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Wood, C.; Jackson, E.; Hart, L.; Plester, B.; Wilde, L. – Journal of Computer Assisted Learning, 2011
This paper reports on an intervention study that considered the impact of text messaging on 9- to 10-year-old children's literacy skills. One hundred and fourteen children who had never owned a mobile phone before were recruited and randomly allocated to either the intervention or control conditions. All children were pre- and post-tested on a…
Descriptors: Evidence, Spelling, Intervention, Phonological Awareness
Powell, D.; Dixon, M. – Journal of Computer Assisted Learning, 2011
The recent increase in short messaging system (SMS) text messaging, often using abbreviated, non-conventional "textisms" (e.g. "2nite"), in school-aged children has raised fears of negative consequences of such technology for literacy. The current research used a paradigm developed by Dixon and Kaminska, who showed that exposure to phonetically…
Descriptors: Spelling, Adults, Error Patterns, Error Analysis (Language)
Coe, J. E. L.; Oakhill, J. V. – Journal of Computer Assisted Learning, 2011
A study was carried out to explore whether or not there is a relationship between children's reading ability and text-messaging behaviour. The aims of this study were to compare good and poor readers on their amount of usage of mobile phones, the frequency and type of text devices they used, and the speed at which they could read messages in…
Descriptors: Reading Ability, Student Behavior, Computer Mediated Communication, Electronic Mail
Friesen, N.; Lowe, S. – Journal of Computer Assisted Learning, 2012
Facebook and other social media have been hailed as delivering the promise of new, socially engaged educational experiences for students in undergraduate, self-directed, and other educational sectors. A theoretical and historical analysis of these media in the light of earlier media transformations, however, helps to situate and qualify this…
Descriptors: Foreign Countries, Internet, Electronic Learning, Television
Clark, W.; Logan, K.; Luckin, R.; Mee, A.; Oliver, M. – Journal of Computer Assisted Learning, 2009
Boundaries between formal and informal learning settings are shaped by influences beyond learners' control. This can lead to the proscription of some familiar technologies that learners may like to use from some learning settings. This contested demarcation is not well documented. In this paper, we introduce the term "digital dissonance" to…
Descriptors: Informal Education, Educational Practices, Educational Environment, Questionnaires
Hemmi, A.; Bayne, S.; Land, R. – Journal of Computer Assisted Learning, 2009
This paper presents some of the findings from a recent project that conducted a virtual ethnographic study of three formal courses in higher education that use "Web 2.0" or social technologies for learning and teaching. It describes the pedagogies adopted within these courses, and goes on to explore some key themes emerging from the research and…
Descriptors: Higher Education, Ethnography, Social Networks, Teaching Methods
Sharples, M.; Graber, R.; Harrison, C.; Logan, K. – Journal of Computer Assisted Learning, 2009
This paper reports findings from a survey and interviews with children aged 11-16 years, teachers and parents on their attitudes to e-safety in relation to social networking and media creation (Web 2.0) and their practices at school and at home. The results showed that 74% of the children surveyed have used social network (SN) sites and that a…
Descriptors: Delphi Technique, Social Networks, Children, Adolescents