Tag Archives: computers

It’s Just Chat and SMS

 

 

Last night I saw a magnificent production of Tosca by the Australian Opera. If you had asked me in a text message what I thought of it, I would probably have responded with “great” and I might have added a thumbs up emoji.  what you would not have seen was the way my hand punctuated the air as I wrote “great”, you would not have heard the awe in my tone, the gasp that preceded my word and nor would have seen the look of admiration and delight that flooded my face as I recalled the evening.

Research suggests that when we are communicating attitudes or emotions, approximately 7% is communicated by the words and 93% by the nonverbal aspects of communication – facial expression, tone of voice, gestures and the like.

In my text response to your question about the opera, you missed 93% of the message.

It seems our youngsters are giving up on telephone conversations. They much prefer to text. They have lightning thumbs, and the messages fly back and forth at an amazing speed. These text conversations can be short or sometimes very, very long. And the longer the conversation, the more likely it is that misunderstandings, misinterpretations and false impressions will be built and expanded upon.

Why? Because every time a message is sent, 93% of it is missing! Imagine trying to read a novel or a letter with 93% of the letters missing.

In an attempt to overcome this paucity of information we insert emojis and giphs. They help a little, but not much. You send me a text letting me know you passed a very hard exam, one you had worried yourself sick about. I send back a message that says “Well done” and includes a thumbs up emoji and a heart.

But if you were here with me you would have seen the expression on my face that showed I understood your relief, one that expressed the pride I felt. And you would have known the confidence I felt in you as I gave you a bear hug of appreciation. Instead? Just a couple of words and two small symbols.

It’s a frequently used exercise in drama classes to say the word “yes” in as many ways as possible, implying as many different meanings as possible. The range is amazing. But in an SMS there is only the word. You work out the meaning for yourself, and with no nonverbal cues to help you, there is every chance you will get it wrong.

Why is this so important?

Make sure you understand the weaknesses that exist in text conversations. Save the text chat for the factual, the trivial, for what it was designed – short messages and chat. These messaging services are named as they are for good reason.

If you want to talk about something that involves the exchange of attitudes and the expression of feelings, subjects that have some depth and nuance, pick up the telephone or better still, meet for coffee.

Most importantly, make sure your children and your students understand the dangers of “Chat” and the “Short Message Service”. They will avoid so many hurt feelings, misinterpretations the misunderstandings.

If the conversation is worth having, it deserves 100% of the communication process, not just 7%.

 

 

 

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Filed under Behavior management, Classroom practice, digital learning, internet, parents, Teacher education, technology, Thinking

Such bad manners

You’ve heard it. The friend who complains about the behavior of other people’s children. I was with one of those yesterday. “Those kids spent all the time texting. We may as well have not been there.”

I asked the obvious, “What did their parents do?”

“They didn’t seem to be able to do anything much about it. I don’t think they were happy.”

Really?

I think I would understand if the kids were teenagers. Changing adolescent behaviour is for the bold and the brave. But it should never have got to this. They weren’t always teenagers. They were once small children, open to our suggestions, amenable to our standards. Small children are waiting to be shown and told what is right, what is acceptable and how to behave.

That’s why we need to be aware of the impact digital technologies and devices can have on our lives. That’s when parents must learn and understand about these technologies, so that they can set behavioural expectations.

I learned when I was a child that I could not read at the dinner table, that the television would be turned off at meal times, that I could not just leave the table when I felt like it if  Aunty Dot was visiting. My parents insisted that I say hello to visitors and politely answer questions before going off to play. I knew I couldn’t go into someone else’s house and just turn on the TV. I learned all this and more because my parents taught me. I became civilised. I knew how to behave.

If we don’t teach our children “netiquette” where will they learn it?

If children sit at the table texting instead of interacting with people, don’t blame the technology. Blame the lack of behavioural expectations. Look back in time to when the child was five, six or seven and Mum and Dad failed to take the phone or the tablet away at appropriate times, when rules were never made about devices at bed time. That’s why the teenager sits in the room glued to a small screen, or won’t get up in the morning.

Grown ups must wake up! We have been caught out by the speed of the arrival of these devices. But we have no excuses any more. We can see around us what happens when we give our children a free reign to access technology whenever they feel like. It’s like giving them a lolly shop with no rules. Don’t be surprised if all they want to eat is candy bars, and don’t be surprised if they spend all their free time on their devices.

 

 

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Aspirations

When I was an elementary school principal in Virginia we would have a wonderful lunch every months. Each school nominated a girl and boy Citizen of the Month and the School Board would host a sit down lunch at a local hotel. Each child would have an opportunity to stand up, give their name and describe their aspirations. Many, but not all, of these schools served high poverty communities.

What disturbed me most was the that the vast majority of boys would say their goal in life was to be a football or basket ball player. It seemed these were the only role models they knew, the only adult men they looked up to, the ones they most wanted to emulate.

I was, therefore, deeply impressed when I heard a TED talk by the educational scientist Sugata Mitra.

Sit back and be amazed for seventeen minutes as you watch it here:

One of the many things that struck me most deeply was his comment towards the end. He described the ten year old boy who wanted to be a footballer. After watching ten TED videos – he wanted to be Leonardo da Vinci.

This video as well as the one about Caine’s Arcade in my earlier blog both make me question everything we are doing in schools.

I have asked the question before about standardized testing.

Are we stopping our children from learning?

Perhaps the question has even broader application.

 

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Filed under Teacher education, Testing, Thinking

Screen time and engagement

A recent study in the UK shows that youngsters are spending around four and a half hours a day in front of TV or computer screens, and 97% of 11 to 16 year olds own a cell phone. That’s a lot of time to be engaged with a screen, in one way communication. What do you think we need to do to deal with this? Please share your thoughts after reading ‘Distractions and Engagement’.

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