academic effects of technology in modern language learning

Academic Effects of Academic Effects of Technology in languages Technology in languages

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Here are some statisticsHere are some statistics More people currently have a mobile More people currently have a mobile

phone capable of accessing the phone capable of accessing the internet than have a PC with net internet than have a PC with net access access

Sending text messages is now almost as common as Sending text messages is now almost as common as talking on mobile phones talking on mobile phones

Only 12% of mobile users never use their phone for Only 12% of mobile users never use their phone for texting (and virtually half of these people are over texting (and virtually half of these people are over 65). 65).

70% of 15-24 year-olds say they ‘could not 70% of 15-24 year-olds say they ‘could not live’ without their mobile phone live’ without their mobile phone

There are an estimated 110 million-150 There are an estimated 110 million-150 million blogs in existence (although many of million blogs in existence (although many of these are abandoned soon after they are these are abandoned soon after they are established) established)

So, to sum up…email + texting + blogging + So, to sum up…email + texting + blogging + social networking sites = people writing more social networking sites = people writing more how they speak and less like they used to how they speak and less like they used to write. And, essentially, less like they had to write. And, essentially, less like they had to write – either for a boss, a parent or a teacher. write – either for a boss, a parent or a teacher.

Also, let’s remember one of the basic driving Also, let’s remember one of the basic driving elements in this transition: the screen size of elements in this transition: the screen size of mobile phones is small and, therefore, text mobile phones is small and, therefore, text messaging was always, by default, short. And messaging was always, by default, short. And short, inevitably, becomes shorter. short, inevitably, becomes shorter.

People frequently writing the People frequently writing the same things would reduce the same things would reduce the length of those words and length of those words and phrases so that the meaning phrases so that the meaning remained intact while the remained intact while the effort required to communicate effort required to communicate – and the amount of screen – and the amount of screen space used – were both space used – were both minimised. minimised.

The role of modern technology in The role of modern technology in language development for modern language development for modern childrenchildren

Research overwhelmingly indicates that children who Research overwhelmingly indicates that children who are exposed to learning multiple languages thrive are exposed to learning multiple languages thrive across several academic areas. Cultural intelligence, across several academic areas. Cultural intelligence, multidimensional processing, and abstract multidimensional processing, and abstract competencies are noted in children who are given competencies are noted in children who are given access to global learning. access to global learning.

Modern children have a keenly intuitive knack Modern children have a keenly intuitive knack for understanding computer based systems. for understanding computer based systems. Teaching technology also reduces performance Teaching technology also reduces performance stress, particularly for shy children. stress, particularly for shy children.

Practical ways for parents to ensure that Practical ways for parents to ensure that these benefits are extended to their children these benefits are extended to their children are suggested in the bullet points below. are suggested in the bullet points below.

• When choosing language learning When choosing language learning technology, look for multisensory engagement. technology, look for multisensory engagement. Interaction with the technology should be Interaction with the technology should be auditory, visual, and verbal at minimum. This auditory, visual, and verbal at minimum. This type of engagement allows the child to file the type of engagement allows the child to file the new information into several places in the new information into several places in the brain brain

Do not be afraid to allow your child to explore several new Do not be afraid to allow your child to explore several new languages at young ages. Rather than becoming confused, they languages at young ages. Rather than becoming confused, they will tap into their ability to develop multidimensional will tap into their ability to develop multidimensional meanings for each new concept they encounter. This depth of meanings for each new concept they encounter. This depth of learning is only achieved by exposing children to multiple learning is only achieved by exposing children to multiple languages, and they are most adept at learning them at young languages, and they are most adept at learning them at young ages ages

Engage with your child. Encourage their use of Engage with your child. Encourage their use of the technology, and give positive the technology, and give positive reinforcement to their efforts and progress. reinforcement to their efforts and progress. Learn with your child, and this will become a Learn with your child, and this will become a bonding activity for you both! bonding activity for you both!

Choose technology that has a leveled program for Choose technology that has a leveled program for long term progress. Language acquisition should long term progress. Language acquisition should involve more than a few vocabulary words at an involve more than a few vocabulary words at an early age. Practice keeps progress moving. Fluency early age. Practice keeps progress moving. Fluency can be attained with a little dedicationcan be attained with a little dedication. .

For the first time in human history, For the first time in human history, technology has become a cultural technology has become a cultural norm in communicationnorm in communication. .

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Is Technology Damaging our Children’s Is Technology Damaging our Children’s Speech & Language Skills?Speech & Language Skills?

iPads, iPhones and apps. Today’s buzz is all about iPads, iPhones and apps. Today’s buzz is all about Smartphone technology and what “apps” will benefit Smartphone technology and what “apps” will benefit development and academic skills in children. Parents development and academic skills in children. Parents frequently request recommended apps to best address frequently request recommended apps to best address their child’s their child’s speech and languagespeech and language skills. skills.

After all, we want to take advantage of the latest After all, we want to take advantage of the latest learning tools and most cutting edge technology to learning tools and most cutting edge technology to help our kids succeed. However, use of Smartphone help our kids succeed. However, use of Smartphone technology should be approached with caution. Like technology should be approached with caution. Like all good things, moderation is key. all good things, moderation is key.

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What are the positive benefits of What are the positive benefits of Smartphone technology?Smartphone technology?

1. Smart phone apps provide excellent “drill” 1. Smart phone apps provide excellent “drill” style activities to teach specific skill sets, such style activities to teach specific skill sets, such as vocabulary building, as vocabulary building, phonologic awarenessphonologic awareness, , articulation skillsarticulation skills, and learning new concepts , and learning new concepts

2.2. Devices such as tablets, Smartphones and iPads Devices such as tablets, Smartphones and iPads expose children to modern day technology, expose children to modern day technology, improving their computer literacy and ability to improving their computer literacy and ability to navigate such tools navigate such tools

3. 3. Smart phone apps provide a fun and Smart phone apps provide a fun and entertaining activity for children. This can be entertaining activity for children. This can be excellent choice for breaks from homework, excellent choice for breaks from homework, rewards or car-rides rewards or car-rides

What are the negative effects of What are the negative effects of Smartphone technologySmartphone technology

1. Smartphone apps promote passive learning and provide little 1. Smartphone apps promote passive learning and provide little opportunity for creativity, social interaction, problem-solving, opportunity for creativity, social interaction, problem-solving, sustained attention, ideation, and make-believe. All of these sustained attention, ideation, and make-believe. All of these skills are foundational to development in children by skills are foundational to development in children by promoting promoting motor skillsmotor skills, , language learninglanguage learning, problem-solving, , problem-solving, and and social skillssocial skills

2. While Smartphone apps may encourage children to talk or 2. While Smartphone apps may encourage children to talk or practice sounds, they do not encourage children talk to an practice sounds, they do not encourage children talk to an actual person. Language is a reciprocal social system, intended actual person. Language is a reciprocal social system, intended for communication between people. It’s critical that children for communication between people. It’s critical that children learn to communicate with others in a reciprocal context learn to communicate with others in a reciprocal context

3. Smartphone apps do not promote the use of novel 3. Smartphone apps do not promote the use of novel language. A critical part of language development language. A critical part of language development includes the ability to arrange words into includes the ability to arrange words into combinations, building sentences to communicate combinations, building sentences to communicate their thoughts and ideas their thoughts and ideas

4. Smartphone applications offer little 4. Smartphone applications offer little opportunity to learn social skills. Social skills opportunity to learn social skills. Social skills include interpreting nonverbal cues, making include interpreting nonverbal cues, making eye-contact, initiating conversation, and eye-contact, initiating conversation, and responding to others responding to others

5. When it comes to learning, practicing skills in 5. When it comes to learning, practicing skills in context is critical. So even though context is critical. So even though Smartphones might teach children new skills, Smartphones might teach children new skills, they do not offer opportunities for children to they do not offer opportunities for children to generalize these skills in a real-life context. generalize these skills in a real-life context.

So what can parents do?So what can parents do?

Here are a few practical steps as families Here are a few practical steps as families navigate their child’s use of tablets, navigate their child’s use of tablets, Smartphones and iPads:Smartphones and iPads:

Think moderation. Limit your child’s use of Think moderation. Limit your child’s use of electronics, and set boundaries ahead of time electronics, and set boundaries ahead of time so your child knows what to expect. so your child knows what to expect.

Encourage activities that encourage creativity, social Encourage activities that encourage creativity, social interaction, problem solving, sustaining attention, interaction, problem solving, sustaining attention, ideation, and make-believe. A few good choices ideation, and make-believe. A few good choices include blocks, dress-up, play-doh, books, pretend include blocks, dress-up, play-doh, books, pretend food, and baby dolls food, and baby dolls

Spend face-to-face time with your child every day. Spend face-to-face time with your child every day. Encourage your child to participate in play with you Encourage your child to participate in play with you and encourage their use of their language, facial and encourage their use of their language, facial expressions, eye-contact, and engagement expressions, eye-contact, and engagement

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