Text Messaging and Implications for its use in Education
| dc.contributor.affiliation | Dean K. Tomita - University of Hawai’i at Manoa | |
| dc.contributor.author | Tomita, Dean | |
| dc.date.accessioned | 2020-07-30T22:26:49Z | |
| dc.date.available | 2020-07-30T22:26:49Z | |
| dc.date.issued | 2009 | |
| dc.identifier.uri | http://hdl.handle.net/10125/69254 | |
| dc.title | Text Messaging and Implications for its use in Education | |
| dc.type | Conference Paper | |
| dcterms.abstract | In schools across the country, digital natives born after 1980 seamlessly integrate technology into many aspects of their lives. This researcher investigated one particular method of communication referred to as text-messaging, and focused on Twitter, a relatively new form of text-messaging called microblogging, and its implications for education. Do tools like Twitter affect a student’s ability to read and write? How do tools like Twitter support the formation of communities of practice? Is there a place for these tools in education? If so, how can they best be leveraged to positively impact education? Educators have found that tools like Twitter do have a place in education for both students and teachers. Text-messaging encourages students to write more and allows educators to communicate and facilitates the formation of communities of practice. Although opponents say that text-messaging encourages poor writing habits, studies have shown that students are able to distinguish between informal and formal writing. | |
| dcterms.extent | 10 pages | |
| dcterms.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | |
| dcterms.type | Text |
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