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Jason Rhode's List: Texting in Teaching

  • Background & Definitions

    introduction to texting

  • Feb 19, 12

    background and history of development of text messaging as a communication platform

  • Feb 19, 12

    technical background and history of the development of short message service (SMS)

  • Statistics

    sources for data on use of texting as communication platform

  • Feb 19, 12

    Smartphone use among college students has almost doubled since early last year, a study by a researcher at Ball State University found.

    The study confirms what has become common knowledge: cellphones are almost ubiquitous on college campuses, with 99.8 percent of students owning one or more. But in the national survey of about 500 students—which has been conducted twice a year since 2005—new details emerged on the kind of phones they own and how they use them.
    97% of students use text messaging as their main form of communication http://t.co/NL9Vnfbxyj #socialteaching

  • Feb 19, 12

    Daily text messaging among American teens has shot up in the past 18 months, from 38% of teens texting friends daily in February of 2008 to 54% of teens texting daily in September 2009. And it's not just frequency – teens are sending enormous quantities of text messages a day. Half of teens send 50 or more text messages a day, or 1,500 texts a month, and one in three send more than 100 texts a day, or more than 3,000 texts a month. Older teen girls ages 14-17 lead the charge on text messaging, averaging 100 messages a day for the entire cohort. The youngest teen boys are the most resistant to texting – averaging 20 messages per day.

    Text messaging has become the primary way that teens reach their friends, surpassing face-to-face contact, email, instant messaging and voice calling as the go-to daily communication tool for this age group. However, voice calling is still the preferred mode for reaching parents for most teens.

  • Mar 06, 12

    Teenagers have previously lagged behind adults in their ownership of cell phones, but several years of survey data collected by the Pew Internet & American Life Project show that those ages 12-17 are closing the gap in cell phone ownership. The Project first began surveying teenagers about their mobile phones in its 2004 Teens and Parents project when a survey showed that 45% of teens had a cell phone. Since that time, mobile phone use has climbed steadily among teens ages 12 to 17 – to 63% in fall of 2006 to 71% in early 2008.

  • Mar 19, 12

    The volume of texting among teens has risen from 50 texts a day in 2009 to 60 texts for the median teen text user. In addition, smartphones are gaining teenage users. Some 23% of all those ages 12-17 say they have a smartphone and ownership is highest among older teens: 31% of those ages 14-17 have a smartphone, compared with just 8% of youth ages 12-13.

  • Articles

    peer-reviewed articles on use of texting by students and/or texting in teaching

  • Dec 09, 11

    Look around on any bus, in any restaurant, or standing in any line and people are text messaging. Likewise, most teenagers in America are nearly inseparable from their cell phones, not because they are constantly talking, but because they are connecting with their friends through text messaging. Although cell phones are banned in most K-12 schools, students are text messaging constantly there as well. Few adults, including teachers and administrators, understand how and why adolescents and young adults are using text messaging or how to harness text messaging capabilities in the classroom. This literature review examines the limited amount of research on the practice of text messaging for adolescents and young adults (ages 11-21), focusing on the motivation, means, and methods of text messaging. In addition, it considers how adults have successfully engaged text messaging to access and inform youth about health-related issues. In this light, some current educational uses of text messaging are highlighted, along with implications for future research.

  • Feb 19, 12

    This study aimed to adapt instructional pedagogy to make it more compatible with the mobile lifestyle of today's students. The goal of this research was to evaluate and provide suggestions on how to incorporate SMS text messaging so that both professors and students could maintain a social presence within a learning community. Data collected indicated that the students liked to use SMS text messaging and felt that it was useful for enhancing communication in their online class. The collaboration and communication created through the use of text messaging also supported the creation of a social context that fostered a sense of community. Using the text messaging tool, teachers and students became active participants in the learning process. Furthermore, the use of SMS text messaging to share online resources allowed students to learn through interaction with other students in an online environment. The learners applied their combined knowledge to solve course problems. The SMS text messaging tool also provided a medium for communication and dialogue, which engendered the "immediacy" sought by many online learners. Consequently, we believe that if text messaging is integrated effectively into an online class and used for well-defined objectives, it provides a useful tool for enhancing social presence and communication among learners.

  • Feb 19, 12

    Text messaging is emerging as a tool educators are using for multiple purposes in both face-to-face and online courses. This research study investigated the impact of using text messages to convey course information for six online courses, taught by one instructor, as measured by the Community of Inquiry survey. Text messages communicated course information, including reminders of assignment due dates, notification that assignments have been graded, and short feedback on discussion postings. Students completed two surveys for the study; 1) the Community of Inquiry (COI) survey and 2) a survey created by the first author to gather information on student reaction to using text messages in the courses. Overall results indicate that students reacted positively to receiving text messages. COI survey results indicated, however, that there were no significant differences between students who received text messages and students who did not receive text messages in their perception of social presence, cognitive presence, and teaching presence as represented by the COI framework. This lack of significance may be partially attributable to the instructor’s extensive prior experience and success in online teaching.

  • Feb 19, 12

    In this paper we discuss a case study investigating how the academic and personal development of first year students on an undergraduate sports education degree can be supported and enhanced with mobile SMS (Short Message Service) communication. SMS-based technologies were introduced in response to students' particular needs (in transition to Higher Education) and characteristics (adept mobile communicators). Despite being unaccustomed to using their mobile phones for academic study, students willingly accepted SMS communication with their tutor via a texting management service. This communication was used in concert and integrated with a more traditional learning and teaching context (lectures and a virtual learning environment). Drawing on evidence from two student surveys, focus groups and a tutor's journal, we illustrate how mobile SMS communication has influenced the student learning experience. Taking a holistic view of the learning environment we use Laurillard's (2002) conversational framework (Laurillard, D. 2002. Rethinking university teaching: a framework for the effective use of learning technologies. 2nd edition. London: Routledge.) to analyse and discuss the role of texting in supporting student transition to higher education.

  • Feb 19, 12

    * Students working on a highly collaborative project used social networking technology for community building activities as well as basic project-related communication. * Requiring students to work on cross-program projects gives them real-world experience working in diverse, geographically dispersed groups. * An application used at Appalachian State University integrates popular social networking tools, text messaging, and e-mail while maintaining student privacy and streamlining group communications.

  • Feb 19, 12

    This article describes Open University Malaysia's efforts at enhancing the blended learning approach for undergraduate distance learners with the successful implementation of the Mobile Learning via SMS initiative. The pilot project was implemented in the May 2009 semester, and this coming January 2011 semester will be in its sixth consecutive semester. Aspects such as the conceptual model, the process flow of group messaging, and challenges faced, as well as effectiveness of the initiative, are discussed.

  • Oct 12, 11

    Providing students with portable communities of support through mobile phone texting offers one way to give them a sense of social connectedness.

    Increasing a sense of social connectedness encourages healthier emotional well-being among students, reducing potential feelings of isolation from the campus community.

    Texting may help improve participation by and performance among students, although definitive proof will require a more rigorous examination of the actual effects on their performance and perceptions of emotional well-being.

  • Feb 19, 12

    This study aimed to gauge the efficacy of three modes of instruction of English idioms, ie, Short Message Service (SMS)-based learning, contextual learning and self-study learning. More precisely, this study capitalized on the push aspect of SMS affordance to deliver bite-sized English idiom lessons on spaced intervals to the learners irrespective of the traditionally inherent problems in most teaching classrooms of English as a Foreign Language learning contexts and thus promote regular study. Students' perceptions and attitudes toward mobile learning and the application of SMS in teaching and learning English (idioms) were also sought by conducting a poststudy survey. Overall, the results revealed that students receiving short mini-lessons on their mobile phones via SMS were more enthusiastic and learned more than their counterparts on paper or contextual groups.

  • Opinions & Commentary

    individual perspectives on texting and education

  • Feb 19, 12

    The longest assignment could be a cover letter, and even that might be streamlined to a networking e-mail. I’d rather my students master skills like these than proper style for citations.

  • Feb 19, 12

    You may think that today’s kids already know everything they need to know about SMS text messaging, but some educators are now arguing that students need to learn texting in the classroom. Are they on to something, or is it a waste of time?

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