Conference presentation at ALA Midwinter on Jan. 21, 2012. Presentation discusses mobile reference, SMS reference, and an analysis of text reference questions.
Skype-Based Reference: A Study and Pilot ProjectDarcy Gervasio
Presentation at Wisconsin Library Association Annual Conference, November 4, 2010. Our presentation discusses a study and comparison of the use and interest in skype-based reference among undergraduates at the University of Wisconsin and Madison College.
Conference presentation at ALA Midwinter on Jan. 21, 2012. Presentation discusses mobile reference, SMS reference, and an analysis of text reference questions.
Skype-Based Reference: A Study and Pilot ProjectDarcy Gervasio
Presentation at Wisconsin Library Association Annual Conference, November 4, 2010. Our presentation discusses a study and comparison of the use and interest in skype-based reference among undergraduates at the University of Wisconsin and Madison College.
Critiquing CS Assessment from a CS for All lens: Dagstuhl Seminar PosterMark Guzdial
Poster presented at the Dagstuhl Seminar "Assessing Learning in Introductory Computer Science" (http://www.dagstuhl.de/en/program/calendar/semhp/?semnr=16072). I argue that we have to consider what the learner wants to do and wants to be (i.e., their desired Community of Practice) when assessing learning. Different CoP, different outcomes, different assessments.
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
Article 30 Digitalk A New Literacy for a Digital GenerationKRIST.docxfredharris32
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 ...
The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
Write a summary.Describe the main points of the article and how it.docxsyreetamacaulay
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.
The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
Computer ethics is a part of practical philosophy which concerns with how computing professionals should make decisions regarding professional and social conduct.
Critiquing CS Assessment from a CS for All lens: Dagstuhl Seminar PosterMark Guzdial
Poster presented at the Dagstuhl Seminar "Assessing Learning in Introductory Computer Science" (http://www.dagstuhl.de/en/program/calendar/semhp/?semnr=16072). I argue that we have to consider what the learner wants to do and wants to be (i.e., their desired Community of Practice) when assessing learning. Different CoP, different outcomes, different assessments.
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
Article 30 Digitalk A New Literacy for a Digital GenerationKRIST.docxfredharris32
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 ...
The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
Write a summary.Describe the main points of the article and how it.docxsyreetamacaulay
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.
The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
Computer ethics is a part of practical philosophy which concerns with how computing professionals should make decisions regarding professional and social conduct.
We make comparisons between young people’s use of technology within and beyond school, and I present some research in this area, exploring particular the implications for classroom practice. You spend part of the session exploring young people’s work in Scratch, commenting on particular examples within your blog.
I introduce you to Comic Life, which you use this to create a more conventional, linear storyboard for your project.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
![“ We don’t go on the computers anymore” - How Urban Children Lose-out in Learning the New Digital Literacies ,[object Object],[object Object],[object Object],[object Object]](https://image.slidesharecdn.com/neero2010-101021063821-phpapp01/85/Neero2010-1-320.jpg)
![Introduction ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)