Writing, Technology & Teens: The Findings of the Pew Internet Project and the National Commission on Writing

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Pew Research Center's Internet & American Life Project

Amanda Lenhart presented to the Education Writers Association Annual Meeting. This presentation offers an overview of the findings and insights from the Writing, Technology and Teens report. The report and the presentation examine the intersection between writing and technology for teens, in both the academic and social spheres. 4/25/08

Technology Education News & Politics

Writing, Technology & Teens: Findings of the Pew Internet & American Life Project and the National Commission on Writing Amanda Lenhart Education Writers Association April 25, 2008 Chicago, IL

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1 2 Technology and Students’ Writing Skills According to the recent researches, about 80 percent of teenager and children use the smartphone and most of them go to the writing center to fix their grammar and sentences because they are not good for using correct grammar and spellings. Technology makes human life more comfortable than before. People do not need to meet when they need to make some appointment and also they do not need to fix some sentences or words because technology can do for people. Nowadays, people are not able to live without smartphone and computer. They always use them to communicate between themselves. Most of teenagers and children are member of Facebook, Twitter, and Instagram. Additionally, they choose text messages rather than calling or meeting to communicate with their peers. Naturally, they try to find the way, how to communicate simpler and easier than past time. As a result, this phenomenon causes them to ignore some grammar rules and also they make the words shorter than standard words. Technology makes some benefits for our life, but it also causes some disadvantages for our life; especially for students’ writing skills. Recently, many people are using smart phone and computer. While time is going, most of young teenagers also start to use smart phone and they are familiar with computer use. Smart phone and computer are continuously improving and those are helping people to communicate with peers easier than before. Specifically, they use text message and SNS (Social Network Service), when they connect with peers. Moreover, those things are making easy to use for people because of characterize of technology. Most of people recognize that technology developing life quality and it makes people to live easier than before. However, some students are using those things with wrong way. Nowadays, many students use cell phone to communicate with their peers and smart phone makes them to communicate easier than past time. However, it causes poor writing skills for students. Most of new smart phone has function, which makes wrong sentences and words correct. Specifically, when people use iPhone which is most popular cell phone in the world, they will try to send some text message for their peers and if they use incorrect spelling, it shows correct spelling and when they click correct thing, it changes. According to Buchanan, who is English teacher at University of Alabama at Birmingham, he uses lots of time highlighting incorrect spelling on paper, because most of post-secondary students rely on technology, which are make spelling correctly with automatic way (no p.g.). When people use their cell phone, they are able to notice that cell phone fixes wrong sentences and some words automatically. Since this function was used by students, students are depending on automatic spell check. Additionally, while students communicate with text message, they use some shortcuts to communicate simply. This phenomenon makes also stud.

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Article 30 Digitalk: A New Literacy for a Digital Generation KRISTEN HAWLEY TURNER Teachers who recognize that “digitalk” is different and not deficient can find ways to harness this language en route to improving students' academic writing. · Lily: heyyyy (: · Michael: waszgud B.I.G.? · Lily: nm, chillennn; whatchu up too? · Michael: Watchln da gam3 · Lily: mm, y quien ta jugandoo? · Michael: Yank33s nd naTi0naLs. · Lily: WHAAAATT A JOKEEEEE, dime comoyankeeslosttagainstt them yesterdaii · Michael: i n0e, th3y suCk. · Lily: & the nationalsss won like only 16 games one of the worst teamshomieeegee. · Michael: t31L m3 b0uT it, i b3T y0u fIv3 d01LaRs th3Y g00nA10s3. · Lily: AHA, naw gee thats easy $ for youu ! =p · Michael: loliwaSplAylnG wl y0u. =D · Lily: lolimma talk to you later … i got pizzaa awaitingggmeeeee (; · Michael: iight pe3cE As I copy this text conversation between two adolescents into Microsoft Word, the screen lights up with red. Every line in this exchange is marked. Microsoft Word, it seems, does not “get” the language of these speakers and attacks the black-and-white text with its red pen. For Microsoft Word, these writers are wrong. When I first encountered “computer-mediated language” (Crystal 2001: 238), I was as confused as my word-processing program is today. An English teacher and one of our school's “grammar gurus,” I couldn't understand why students were substituting “2” for “too” or “u” for “you” in their school writing. I was completely stumped by the language they were using to talk to each other digitally. Today, when I look at the exchange between Lily and Michael, I am amazed by their ability to manipulate language and to communicate effectively across time and space. I have evolved from being a grammar guru who questioned this teen language as a degradation of Standard English to one who sees adolescent digitalk as a complex and fascinating combination of written and conversational languages in a digital setting. The Journey of a “Grammar Guru” I first ventured beyond e-mail into other forms of digital communication a decade ago when my brother installed an instant-messaging program on my personal computer. He taught me how to “see” him online and to exchange messages. A few years later, I used a similar instant-messaging program to “chat” with group members as we completed a class project for graduate school. Our inability to find a time for five adults to meet in person led us to use this technology, and our success in working together in a virtual space made me consider the pedagogical applications of instant messaging in my high school classroom. When I first assigned a book discussion to be conducted by instant message (IM), my high school students looked at me quizzically. They hadn't thought about using IM as a learning tool. For them, it was a social space outside of school. They humored me, however, happy to be doing something “fun” rather than writing a literary essay about the book. As ...

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Write a summary. Describe the main points of the article and how it relates to the week's course and text readings. Evaluate the article on the basis of your own thoughts and perspectives on the topic covered. Article 1 KRISTEN HAWLEY TURNER Teachers who recognize that “digitalk” is different and not deficient can find ways to harness this language en route to improving students' academic writing. Lily: heyyyy (: Michael: waszgud B.I.G.? Lily: nm, chillennn; whatchu up too? Michael: Watchln da gam3 Lily: mm, y quien ta jugandoo? Michael: Yank33s nd naTi0naLs. Lily: WHAAAATT A JOKEEEEE, dime comoyankeeslosttagainstt them yesterdaii Michael: i n0e, th3y suCk. Lily: & the nationalsss won like only 16 games one of the worst teamshomieeegee. Michael: t31L m3 b0uT it, i b3T y0u fIv3 d01LaRs th3Y g00nA10s3. Lily: AHA, naw gee thats easy $ for youu ! =p Michael: loliwaSplAylnG wl y0u. =D Lily: lolimma talk to you later … i got pizzaa awaitingggmeeeee (; Michael: iight pe3cE As I copy this text conversation between two adolescents into Microsoft Word, the screen lights up with red. Every line in this exchange is marked. Microsoft Word, it seems, does not “get” the language of these speakers and attacks the black-and-white text with its red pen. For Microsoft Word, these writers are wrong. When I first encountered “computer-mediated language” (Crystal 2001 : 238), I was as confused as my word-processing program is today. An English teacher and one of our school's “grammar gurus,” I couldn't understand why students were substituting “2” for “too” or “u” for “you” in their school writing. I was completely stumped by the language they were using to talk to each other digitally. Today, when I look at the exchange between Lily and Michael, I am amazed by their ability to manipulate language and to communicate effectively across time and space. I have evolved from being a grammar guru who questioned this teen language as a degradation of Standard English to one who sees adolescent digitalk as a complex and fascinating combination of written and conversational languages in a digital setting. The Journey of a “Grammar Guru” I first ventured beyond e-mail into other forms of digital communication a decade ago when my brother installed an instant-messaging program on my personal computer. He taught me how to “see” him online and to exchange messages. A few years later, I used a similar instant-messaging program to “chat” with group members as we completed a class project for graduate school. Our inability to find a time for five adults to meet in person led us to use this technology, and our success in working together in a virtual space made me consider the pedagogical applications of instant messaging in my high school classroom. When I first assigned a book discussion to be conducted by instant message (IM), my high school students looked at me quizzically. They hadn't thought about using IM as a learning tool. For them, it was a social space outside of scho.

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