, then they will easily burn out and feel overwhelmed. This is not to say that teachers should no longer teach, but it's not humanly possible for us to always know more than our students when information is just a click away.

Every new step toward equality is met with another step back that's based on access to devices and newly introduced technologies. We can no longer expect that ensuring Internet access for all will solve this issue. First, we must solve the deeper issues of inequity in our society.

In conclusion, teachers, students, and school administrators must be educated on the benefits and advantages that digital technology can bring into education.  At the same time, they have to acknowledge the challenges and disadvantages in order to make the teaching and learning process a great success.

ICT Tools in Language

 

Latest technologies are often having the transformative power to change education for the better or in allowing better educational opportunities in order to support the development of higher-level thinking skills needed by the 21st century.  Theories and ideas to digital technology or ICT tools in language/literacy education are really very significant to all especially educators like us. There are plenty of reasons could exist for a new theory to be developed. Perhaps, some older theories may not answer questions about learners or they leave out the explanations for cognition within the brain. Therefore, theories such as Sociocultural approach, New Literacies Studies, and Multimodality are crucial as the technology develops each and every day. The requirements of the 21st century are dramatically different than those of previous times.  In fact, core subject knowledge is no longer enough, students need higher-level learning skills.

The world in which we live is increasingly sophisticated, multifaceted and nuanced.  People need high-level learning skills to respond, learn and adjust to ever-changing circumstances.  As the world grows increasingly complex success and prosperity will be linked to people’s ability to think, act, adapt and communicate creatively. Hence, these existing theories will help the educators to learn about the technology in language and literacy studies and apply them in their teaching.           

In this blog, I would like to share about multimodality which I find it really interesting. Multimodality is an inter-disciplinary approach that understands communication and representation beyond the language. It has been developed over the past decade to systematically deal with much-debated questions about changes in society, for instance in relation to new media and technologies. Multimodal approaches have provided concepts, methods and a framework for the collection and analysis of visual, aural, embodied, and spatial aspects of interaction and environments, and the relationships between these. In short, it focuses on analyzing and describing the full repertoire of meaning-making resources that people use (visual, spoken, gestural, written, three-dimensional, and others, depending on the domain of representation) in different contexts, and on developing means that show how these are organized to make meaning. I believe that, the teachers can make use of this approach in order to make the learning more interesting and fun. It also will facilitate the students to expand their knowledge and use various types of skills in acquiring language. This theory merely focuses on developing technology in education.

In conclusion, I would say that these theories are really helpful for both teachers and students. They may use these theories as guidance in exploring technology.