The ratio of textisms to total words used was positively associated with word reading, vocabulary, and phonological awareness measures. Moreover, the children's textism use predicted word reading ability after controlling for individual differences in age, short-term memory, vocabulary, phonological awareness and how long they had owned a mobile phone. http://onlinelibrary.wiley.com/doi/10.1348/026151008X320507/full
ie The kids who texted most were the best readers, had the best vocabulary, and were the ones that were most aware of the need to switch linguistic register according to context.
Are computer games addling my pupils’ brains? - NO!
James Gee found that playing computer games collaboratively developed 36 separate cognitive areas
These include problem solving in low-risk domains; integrating new learning across multiple modalities; transferring learning; developing new understandings of culture; forming and contributing to new ‘affinity groups’: http://mason.gmu.edu/~lsmithg/jamespaulgee2
It’s important that we understand Gee’s position, because ‘serious games’ are an increasingly important phenomenon in education