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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"lindaflan":{"type":"authors","id":"4613","meta":{"index":"authors_1591205172","id":"4613","found":true},"name":"Linda Flanagan","firstName":"Linda","lastName":"Flanagan","slug":"lindaflan","email":"lindaflan@comcast.net","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Linda Flanagan is a freelance writer, researcher, and editor. Her work has appeared in The Atlantic, The Wall St. Journal, Newsweek, Running Times, and Mind/Shift, and she blogs regularly for the Huffington Post. Linda writes about education, culture, athletics, youth sports, mental health, politics, college admissions, and other curiosities. She also reviews books and conducts interviews.","avatar":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twitter":"LindaFlanagan2","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Linda Flanagan | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/lindaflan"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_50040":{"type":"posts","id":"mindshift_50040","meta":{"index":"posts_1591205157","site":"mindshift","id":"50040","score":null,"sort":[1516779640000]},"guestAuthors":[],"slug":"how-tips-via-text-message-may-help-parents-and-preschoolers-learn","title":"How Tips via Text Message May Help Parents and Preschoolers Learn","publishDate":1516779640,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Tending toddlers can require endless reserves of energy. Just ask Huyen Le, supervisor of a family resource center in San Jose, California. After a full day’s work managing children’s reading programs and parenting workshops, she returns home to her own two-year-old daughter, Katelynn.\u003c/p>\n\u003cp>“We do a lot in our center. Sometimes, I forget to do it with my kid at home,” Le says. Seeking inspiration, she turns to her phone where, for the last 10 months, she’s been receiving text messages with simple educational games, tips on how to engage with Katelynn and reminders of simple learning activities they can do together.\u003c/p>\n\u003cp>The texts come from a team of researchers at Stanford University’s \u003ca href=\"https://cepa.stanford.edu/cepalabs/tipsbytext\">Center for Education Policy Analysis (CEPA) Labs\u003c/a>. Each message goes out to parents or other caregivers and reminds them of the skills young children will eventually need for school and how to help kids build them.\u003c/p>\n\u003cp>The approach is inspired in part by “nudge” techniques, that is, behavioral interventions that push a person during decision-making towards a certain goal. For example, many employers nudge you to save for retirement by contributing a portion of your paycheck to a 401k. You could always opt out, but making saving a default decision spares you the task of regularly choosing how much to put away – it lightens your cognitive load, so to speak.\u003c/p>\n\u003cp>Nudges could have a powerful effect on education. Parental engagement can be a major factor in a student’s success or failure – and parents tend to have a lot on their minds. So several researchers are exploring how a simple text-based nudge to parents could improve their kids’ academic performance by making engagement easier and even habitual for parents.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For instance, Peter Bergman, at Teachers College, Columbia University, found that in one West Virginia school district, simply keeping parents in the loop, through texting, as to their child’s absences and grades \u003ca href=\"http://www.columbia.edu/~psb2101/ParentRCT.pdf\">could cut course failures for middle and high school students by nearly 40 percent\u003c/a>. (The Hechinger Report is an independently funded unit of Teachers College.) Reminders made monitoring a child easier, thus increasing the odds mom or dad would stay involved in a kid’s educational life. Texting, Bergman explains, while not the only communication option, is a wide-reaching, effective and inexpensive medium.\u003c/p>\n\u003cp>The program Le participates in aims at parents of much younger children. Three times a week, researchers from CEPA Labs send parents and other caregivers suggestions on how to support children’s literacy, numeracy and social and emotional skills. Bath time, walks in the park and familiar household interactions become opportunities for children to learn and practice concepts they will later use in school.\u003c/p>\n\u003cp>For example, a Monday message might flag an important domain (“children need to know the letters to learn how to read & write”); a Wednesday text might provide a related learning activity (such as asking a child to find the first letter in his or her name on signs or labels); and a Friday message might offer encouragement (“Keep pointing out the letters. You’re preparing your child 4 K [Kindergarten]!”).\u003c/p>\n\u003cp>Results thus far are encouraging. \u003ca href=\"https://cepa.stanford.edu/sites/default/files/One%20Step%20CEPA%20Working%20Paper%206%201%2017.pdf\">In an analysis of 935 families\u003c/a> with children in preschool in the San Francisco Unified School District, Loeb and her colleagues found that after eight months, teachers noted that text-receiving parents asked more questions about their child’s progress than other adults, and the kids themselves improved their literacy skills.\u003c/p>\n\u003cp>“In the long run it tells us we can positively affect parenting, particularly for kids who have traditionally not been as well served,” says Stanford professor of education Susannah Loeb. In fact, language skills advanced most among kids who started the program with the lowest scores in a literacy assessment.\u003c/p>\n\u003cp>These approaches work, explains University of Chicago professor Ariel Kalil, because they gradually reshape a parent’s routine and habits. Kalil, who co-directs the Behavioral Insights and Parenting Lab, has found that low-income parents know what they \u003cem>should \u003c/em>do with their kids – such as reading more books or practicing counting – but fail to follow through as other parts of their life get in the way. “The issue is basically habit formation, you have a gap between wanting to do something and actually doing it,” she says.\u003c/p>\n\u003cp>Along with the lab’s other co-director, University of Chicago professor Susan Mayer, Kalil is also exploring text-based nudges for low-income families. For instance, in a \u003ca href=\"http://www.nber.org/papers/w21602\">six-week study involving 169 parents\u003c/a>, Kalil and Mayer gave families tablets preloaded with more than 500 children’s stories.\u003c/p>\n\u003cp>Half of participating parents were asked to set weekly goals for how much time they would spend reading to kids, and then received texts with reminders of those targets, progress reports on meeting the aims and even notification when they spent the most time reading of any parent in the study in a given week. The other families received a tablet but no additional reading prompts. At the end of the intervention, the adults who had received the extra nudges spent more than twice as much time reading each week with their kids – a difference of 89 minutes on average.\u003c/p>\n\u003cp>If all of this reminds you of FitBit, but for family time, you’re right. In fact, both Loeb and Kalil make that comparison. Regular reminders of your progress, tips to achieve goals and, yes, gentle social pressure are all nudges that fitness trackers use to not just get you moving but also make walking habitual. If your device breaks, perhaps you won’t make 10,000 steps a day, but you’ll have created a routine that makes it likely you’ll hit, say, 7,000.\u003c/p>\n\u003cp>In that respect, the texting-based education interventions can also stick. Kalil and Mayer found that three months after their experiment had wrapped up and the tablets had been taken away, the parents who had received nudges were \u003cem>still\u003c/em> spending twice as much time reading to their kids as the other families who participated. Building on those successes, Kalil and Mayer are exploring interventions aimed at parents’ math skills, math anxiety and improving preschool attendance.\u003c/p>\n\u003cp>Perhaps because these interventions help parents achieve their goals in a collaborative, not paternalistic, spirit, families across these programs seem to appreciate the reminders. Le, who has helped enroll other caregivers at center where she works into the Stanford program, says, “They really enjoy receiving the texts.”\u003c/p>\n\u003cp>She herself likes having a record of activities to try with Katelynn.\u003c/p>\n\u003cp>“It’s good to have it in the phone,” she says, where she can save a message for later if she can’t act on a tip right away. Given the many demands of parenthood, it can be nice to know that even when things become overwhelming someone will gently nudge you back on track.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>, the nonprofit, independent news website focused on inequality and innovation in education. \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cem>Sign up for our newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"Text “nudges” can boost literacy and numeracy among young children by reminding parents and changing their habits.","status":"publish","parent":0,"modified":1516779640,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1214},"headData":{"title":"How Tips via Text Message May Help Parents and Preschoolers Learn | KQED","description":"Text “nudges” can boost literacy and numeracy among young children by reminding parents and changing their habits.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Tips via Text Message May Help Parents and Preschoolers Learn","datePublished":"2018-01-24T07:40:40.000Z","dateModified":"2018-01-24T07:40:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50040 https://ww2.kqed.org/mindshift/?p=50040","disqusUrl":"https://ww2.kqed.org/mindshift/2018/01/23/how-tips-via-text-message-may-help-parents-and-preschoolers-learn/","disqusTitle":"How Tips via Text Message May Help Parents and Preschoolers Learn","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Daisy Yuhas, The Hechinger Report\u003c/a>","path":"/mindshift/50040/how-tips-via-text-message-may-help-parents-and-preschoolers-learn","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Tending toddlers can require endless reserves of energy. Just ask Huyen Le, supervisor of a family resource center in San Jose, California. After a full day’s work managing children’s reading programs and parenting workshops, she returns home to her own two-year-old daughter, Katelynn.\u003c/p>\n\u003cp>“We do a lot in our center. Sometimes, I forget to do it with my kid at home,” Le says. Seeking inspiration, she turns to her phone where, for the last 10 months, she’s been receiving text messages with simple educational games, tips on how to engage with Katelynn and reminders of simple learning activities they can do together.\u003c/p>\n\u003cp>The texts come from a team of researchers at Stanford University’s \u003ca href=\"https://cepa.stanford.edu/cepalabs/tipsbytext\">Center for Education Policy Analysis (CEPA) Labs\u003c/a>. Each message goes out to parents or other caregivers and reminds them of the skills young children will eventually need for school and how to help kids build them.\u003c/p>\n\u003cp>The approach is inspired in part by “nudge” techniques, that is, behavioral interventions that push a person during decision-making towards a certain goal. For example, many employers nudge you to save for retirement by contributing a portion of your paycheck to a 401k. You could always opt out, but making saving a default decision spares you the task of regularly choosing how much to put away – it lightens your cognitive load, so to speak.\u003c/p>\n\u003cp>Nudges could have a powerful effect on education. Parental engagement can be a major factor in a student’s success or failure – and parents tend to have a lot on their minds. So several researchers are exploring how a simple text-based nudge to parents could improve their kids’ academic performance by making engagement easier and even habitual for parents.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For instance, Peter Bergman, at Teachers College, Columbia University, found that in one West Virginia school district, simply keeping parents in the loop, through texting, as to their child’s absences and grades \u003ca href=\"http://www.columbia.edu/~psb2101/ParentRCT.pdf\">could cut course failures for middle and high school students by nearly 40 percent\u003c/a>. (The Hechinger Report is an independently funded unit of Teachers College.) Reminders made monitoring a child easier, thus increasing the odds mom or dad would stay involved in a kid’s educational life. Texting, Bergman explains, while not the only communication option, is a wide-reaching, effective and inexpensive medium.\u003c/p>\n\u003cp>The program Le participates in aims at parents of much younger children. Three times a week, researchers from CEPA Labs send parents and other caregivers suggestions on how to support children’s literacy, numeracy and social and emotional skills. Bath time, walks in the park and familiar household interactions become opportunities for children to learn and practice concepts they will later use in school.\u003c/p>\n\u003cp>For example, a Monday message might flag an important domain (“children need to know the letters to learn how to read & write”); a Wednesday text might provide a related learning activity (such as asking a child to find the first letter in his or her name on signs or labels); and a Friday message might offer encouragement (“Keep pointing out the letters. You’re preparing your child 4 K [Kindergarten]!”).\u003c/p>\n\u003cp>Results thus far are encouraging. \u003ca href=\"https://cepa.stanford.edu/sites/default/files/One%20Step%20CEPA%20Working%20Paper%206%201%2017.pdf\">In an analysis of 935 families\u003c/a> with children in preschool in the San Francisco Unified School District, Loeb and her colleagues found that after eight months, teachers noted that text-receiving parents asked more questions about their child’s progress than other adults, and the kids themselves improved their literacy skills.\u003c/p>\n\u003cp>“In the long run it tells us we can positively affect parenting, particularly for kids who have traditionally not been as well served,” says Stanford professor of education Susannah Loeb. In fact, language skills advanced most among kids who started the program with the lowest scores in a literacy assessment.\u003c/p>\n\u003cp>These approaches work, explains University of Chicago professor Ariel Kalil, because they gradually reshape a parent’s routine and habits. Kalil, who co-directs the Behavioral Insights and Parenting Lab, has found that low-income parents know what they \u003cem>should \u003c/em>do with their kids – such as reading more books or practicing counting – but fail to follow through as other parts of their life get in the way. “The issue is basically habit formation, you have a gap between wanting to do something and actually doing it,” she says.\u003c/p>\n\u003cp>Along with the lab’s other co-director, University of Chicago professor Susan Mayer, Kalil is also exploring text-based nudges for low-income families. For instance, in a \u003ca href=\"http://www.nber.org/papers/w21602\">six-week study involving 169 parents\u003c/a>, Kalil and Mayer gave families tablets preloaded with more than 500 children’s stories.\u003c/p>\n\u003cp>Half of participating parents were asked to set weekly goals for how much time they would spend reading to kids, and then received texts with reminders of those targets, progress reports on meeting the aims and even notification when they spent the most time reading of any parent in the study in a given week. The other families received a tablet but no additional reading prompts. At the end of the intervention, the adults who had received the extra nudges spent more than twice as much time reading each week with their kids – a difference of 89 minutes on average.\u003c/p>\n\u003cp>If all of this reminds you of FitBit, but for family time, you’re right. In fact, both Loeb and Kalil make that comparison. Regular reminders of your progress, tips to achieve goals and, yes, gentle social pressure are all nudges that fitness trackers use to not just get you moving but also make walking habitual. If your device breaks, perhaps you won’t make 10,000 steps a day, but you’ll have created a routine that makes it likely you’ll hit, say, 7,000.\u003c/p>\n\u003cp>In that respect, the texting-based education interventions can also stick. Kalil and Mayer found that three months after their experiment had wrapped up and the tablets had been taken away, the parents who had received nudges were \u003cem>still\u003c/em> spending twice as much time reading to their kids as the other families who participated. Building on those successes, Kalil and Mayer are exploring interventions aimed at parents’ math skills, math anxiety and improving preschool attendance.\u003c/p>\n\u003cp>Perhaps because these interventions help parents achieve their goals in a collaborative, not paternalistic, spirit, families across these programs seem to appreciate the reminders. Le, who has helped enroll other caregivers at center where she works into the Stanford program, says, “They really enjoy receiving the texts.”\u003c/p>\n\u003cp>She herself likes having a record of activities to try with Katelynn.\u003c/p>\n\u003cp>“It’s good to have it in the phone,” she says, where she can save a message for later if she can’t act on a tip right away. Given the many demands of parenthood, it can be nice to know that even when things become overwhelming someone will gently nudge you back on track.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>, the nonprofit, independent news website focused on inequality and innovation in education. \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cem>Sign up for our newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50040/how-tips-via-text-message-may-help-parents-and-preschoolers-learn","authors":["byline_mindshift_50040"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_20720","mindshift_20784","mindshift_1040","mindshift_21163","mindshift_152","mindshift_21164","mindshift_79","mindshift_917"],"featImg":"mindshift_50041","label":"mindshift"},"mindshift_47699":{"type":"posts","id":"mindshift_47699","meta":{"index":"posts_1591205157","site":"mindshift","id":"47699","score":null,"sort":[1488550447000]},"guestAuthors":[],"slug":"using-timely-text-messages-to-curb-missed-assignments-and-class","title":"Using Timely Text Messages To Curb Missed Assignments and Class","publishDate":1488550447,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>My bank sends me a text alert when my account balance is low. My wireless company sends me a text alert when I'm about to use up my monthly data. Somebody — I guess the National Oceanic and Atmospheric Administration? --sends me a text alert when it's going to rain a whole lot.\u003c/p>\n\u003cp>A few clever researchers said: \"Hey! What if we could send text alerts to parents when students miss class or don't turn in their homework?\" And what do you know, it worked.\u003c/p>\n\u003cp>Take it away, \u003ca href=\"http://www.columbia.edu/~psb2101/ParentRCT.pdf\" target=\"_blank\">Peter Bergman and Eric W. Chan of Teachers College, Columbia University\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>\"In a field experiment across 22 middle and high schools, we [sent] automated text-message alerts to parents about their child's missed assignments, grades and class absences. The intervention reduces course failures by 39% and increases class attendance by 17%.\"\u003c/p>\u003c/blockquote>\n\u003cp>That's from a draft paper they've just released. They say the intervention was especially helpful for students who were struggling academically. The students' GPAs improved by a quarter of a point on a four-point scale. And students were more likely to stay in school.\u003c/p>\n\u003cp>Bergman told NPR Ed that he has been researching the power of texting parents for about six years. In a previous study in Los Angeles, he tapped out the texts by hand.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This time, working with the largest school district in West Virginia, they built software that communicated directly with the electronic gradebook that teachers were already using, and they used the phone numbers parents provided on class lists. The result was automated messages like this one:\u003c/p>\n\u003cul>\n\u003cli>Parent alert: Jaden has 5 missing assignments in science class. For more information log online.\u003c/li>\n\u003c/ul>\n\u003cp>What's really interesting is that, for the most part, parents \u003cem>didn't \u003c/em>follow up by logging online. Studies across hundreds of schools with online portals show that very few ever do.\u003c/p>\n\u003cp>Simply sending updates to parents' pockets, though, seemed to make all the difference. They contacted the school more often. And presumably, they talked to their kids.\u003c/p>\n\u003cp>Bergman says that, when asked, parents who got the text messages showed a more realistic, less optimistic view of their children's school performance.\u003c/p>\n\u003cp>Lots of research supports the idea that students succeed when parents get involved. But most policymakers treat parental involvement as something that's determined largely by factors that are tough to budge, like family income and education. This study suggests that parents may just need a little help.\u003c/p>\n\u003cp>\"If my Internet goes down, I can call any time, day or night,\" says Bergman, who must have a better Internet provider than I do.\u003c/p>\n\u003cp>\"If I want to figure out whether my child's missing any assignments, by 8 or 9 p.m. when I get home from work, good luck,\" Bergman adds. \"The school is shut.\"\u003c/p>\n\u003cp>Report cards come out quarterly. Children and teens may shade the truth. But timely text reports from teachers can apparently prompt better behavior. And all for a fraction of a cent per message.\u003c/p>\n\u003cp>Bergman hastens to underline that text messages are no panacea: \"I think this is one piece of a larger puzzle.\" For one thing, the significant results came almost entirely from the high school students in the study, not the middle-schoolers.\u003c/p>\n\u003cp>Still, interest in the general area of \"nudging\" better behavior is growing. NPR Ed previously covered trials using text messages and emails that \u003ca href=\"http://www.npr.org/sections/ed/2016/08/06/487620412/scientific-secrets-to-keep-kids-in-college\">prompt college students to sign up for financial aid\u003c/a> and \u003ca href=\"http://www.npr.org/sections/ed/2015/09/23/442285909/making-college-more-affordable-one-text-at-a-time\">reduce dropouts among adult-education students.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Justin Reich, who studies education technology at MIT, says this direction of research looking for simple, cheap interventions is welcome. \"I think there is a serious problem in ed-tech funding, which is that there's too much interest in things that look sexy, that are on the horizon, and are untested and unproven,\" he says. \"If we can adopt a technology that is almost universally accessible to parents, it has positive outcomes on their kid, and it doesn't cost very much, that seems like a positive thing to me.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Parent+Alert%21+Your+Child+Just+Skipped+Class&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In a study, automated text messages to parents reduced absences and the number of F's earned by high school students.","status":"publish","parent":0,"modified":1488550593,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":687},"headData":{"title":"Using Timely Text Messages To Curb Missed Assignments and Class | KQED","description":"In a study, automated text messages to parents reduced absences and the number of F's earned by high school students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Using Timely Text Messages To Curb Missed Assignments and Class","datePublished":"2017-03-03T14:14:07.000Z","dateModified":"2017-03-03T14:16:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47699 https://ww2.kqed.org/mindshift/?p=47699","disqusUrl":"https://ww2.kqed.org/mindshift/2017/03/03/using-timely-text-messages-to-curb-missed-assignments-and-class/","disqusTitle":"Using Timely Text Messages To Curb Missed Assignments and Class","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz and Cory Turner","nprImageAgency":"NPR","nprStoryId":"517757199","nprApiLink":"http://api.npr.org/query?id=517757199&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/03/02/517757199/parent-alert-your-child-just-skipped-class?ft=nprml&f=517757199","nprRetrievedStory":"1","nprPubDate":"Thu, 02 Mar 2017 19:14:00 -0500","nprStoryDate":"Thu, 02 Mar 2017 10:31:00 -0500","nprLastModifiedDate":"Thu, 02 Mar 2017 21:45:15 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2017/03/20170302_atc_parent_alert_your_child_just_skipped_class.mp3?orgId=1&topicId=1013&d=236&p=2&story=517757199&t=progseg&e=518103527&seg=5&ft=nprml&f=517757199","nprAudioM3u":"http://api.npr.org/m3u/1518197174-ff1e21.m3u?orgId=1&topicId=1013&d=236&p=2&story=517757199&t=progseg&e=518103527&seg=5&ft=nprml&f=517757199","path":"/mindshift/47699/using-timely-text-messages-to-curb-missed-assignments-and-class","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2017/03/20170302_atc_parent_alert_your_child_just_skipped_class.mp3?orgId=1&topicId=1013&d=236&p=2&story=517757199&t=progseg&e=518103527&seg=5&ft=nprml&f=517757199","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>My bank sends me a text alert when my account balance is low. My wireless company sends me a text alert when I'm about to use up my monthly data. Somebody — I guess the National Oceanic and Atmospheric Administration? --sends me a text alert when it's going to rain a whole lot.\u003c/p>\n\u003cp>A few clever researchers said: \"Hey! What if we could send text alerts to parents when students miss class or don't turn in their homework?\" And what do you know, it worked.\u003c/p>\n\u003cp>Take it away, \u003ca href=\"http://www.columbia.edu/~psb2101/ParentRCT.pdf\" target=\"_blank\">Peter Bergman and Eric W. Chan of Teachers College, Columbia University\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>\"In a field experiment across 22 middle and high schools, we [sent] automated text-message alerts to parents about their child's missed assignments, grades and class absences. The intervention reduces course failures by 39% and increases class attendance by 17%.\"\u003c/p>\u003c/blockquote>\n\u003cp>That's from a draft paper they've just released. They say the intervention was especially helpful for students who were struggling academically. The students' GPAs improved by a quarter of a point on a four-point scale. And students were more likely to stay in school.\u003c/p>\n\u003cp>Bergman told NPR Ed that he has been researching the power of texting parents for about six years. In a previous study in Los Angeles, he tapped out the texts by hand.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This time, working with the largest school district in West Virginia, they built software that communicated directly with the electronic gradebook that teachers were already using, and they used the phone numbers parents provided on class lists. The result was automated messages like this one:\u003c/p>\n\u003cul>\n\u003cli>Parent alert: Jaden has 5 missing assignments in science class. For more information log online.\u003c/li>\n\u003c/ul>\n\u003cp>What's really interesting is that, for the most part, parents \u003cem>didn't \u003c/em>follow up by logging online. Studies across hundreds of schools with online portals show that very few ever do.\u003c/p>\n\u003cp>Simply sending updates to parents' pockets, though, seemed to make all the difference. They contacted the school more often. And presumably, they talked to their kids.\u003c/p>\n\u003cp>Bergman says that, when asked, parents who got the text messages showed a more realistic, less optimistic view of their children's school performance.\u003c/p>\n\u003cp>Lots of research supports the idea that students succeed when parents get involved. But most policymakers treat parental involvement as something that's determined largely by factors that are tough to budge, like family income and education. This study suggests that parents may just need a little help.\u003c/p>\n\u003cp>\"If my Internet goes down, I can call any time, day or night,\" says Bergman, who must have a better Internet provider than I do.\u003c/p>\n\u003cp>\"If I want to figure out whether my child's missing any assignments, by 8 or 9 p.m. when I get home from work, good luck,\" Bergman adds. \"The school is shut.\"\u003c/p>\n\u003cp>Report cards come out quarterly. Children and teens may shade the truth. But timely text reports from teachers can apparently prompt better behavior. And all for a fraction of a cent per message.\u003c/p>\n\u003cp>Bergman hastens to underline that text messages are no panacea: \"I think this is one piece of a larger puzzle.\" For one thing, the significant results came almost entirely from the high school students in the study, not the middle-schoolers.\u003c/p>\n\u003cp>Still, interest in the general area of \"nudging\" better behavior is growing. NPR Ed previously covered trials using text messages and emails that \u003ca href=\"http://www.npr.org/sections/ed/2016/08/06/487620412/scientific-secrets-to-keep-kids-in-college\">prompt college students to sign up for financial aid\u003c/a> and \u003ca href=\"http://www.npr.org/sections/ed/2015/09/23/442285909/making-college-more-affordable-one-text-at-a-time\">reduce dropouts among adult-education students.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Justin Reich, who studies education technology at MIT, says this direction of research looking for simple, cheap interventions is welcome. \"I think there is a serious problem in ed-tech funding, which is that there's too much interest in things that look sexy, that are on the horizon, and are untested and unproven,\" he says. \"If we can adopt a technology that is almost universally accessible to parents, it has positive outcomes on their kid, and it doesn't cost very much, that seems like a positive thing to me.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Parent+Alert%21+Your+Child+Just+Skipped+Class&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47699/using-timely-text-messages-to-curb-missed-assignments-and-class","authors":["byline_mindshift_47699"],"categories":["mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_20868","mindshift_917"],"featImg":"mindshift_47700","label":"mindshift"},"mindshift_42715":{"type":"posts","id":"mindshift_42715","meta":{"index":"posts_1591205157","site":"mindshift","id":"42715","score":null,"sort":[1447748137000]},"guestAuthors":[],"slug":"what-can-be-done-to-improve-parent-teacher-communication","title":"What Can Be Done To Improve Parent-Teacher Communication?","publishDate":1447748137,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It’s not that high school English teacher Mike S. is \u003cem>opposed,\u003c/em> exactly, to communicating with the parents of the kids he teaches. It’s just that the idea of calling or emailing parents directly, in the absence of a compelling need, seems unnecessary.\u003c/p>\n\u003cp>“It if ain’t broke, don’t fix it,” he explained.\u003c/p>\n\u003cp>Also, the private school where he works uses an advisory system in which students have an adult adviser who serves as the go-between for teachers and students. He avoids sending even friendly emails to parents.\u003c/p>\n\u003cp>“They can turn into a long back-and-forth correspondence, and I’m already feeling quite pressured juggling all of my school demands with my own life as a parent,” he said. How about receiving messages from parents? “If I saw a parent email in my inbox, my gut reaction would be to shift into ‘defensive’ mode.”\u003c/p>\n\u003cp>As it turns out, parents feel much the same. “With the boys, my first reaction was generally, ‘Uh oh, what did he do?’ ” said Sarah Sangree, mother of four, about her gut response to a teacher phone call. There was no distinguishable pattern to teacher communication -- some teachers never communicated at all -- so the few times she did get a message, she assumed the worst.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I figured no news was good news,” she added.\u003c/p>\n\u003cp>\u003cstrong>What the Research Shows\u003c/strong>\u003c/p>\n\u003cp>This failure to communicate between teachers and parents appears to be the norm. In a 2012 study conducted by the National Household Education Surveys Program, 59 percent of parents with children in public school reported having never received a phone call from a teacher. A mere 49 percent of parents who had been contacted by school staff reported being “very satisfied” with the exchange. And although more parents received emails from schools than they had a decade before, much of that increase went to families living above the poverty line.\u003c/p>\n\u003cp>\u003ca href=\"https://www.brown.edu/academics/population-studies/matthew-kraft\">Matthew Kraft\u003c/a>, who carried out the research, calls that discrepancy an “income-based email communication gap,” one of many holes in the ways teachers and parents exchange information. Kraft is an assistant professor of education and economics at Brown, and he has spent years studying the lapses in parent-teacher communication.\u003c/p>\n\u003cp>Students suffer most from the lack of quality communication between the two camps, Kraft says. “Our intuition that teacher communication with parents is a good thing is exactly right,” he told me. Several studies corroborate that claim.\u003c/p>\n\u003cp>In a recent project on \u003ca href=\"http://scholar.harvard.edu/files/mkraft/files/kraft_rogers_teacher-parent_communication_hks_working_paper.pdf\">“light touch” communication\u003c/a> between teachers and parents, Kraft and co-author \u003ca href=\"https://www.hks.harvard.edu/about/faculty-staff-directory/todd-rogers\">Todd Rogers\u003c/a> found that at-risk high school kids performed better when their parents received a short email at the end of the week that identified student trouble spots and offered specific, actionable information on how to improve. In another study conducted during the summer at a charter school, Kraft and colleague Shaun Dougherty found that regular phone calls home immediately improved a child’s attendance, behavior and class involvement.\u003c/p>\n\u003cp>If better communication is so effective, why don’t teachers do it more?\u003c/p>\n\u003cp>“Implementation barriers” are the first hurdle, Kraft says, including defunct email addresses and phone numbers, language barriers and outdated address books. Even more troublesome is the absence of norms, in most schools, on the frequency and content of teacher-parent communication. “There’s no clear expectation on best practices, or what that communication should look like,” he explained. The limitations of the clock also factor in: Teachers in large public schools who might be teaching as many as 150 kids a day are hard-pressed to find time for meaningful one-on-one communication with parents.\u003c/p>\n\u003cp>“It’s not sustainable for all teachers to use parent calls,” Kraft said.\u003c/p>\n\u003cp>\u003cstrong>How Schools Can Set Norms\u003c/strong>\u003c/p>\n\u003cp>Despite obstacles, schools can do much to help teachers contact parents, starting with establishing norms for communication that defuse built-in tensions and make allowances for teachers’ time. Having a communication policy that asks teachers to contact parents monthly, say, would subvert parents’ expectations that a phone call from the teacher means trouble at school.\u003c/p>\n\u003cp>To make outreach more attractive to teachers, schools need to make communication central to the teachers’ work, not just an add-on to their growing list of responsibilities. In practice, that means making time \u003cem>during\u003c/em> the school day for teachers to contact parents, Kraft says. As well, teachers need guidance on the content of those messages and how to say them. And what works for one school won’t work for all, Kraft cautions.\u003c/p>\n\u003cp>None of this will be easy. And low-income schools with underachieving students have an additional challenge: These parents can be the hardest to engage. Kimberly, who taught English for three years at a low-performing charter school in New Jersey, said she had to chase down parents to share feedback.\u003c/p>\n\u003cp>“I never had a situation where parents were too involved,” she told me. On back-to-school night, the first opportunity for parents to talk with their children’s teachers in person, just a handful of parents showed up. In Kraft’s own experience teaching in Oakland and Berkeley, he found much the same: “The parents you most need to talk to are the least likely to come,” he said.\u003c/p>\n\u003cp>He believes schools can do better in making this annual event more accessible, convenient and “translatable” for low-income parents. And all parents, no matter the school district, benefit if back-to-school night is early enough in the school year that parents and teachers can get a good start on establishing a partnership that serves the students,\u003c/p>\n\u003cp>\u003cstrong>The Promise of Text Messaging\u003c/strong>\u003c/p>\n\u003cp>As for the most underused and promising form of parent-teacher communication, Kraft is clear: It’s texting. “It’s not a rich technology, but it’s a mode of communication that’s the least utilized, with the highest upside,” he said.\u003c/p>\n\u003cp>Texting allows senders to “push” information out to recipients. The ubiquity of phones, even among low-income families, makes them a convenient portal for transmitting vital news, allowing teachers to reach parents with individualized messages. The space limitations that texting imposes, furthermore, encourage quick and direct messaging from teachers. Even simple instructions like “needs to study for test,” or “attendance has slipped” -- some of the “light-touch” messages that produced good outcomes in one of Kraft’s studies -- can be useful. And teachers who text might consider doing the following: alternate positive reinforcement with suggestions for improvement; remind parents about important assignments and upcoming tests; fill in parents on what students are studying in class.\u003c/p>\n\u003cp>“The combination of our collective wisdom about best practices, on top of the growing body of research on communication, suggests that schools should invest in formal communication systems,” Kraft says.\u003c/p>\n\u003cp>For some teachers, of course, communicating with parents comes naturally, system or no system. “I talk to parents all the time,” said Marcy Rosner, a history teacher in Oakland. “My students know that I have a relationship with their parents, which gives them a sense of accountability.\"\u003c/p>\n\u003cp>Conflict in the classroom diminishes as a result, Rosner said, though the routine communicating devours her free time. Still, she believes that connecting with parents is crucial for the well-being of her students because it builds a support net for the kids. “They have a community of folks who care about them,” Rosner explained.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“What we are getting is this haphazard mix of some teachers communicating effectively and others who are not,” Kraft said. “That is not fair to parents or students. We need to help teachers share their best practices and make communication the norm rather than the exception.”\u003c/p>\n\n","blocks":[],"excerpt":"Built-in time for communication and text messages could help grown-ups communicate better for the benefit of the student. ","status":"publish","parent":0,"modified":1447772971,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1347},"headData":{"title":"What Can Be Done To Improve Parent-Teacher Communication? | KQED","description":"Built-in time for communication and text messages could help grown-ups communicate better for the benefit of the student. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Can Be Done To Improve Parent-Teacher Communication?","datePublished":"2015-11-17T08:15:37.000Z","dateModified":"2015-11-17T15:09:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42715 http://ww2.kqed.org/mindshift/?p=42715","disqusUrl":"https://ww2.kqed.org/mindshift/2015/11/17/what-can-be-done-to-improve-parent-teacher-communication/","disqusTitle":"What Can Be Done To Improve Parent-Teacher Communication?","path":"/mindshift/42715/what-can-be-done-to-improve-parent-teacher-communication","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s not that high school English teacher Mike S. is \u003cem>opposed,\u003c/em> exactly, to communicating with the parents of the kids he teaches. It’s just that the idea of calling or emailing parents directly, in the absence of a compelling need, seems unnecessary.\u003c/p>\n\u003cp>“It if ain’t broke, don’t fix it,” he explained.\u003c/p>\n\u003cp>Also, the private school where he works uses an advisory system in which students have an adult adviser who serves as the go-between for teachers and students. He avoids sending even friendly emails to parents.\u003c/p>\n\u003cp>“They can turn into a long back-and-forth correspondence, and I’m already feeling quite pressured juggling all of my school demands with my own life as a parent,” he said. How about receiving messages from parents? “If I saw a parent email in my inbox, my gut reaction would be to shift into ‘defensive’ mode.”\u003c/p>\n\u003cp>As it turns out, parents feel much the same. “With the boys, my first reaction was generally, ‘Uh oh, what did he do?’ ” said Sarah Sangree, mother of four, about her gut response to a teacher phone call. There was no distinguishable pattern to teacher communication -- some teachers never communicated at all -- so the few times she did get a message, she assumed the worst.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I figured no news was good news,” she added.\u003c/p>\n\u003cp>\u003cstrong>What the Research Shows\u003c/strong>\u003c/p>\n\u003cp>This failure to communicate between teachers and parents appears to be the norm. In a 2012 study conducted by the National Household Education Surveys Program, 59 percent of parents with children in public school reported having never received a phone call from a teacher. A mere 49 percent of parents who had been contacted by school staff reported being “very satisfied” with the exchange. And although more parents received emails from schools than they had a decade before, much of that increase went to families living above the poverty line.\u003c/p>\n\u003cp>\u003ca href=\"https://www.brown.edu/academics/population-studies/matthew-kraft\">Matthew Kraft\u003c/a>, who carried out the research, calls that discrepancy an “income-based email communication gap,” one of many holes in the ways teachers and parents exchange information. Kraft is an assistant professor of education and economics at Brown, and he has spent years studying the lapses in parent-teacher communication.\u003c/p>\n\u003cp>Students suffer most from the lack of quality communication between the two camps, Kraft says. “Our intuition that teacher communication with parents is a good thing is exactly right,” he told me. Several studies corroborate that claim.\u003c/p>\n\u003cp>In a recent project on \u003ca href=\"http://scholar.harvard.edu/files/mkraft/files/kraft_rogers_teacher-parent_communication_hks_working_paper.pdf\">“light touch” communication\u003c/a> between teachers and parents, Kraft and co-author \u003ca href=\"https://www.hks.harvard.edu/about/faculty-staff-directory/todd-rogers\">Todd Rogers\u003c/a> found that at-risk high school kids performed better when their parents received a short email at the end of the week that identified student trouble spots and offered specific, actionable information on how to improve. In another study conducted during the summer at a charter school, Kraft and colleague Shaun Dougherty found that regular phone calls home immediately improved a child’s attendance, behavior and class involvement.\u003c/p>\n\u003cp>If better communication is so effective, why don’t teachers do it more?\u003c/p>\n\u003cp>“Implementation barriers” are the first hurdle, Kraft says, including defunct email addresses and phone numbers, language barriers and outdated address books. Even more troublesome is the absence of norms, in most schools, on the frequency and content of teacher-parent communication. “There’s no clear expectation on best practices, or what that communication should look like,” he explained. The limitations of the clock also factor in: Teachers in large public schools who might be teaching as many as 150 kids a day are hard-pressed to find time for meaningful one-on-one communication with parents.\u003c/p>\n\u003cp>“It’s not sustainable for all teachers to use parent calls,” Kraft said.\u003c/p>\n\u003cp>\u003cstrong>How Schools Can Set Norms\u003c/strong>\u003c/p>\n\u003cp>Despite obstacles, schools can do much to help teachers contact parents, starting with establishing norms for communication that defuse built-in tensions and make allowances for teachers’ time. Having a communication policy that asks teachers to contact parents monthly, say, would subvert parents’ expectations that a phone call from the teacher means trouble at school.\u003c/p>\n\u003cp>To make outreach more attractive to teachers, schools need to make communication central to the teachers’ work, not just an add-on to their growing list of responsibilities. In practice, that means making time \u003cem>during\u003c/em> the school day for teachers to contact parents, Kraft says. As well, teachers need guidance on the content of those messages and how to say them. And what works for one school won’t work for all, Kraft cautions.\u003c/p>\n\u003cp>None of this will be easy. And low-income schools with underachieving students have an additional challenge: These parents can be the hardest to engage. Kimberly, who taught English for three years at a low-performing charter school in New Jersey, said she had to chase down parents to share feedback.\u003c/p>\n\u003cp>“I never had a situation where parents were too involved,” she told me. On back-to-school night, the first opportunity for parents to talk with their children’s teachers in person, just a handful of parents showed up. In Kraft’s own experience teaching in Oakland and Berkeley, he found much the same: “The parents you most need to talk to are the least likely to come,” he said.\u003c/p>\n\u003cp>He believes schools can do better in making this annual event more accessible, convenient and “translatable” for low-income parents. And all parents, no matter the school district, benefit if back-to-school night is early enough in the school year that parents and teachers can get a good start on establishing a partnership that serves the students,\u003c/p>\n\u003cp>\u003cstrong>The Promise of Text Messaging\u003c/strong>\u003c/p>\n\u003cp>As for the most underused and promising form of parent-teacher communication, Kraft is clear: It’s texting. “It’s not a rich technology, but it’s a mode of communication that’s the least utilized, with the highest upside,” he said.\u003c/p>\n\u003cp>Texting allows senders to “push” information out to recipients. The ubiquity of phones, even among low-income families, makes them a convenient portal for transmitting vital news, allowing teachers to reach parents with individualized messages. The space limitations that texting imposes, furthermore, encourage quick and direct messaging from teachers. Even simple instructions like “needs to study for test,” or “attendance has slipped” -- some of the “light-touch” messages that produced good outcomes in one of Kraft’s studies -- can be useful. And teachers who text might consider doing the following: alternate positive reinforcement with suggestions for improvement; remind parents about important assignments and upcoming tests; fill in parents on what students are studying in class.\u003c/p>\n\u003cp>“The combination of our collective wisdom about best practices, on top of the growing body of research on communication, suggests that schools should invest in formal communication systems,” Kraft says.\u003c/p>\n\u003cp>For some teachers, of course, communicating with parents comes naturally, system or no system. “I talk to parents all the time,” said Marcy Rosner, a history teacher in Oakland. “My students know that I have a relationship with their parents, which gives them a sense of accountability.\"\u003c/p>\n\u003cp>Conflict in the classroom diminishes as a result, Rosner said, though the routine communicating devours her free time. Still, she believes that connecting with parents is crucial for the well-being of her students because it builds a support net for the kids. “They have a community of folks who care about them,” Rosner explained.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“What we are getting is this haphazard mix of some teachers communicating effectively and others who are not,” Kraft said. “That is not fair to parents or students. We need to help teachers share their best practices and make communication the norm rather than the exception.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42715/what-can-be-done-to-improve-parent-teacher-communication","authors":["4613"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_231","mindshift_20737","mindshift_917"],"featImg":"mindshift_42801","label":"mindshift"},"mindshift_29982":{"type":"posts","id":"mindshift_29982","meta":{"index":"posts_1591205157","site":"mindshift","id":"29982","score":null,"sort":[1373979639000]},"guestAuthors":[],"slug":"how-do-tech-tools-affect-the-way-students-write","title":"How Do Tech Tools Affect the Way Students Write?","publishDate":1373979639,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/30330906@N04/8424456795/in/photolist-dQrxv6-8BF4Gs-LWPjg-drswmN-drsmrK-7TVFjb-7TSrEM-7TSs86-7TSrwv-7TSs4R-7TVFrs-7TVFof-7TSrW2-7TSs1B-7TSryP-7TSrTz-7TSrHV-7TSs9g-7TSrHi-7TSs5X-7TVEV9-7TSrDi-7TVFnh-7TSrFt-7TVEWN-7TSrDT-7TSrXa-7TVFaE-7TSrZ2-7TVFd7-7TSrJn-7TSs2v-7TVEZ1-7TSrQi-7TVEXA-7TSrXV-7TVFc1-7TSrMk-7TSrNi-7TSrUZ-7TSrLK-7TSrBg-7TSrSZ-f84PiB-dQwTnU-dQrDLV-5Rbrzf-6DkLys-8VVs6V-ecmzqr-boaJCZ\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg\" alt=\"8424456795_ac6f3f8c80_z\" width=\"640\" height=\"360\" class=\"size-full wp-image-29997\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">For many current middle and high school students, writing takes shape in all kinds of forms. They send texts, write on social media sites, update their own blogs, and of course, write for school assignments.\u003c/p>\n\u003cp>This fluid use of writing for both personal and school work is being fueled by technology, and a \u003ca href=\"http://www.pewinternet.org/\">Pew Research\u003c/a> report released today showed just how significant an effect technology has on how students write.\u003c/p>\n\u003cp>The 2,462 educators surveyed, who were either Advanced Placement teachers or National Writing Project teachers, largely agreed that technology positively impacts students with their writing, personal expression, and creativity, and facilitates collaboration. The ability to share work with a wider audience beyond the classroom is particularly engaging, with 96 percent of teachers responding that digital technologies make it more possible.\u003c/p>\n\u003cp>“The results definitely indicate mixed impacts on students writing, many positives and many negatives,” said Kristen Purcell, lead author of the Pew study, \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">The Impact of Digital Tools on Student Writing and How Writing Is Taught in Schools\u003c/a>. “But we got the sense that teachers felt able to address the negatives, and take advantage of the positives.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful.” \u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful,” said one teacher surveyed. On the other hand, another noted that “the informality of the written word and how students use the language is the downside of technology, but the upside is that students are communicating in the written form much more than I ever did at their age,” said another teacher.\u003c/p>\n\u003cp>Many teachers reported that students are more willing to offer feedback and advice to peers through a shared document. And they approach the writing process more fluidly. “I have seen students more willing to go back and revise or improve their work in order to provide more clarity when using digital tools than when they are writing it on paper,” a teacher said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/should-schools-still-teach-cursive/\">Should Schools Still Teach Cursive?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>At the same time, the ubiquitous presence of technology and the dominant ways students use it have had some negative impacts on writing. Teachers report that students blend formal and informal writing, often having trouble choosing a deliberate writing “voice” or “register” based on audience. And as the digital tools push for truncated communication, teachers report that in some cases students struggle to write longer, more complex pieces. But writing formally is still important to teachers; 92 percent of those surveyed replied that “formal writing” is an essential skill for students to learn; while 91 percent said “writing effectively” is essential.\u003c/p>\n\u003cp>“The organization and critical thinking skills that must be employed when students write a longer, more formal piece are skills that will [help] students to become better, more engaged citizens,” a surveyed teacher said in one of the focus groups included as part of the study. “The processes of brainstorming, researching, evaluating, selecting, analyzing, synthesizing, revising are all skills that help students become more critical citizens, more discerning consumers, and better problem-solvers.”\u003c/p>\n\u003cp>Another teacher highlighted the importance of making a coherent point: “I think that when we delve deeply into a topic and have to provide an argument or exploration then we must be able to write logically and coherently and be able to develop a point without getting off track.”\u003c/p>\n\u003cfigure id=\"attachment_29987\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">\u003cimg class=\"size-medium wp-image-29987\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/pie-chart-300x348.jpg\" alt=\"pie-chart\" width=\"300\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Shorter attention spans made it more challenging for some students to work on longer, focused writing and reading. Sixty-eight percent of teachers in the survey report that digital tools make their students more likely to take short cuts. Another 48 percent reported that the tools make students write quickly and carelessly.\u003c/p>\n\u003cp>What's more, many teachers felt students don't have a good understanding of fair use and copyright laws, and don’t digest complicated texts well. In both categories, more than two-thirds of teachers rated their students “fair” or “poor.” Students have difficulty discerning the original source of online content and citing it properly.\u003c/p>\n\u003cp>But teachers are responding to those challenges. Eighty-eight percent reported that they go over how to cite Internet sources and what constitutes plagiarism. Another 77 percent say they spend class time on fair use and copyright rules. Still, it’s tricky for teachers to teach responsible citation practices when they are learning alongside their students.\u003c/p>\n\u003cp>“Not only are teachers concerned about students' facility with these issues, but they point out that many adults also struggle with how to properly use and cite digital content,” Purcell said. “It’s an issue we all face every day.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It’s worth noting that many of the educators surveyed for this report work with some of the country’s most advanced students, and not necessarily representative of all teachers and classrooms, especially given that many schools don’t have access to the same technology tools in the first place. However, some of the findings, like a tendency for students to blend informal and formal writing styles or to find writing and synthesizing longer texts difficult could be seen in less advanced students as well.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1374253706,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":900},"headData":{"title":"How Do Tech Tools Affect the Way Students Write? | KQED","description":"For many current middle and high school students, writing takes shape in all kinds of forms. They send texts, write on social media sites, update their own blogs, and of course, write for school assignments. This fluid use of writing for both personal and school work is being fueled by technology, and a Pew Research","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Do Tech Tools Affect the Way Students Write?","datePublished":"2013-07-16T13:00:39.000Z","dateModified":"2013-07-19T17:08:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"29982 http://blogs.kqed.org/mindshift/?p=29982","disqusUrl":"https://ww2.kqed.org/mindshift/2013/07/16/how-do-tech-tools-affect-the-way-students-write/","disqusTitle":"How Do Tech Tools Affect the Way Students Write?","path":"/mindshift/29982/how-do-tech-tools-affect-the-way-students-write","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/30330906@N04/8424456795/in/photolist-dQrxv6-8BF4Gs-LWPjg-drswmN-drsmrK-7TVFjb-7TSrEM-7TSs86-7TSrwv-7TSs4R-7TVFrs-7TVFof-7TSrW2-7TSs1B-7TSryP-7TSrTz-7TSrHV-7TSs9g-7TSrHi-7TSs5X-7TVEV9-7TSrDi-7TVFnh-7TSrFt-7TVEWN-7TSrDT-7TSrXa-7TVFaE-7TSrZ2-7TVFd7-7TSrJn-7TSs2v-7TVEZ1-7TSrQi-7TVEXA-7TSrXV-7TVFc1-7TSrMk-7TSrNi-7TSrUZ-7TSrLK-7TSrBg-7TSrSZ-f84PiB-dQwTnU-dQrDLV-5Rbrzf-6DkLys-8VVs6V-ecmzqr-boaJCZ\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg\" alt=\"8424456795_ac6f3f8c80_z\" width=\"640\" height=\"360\" class=\"size-full wp-image-29997\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">For many current middle and high school students, writing takes shape in all kinds of forms. They send texts, write on social media sites, update their own blogs, and of course, write for school assignments.\u003c/p>\n\u003cp>This fluid use of writing for both personal and school work is being fueled by technology, and a \u003ca href=\"http://www.pewinternet.org/\">Pew Research\u003c/a> report released today showed just how significant an effect technology has on how students write.\u003c/p>\n\u003cp>The 2,462 educators surveyed, who were either Advanced Placement teachers or National Writing Project teachers, largely agreed that technology positively impacts students with their writing, personal expression, and creativity, and facilitates collaboration. The ability to share work with a wider audience beyond the classroom is particularly engaging, with 96 percent of teachers responding that digital technologies make it more possible.\u003c/p>\n\u003cp>“The results definitely indicate mixed impacts on students writing, many positives and many negatives,” said Kristen Purcell, lead author of the Pew study, \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">The Impact of Digital Tools on Student Writing and How Writing Is Taught in Schools\u003c/a>. “But we got the sense that teachers felt able to address the negatives, and take advantage of the positives.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful.” \u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful,” said one teacher surveyed. On the other hand, another noted that “the informality of the written word and how students use the language is the downside of technology, but the upside is that students are communicating in the written form much more than I ever did at their age,” said another teacher.\u003c/p>\n\u003cp>Many teachers reported that students are more willing to offer feedback and advice to peers through a shared document. And they approach the writing process more fluidly. “I have seen students more willing to go back and revise or improve their work in order to provide more clarity when using digital tools than when they are writing it on paper,” a teacher said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/should-schools-still-teach-cursive/\">Should Schools Still Teach Cursive?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>At the same time, the ubiquitous presence of technology and the dominant ways students use it have had some negative impacts on writing. Teachers report that students blend formal and informal writing, often having trouble choosing a deliberate writing “voice” or “register” based on audience. And as the digital tools push for truncated communication, teachers report that in some cases students struggle to write longer, more complex pieces. But writing formally is still important to teachers; 92 percent of those surveyed replied that “formal writing” is an essential skill for students to learn; while 91 percent said “writing effectively” is essential.\u003c/p>\n\u003cp>“The organization and critical thinking skills that must be employed when students write a longer, more formal piece are skills that will [help] students to become better, more engaged citizens,” a surveyed teacher said in one of the focus groups included as part of the study. “The processes of brainstorming, researching, evaluating, selecting, analyzing, synthesizing, revising are all skills that help students become more critical citizens, more discerning consumers, and better problem-solvers.”\u003c/p>\n\u003cp>Another teacher highlighted the importance of making a coherent point: “I think that when we delve deeply into a topic and have to provide an argument or exploration then we must be able to write logically and coherently and be able to develop a point without getting off track.”\u003c/p>\n\u003cfigure id=\"attachment_29987\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">\u003cimg class=\"size-medium wp-image-29987\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/pie-chart-300x348.jpg\" alt=\"pie-chart\" width=\"300\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Shorter attention spans made it more challenging for some students to work on longer, focused writing and reading. Sixty-eight percent of teachers in the survey report that digital tools make their students more likely to take short cuts. Another 48 percent reported that the tools make students write quickly and carelessly.\u003c/p>\n\u003cp>What's more, many teachers felt students don't have a good understanding of fair use and copyright laws, and don’t digest complicated texts well. In both categories, more than two-thirds of teachers rated their students “fair” or “poor.” Students have difficulty discerning the original source of online content and citing it properly.\u003c/p>\n\u003cp>But teachers are responding to those challenges. Eighty-eight percent reported that they go over how to cite Internet sources and what constitutes plagiarism. Another 77 percent say they spend class time on fair use and copyright rules. Still, it’s tricky for teachers to teach responsible citation practices when they are learning alongside their students.\u003c/p>\n\u003cp>“Not only are teachers concerned about students' facility with these issues, but they point out that many adults also struggle with how to properly use and cite digital content,” Purcell said. “It’s an issue we all face every day.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It’s worth noting that many of the educators surveyed for this report work with some of the country’s most advanced students, and not necessarily representative of all teachers and classrooms, especially given that many schools don’t have access to the same technology tools in the first place. However, some of the findings, like a tendency for students to blend informal and formal writing styles or to find writing and synthesizing longer texts difficult could be seen in less advanced students as well.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29982/how-do-tech-tools-affect-the-way-students-write","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_821","mindshift_30","mindshift_917","mindshift_851"],"featImg":"mindshift_29997","label":"mindshift"},"mindshift_23309":{"type":"posts","id":"mindshift_23309","meta":{"index":"posts_1591205157","site":"mindshift","id":"23309","score":null,"sort":[1345056449000]},"guestAuthors":[],"slug":"can-texting-develop-other-writing-skills","title":"Can Texting Develop Other Writing Skills?","publishDate":1345056449,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_23327\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-texting-develop-other-writing-skills/4358500584_4e1b858258/\" rel=\"attachment wp-att-23327\">\u003cimg class=\"size-full wp-image-23327\" title=\"4358500584_4e1b858258\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/4358500584_4e1b858258.jpg\" alt=\"\" width=\"500\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-320x220.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: English106\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As more schools begin allowing students to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">bring their own devices\u003c/a> and actually use them in class, the debate around the value of \"digital writing\" -- texting, taking notes on mobile devices, tweeting, etc. -- is heating up.\u003c/p>\n\u003cp>Some educators (and even a linguistic expert) believe kids who text are exercising a different, additional muscle when texting, writing, and note-taking -- and that skill is actually adding to a student's growing and changing repertoire.\u003c/p>\n\u003cp>\"Children know that when you’re in school, you do not use texting language,\" said linguistics expert Susana Sotillo, an associate professor at \u003ca href=\"http://www.northjersey.com/montclair\">Montclair\u003c/a> State University in \u003ca href=\"http://www.northjersey.com/news/business/tech_news/165943756_Texting_s_effect_on_grammar_is_debated.html?c=y&page=1\">an article in the \u003cem>North Jersey Record. \u003c/em>\u003c/a>\"...No one is destroying the English language; the English language just keeps changing. It’s not a good idea to present change as a negative aspect.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Our students write more than any generation in history. They have to be doing something right.\"\u003c/p>\n\u003c/aside>\n\u003cp>The ability to switch between formal writing and texting comes naturally to kids, tweets \u003ca href=\"https://twitter.com/sunightingale\">Sunightingale \u003c/a>in response to the article above. \"Kids know how to code-switch by learning when to text-talk & when to use a grammatical register: language evolution :),\" she writes.\u003c/p>\n\u003cp>Critics of this genre of writing fervently disagree with the premise. \"Seriously? As a teacher, I do not accept texting language. Texting is ABSOLUTELY hurting youth's grammar and spelling. I can't believe this is even a debate!\" writes Cindy Barnes Herron in response to the link to the article on Facebook.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Apart from anecdotal evidence from educators and parents, research of this subject is also contradictory. The \u003ca href=\"http://www.northjersey.com/news/business/tech_news/165943756_Texting_s_effect_on_grammar_is_debated.html?c=y&page=1\">\u003cem>New Jersey Record\u003c/em> article\u003c/a> cites a study showing that kids who \"recently sent or received a text message performed considerably worse on a grammar exam than those who had not.\" The study included 228 kids age 10-14. This shows that traditional writing is being compromised, according to S. Shyam Sundar, a professor of communications quoted in the article.\u003c!--more-->\u003c/p>\n\u003cp>But these findings are being contradicted by Sotillo, the proponent of texting, who says going back and forth between texting and traditional language expands kids' vocabulary.\u003c/p>\n\u003cp>\u003cstrong>THE VALUE OF DIGITAL WRITING\u003c/strong>\u003c/p>\n\u003cp>Apart from whether texting is degrading or adding value to traditional writing, there are other factors to consider when it comes to the digital writing genre. \u003ca>Jeff Gabrill\u003c/a>, a writing professor at Michigan State University, and his colleagues just released a study called\u003ca href=\"http://wide.msu.edu/special/writinglives/\">\u003cem> Revisualizing Composition: Mapping the Writing Lives of First-Year College Students.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>The study, which examined 1,366 students enrolled in first-year writing class, shows that texts on mobile devices, emails, and lecture notes are \"three of the most frequently written genres (or types) of writing.\" In fact, almost half of the participants -- 46 percent -- said that \"texting was the kind of writing that they performed more than any other.\"\u003c/p>\n\u003cp>Compared to school work, students surveyed said they valued texting (47 percent), writing academic papers (45 percent), and taking lecture notes (43 percent), as the top three most valuable forms of writing. \"This was surprising to us,\" Gabrill said at a talk at the recent SXSWEdu conference. \"The lore for writing and literacy teachers is that students would rather be beaten with a stick than do writing work, but it's not true.\"\u003c/p>\n\u003cp>But what's also noteworthy is here that 93 percent of participants said they wrote for personal fulfillment. Why's this important? \"This finding is especially interesting given the fact that participants were solicited through academic avenues (e.g. college email addresses, course websites) and sometimes took the survey in college classrooms, where we might expect them to focus on school-sponsored motivations for writing.\"\u003c/p>\n\u003cp>And that might be the connection between texting and \"work\" writing -- one form might feed and facilitate the other.\u003c/p>\n\u003cp>\"Our students write more than any generation in history,\" Gabrill said. \"They have to be doing something right.\"\u003c/p>\n\u003cp>Gabrill said some of his colleagues \"freak out\" when they see students typing on their cell phones. \"They want all the attention on them, and they think that many are screwing around,\" he said. \"I just assume that I'm so engaging that they actually are using their devices to write notes.\"\u003c/p>\n\u003cp>Students' mobile devices are legitimate platforms for writing, Gabrill argues, and it would behoove schools and teachers to accommodate what changes that might bring on.\u003c/p>\n\u003cp>\"We are in the midst of massive changes in our writing lives,\" he said. \"Digital writing matters, and our challenge in education is to figure out how it matters in order to ensure that we can be useful to those interested in leveraging it.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1345074083,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":768},"headData":{"title":"Can Texting Develop Other Writing Skills? | KQED","description":"Flickr: English106 As more schools begin allowing students to bring their own devices and actually use them in class, the debate around the value of "digital writing" -- texting, taking notes on mobile devices, tweeting, etc. -- is heating up. Some educators (and even a linguistic expert) believe kids who text are exercising a different,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Texting Develop Other Writing Skills?","datePublished":"2012-08-15T18:47:29.000Z","dateModified":"2012-08-15T23:41:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"23309 http://blogs.kqed.org/mindshift/?p=23309","disqusUrl":"https://ww2.kqed.org/mindshift/2012/08/15/can-texting-develop-other-writing-skills/","disqusTitle":"Can Texting Develop Other Writing Skills?","path":"/mindshift/23309/can-texting-develop-other-writing-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23327\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-texting-develop-other-writing-skills/4358500584_4e1b858258/\" rel=\"attachment wp-att-23327\">\u003cimg class=\"size-full wp-image-23327\" title=\"4358500584_4e1b858258\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/4358500584_4e1b858258.jpg\" alt=\"\" width=\"500\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-320x220.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: English106\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As more schools begin allowing students to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">bring their own devices\u003c/a> and actually use them in class, the debate around the value of \"digital writing\" -- texting, taking notes on mobile devices, tweeting, etc. -- is heating up.\u003c/p>\n\u003cp>Some educators (and even a linguistic expert) believe kids who text are exercising a different, additional muscle when texting, writing, and note-taking -- and that skill is actually adding to a student's growing and changing repertoire.\u003c/p>\n\u003cp>\"Children know that when you’re in school, you do not use texting language,\" said linguistics expert Susana Sotillo, an associate professor at \u003ca href=\"http://www.northjersey.com/montclair\">Montclair\u003c/a> State University in \u003ca href=\"http://www.northjersey.com/news/business/tech_news/165943756_Texting_s_effect_on_grammar_is_debated.html?c=y&page=1\">an article in the \u003cem>North Jersey Record. \u003c/em>\u003c/a>\"...No one is destroying the English language; the English language just keeps changing. It’s not a good idea to present change as a negative aspect.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Our students write more than any generation in history. They have to be doing something right.\"\u003c/p>\n\u003c/aside>\n\u003cp>The ability to switch between formal writing and texting comes naturally to kids, tweets \u003ca href=\"https://twitter.com/sunightingale\">Sunightingale \u003c/a>in response to the article above. \"Kids know how to code-switch by learning when to text-talk & when to use a grammatical register: language evolution :),\" she writes.\u003c/p>\n\u003cp>Critics of this genre of writing fervently disagree with the premise. \"Seriously? As a teacher, I do not accept texting language. Texting is ABSOLUTELY hurting youth's grammar and spelling. I can't believe this is even a debate!\" writes Cindy Barnes Herron in response to the link to the article on Facebook.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Apart from anecdotal evidence from educators and parents, research of this subject is also contradictory. The \u003ca href=\"http://www.northjersey.com/news/business/tech_news/165943756_Texting_s_effect_on_grammar_is_debated.html?c=y&page=1\">\u003cem>New Jersey Record\u003c/em> article\u003c/a> cites a study showing that kids who \"recently sent or received a text message performed considerably worse on a grammar exam than those who had not.\" The study included 228 kids age 10-14. This shows that traditional writing is being compromised, according to S. Shyam Sundar, a professor of communications quoted in the article.\u003c!--more-->\u003c/p>\n\u003cp>But these findings are being contradicted by Sotillo, the proponent of texting, who says going back and forth between texting and traditional language expands kids' vocabulary.\u003c/p>\n\u003cp>\u003cstrong>THE VALUE OF DIGITAL WRITING\u003c/strong>\u003c/p>\n\u003cp>Apart from whether texting is degrading or adding value to traditional writing, there are other factors to consider when it comes to the digital writing genre. \u003ca>Jeff Gabrill\u003c/a>, a writing professor at Michigan State University, and his colleagues just released a study called\u003ca href=\"http://wide.msu.edu/special/writinglives/\">\u003cem> Revisualizing Composition: Mapping the Writing Lives of First-Year College Students.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>The study, which examined 1,366 students enrolled in first-year writing class, shows that texts on mobile devices, emails, and lecture notes are \"three of the most frequently written genres (or types) of writing.\" In fact, almost half of the participants -- 46 percent -- said that \"texting was the kind of writing that they performed more than any other.\"\u003c/p>\n\u003cp>Compared to school work, students surveyed said they valued texting (47 percent), writing academic papers (45 percent), and taking lecture notes (43 percent), as the top three most valuable forms of writing. \"This was surprising to us,\" Gabrill said at a talk at the recent SXSWEdu conference. \"The lore for writing and literacy teachers is that students would rather be beaten with a stick than do writing work, but it's not true.\"\u003c/p>\n\u003cp>But what's also noteworthy is here that 93 percent of participants said they wrote for personal fulfillment. Why's this important? \"This finding is especially interesting given the fact that participants were solicited through academic avenues (e.g. college email addresses, course websites) and sometimes took the survey in college classrooms, where we might expect them to focus on school-sponsored motivations for writing.\"\u003c/p>\n\u003cp>And that might be the connection between texting and \"work\" writing -- one form might feed and facilitate the other.\u003c/p>\n\u003cp>\"Our students write more than any generation in history,\" Gabrill said. \"They have to be doing something right.\"\u003c/p>\n\u003cp>Gabrill said some of his colleagues \"freak out\" when they see students typing on their cell phones. \"They want all the attention on them, and they think that many are screwing around,\" he said. \"I just assume that I'm so engaging that they actually are using their devices to write notes.\"\u003c/p>\n\u003cp>Students' mobile devices are legitimate platforms for writing, Gabrill argues, and it would behoove schools and teachers to accommodate what changes that might bring on.\u003c/p>\n\u003cp>\"We are in the midst of massive changes in our writing lives,\" he said. \"Digital writing matters, and our challenge in education is to figure out how it matters in order to ensure that we can be useful to those interested in leveraging it.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23309/can-texting-develop-other-writing-skills","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_918","mindshift_917","mindshift_851"],"featImg":"mindshift_23327","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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