Technology and Grammar- Helpful or Harmful?
Those students who struggle with literacy are likely to feel frustrated and left behind by their peers (Rennie & Goff, n.d.). In this internet age of speedily and publicly broadcast text, it seems that amongst many, lacking a knowledge of ‘grammar’ is an act worthy of public ridicule. While most of what internet users refer to as ‘poor grammar’ is in fact poor spelling or punctuation, it should be noted that to function effectively in this environment, an educated understanding of grammar is nevertheless likely to help avoid embarrassment (Derewianka, 2012).
There is a perception amongst the community that, with the increased availability of technological devices such as smartphones and tablets, and the abbreviated text that goes with these devices, children are becoming increasingly unable to use spelling, punctuation and grammar correctly. A study by Wood, Kemp, Waldron & Hart (2014) looked at the effects of texting on students' grammar use, and found that, although children did often engage in incorrect grammar whilst texting, this did not necessarily reflect on their grammatical knowledge, nor did it impact on their use of grammar outside of the texting context. This study went on to suggest that the introduction of technologies which are both very popular and where literacy is essential to the experience may actually increase students' propensity for reading and writing.
The internet also provides students and teachers alike with resources specifically designed to improve grammatical knowledge. One such resource is the site Grammar Gorillas, found at http://www.funbrain.com/cgi-bin/gg.cgi?A1=m&A2=0&A3=0&AFUNCT=1&ALEVEL=1. This site provides a selection of online grammar quizzes at difficulty levels suitable for both teachers and students. Pictured below is a sample of one part of a grammar quiz which seeks to teach students about adjectives.
There is a perception amongst the community that, with the increased availability of technological devices such as smartphones and tablets, and the abbreviated text that goes with these devices, children are becoming increasingly unable to use spelling, punctuation and grammar correctly. A study by Wood, Kemp, Waldron & Hart (2014) looked at the effects of texting on students' grammar use, and found that, although children did often engage in incorrect grammar whilst texting, this did not necessarily reflect on their grammatical knowledge, nor did it impact on their use of grammar outside of the texting context. This study went on to suggest that the introduction of technologies which are both very popular and where literacy is essential to the experience may actually increase students' propensity for reading and writing.
The internet also provides students and teachers alike with resources specifically designed to improve grammatical knowledge. One such resource is the site Grammar Gorillas, found at http://www.funbrain.com/cgi-bin/gg.cgi?A1=m&A2=0&A3=0&AFUNCT=1&ALEVEL=1. This site provides a selection of online grammar quizzes at difficulty levels suitable for both teachers and students. Pictured below is a sample of one part of a grammar quiz which seeks to teach students about adjectives.
This is an example of an activity which students can perform individually or in pairs. These games can be performed during class, as an exercise for students who finished early, as a relaxing activity or as an extra activity for students to perform in their own time. They are mostly self-correcting, meaning that students may be largely left to their own devices whilst playing these games. The problem with online grammar games is that they often do little to teach these concepts in context, therefore if they are to be introduced in a classroom setting they should be used sparingly and in conjunction with detailed lessons. Whilst browsing for grammar quizzes online, it is important to note that many are intended for people learning English as a second language, and some of these will not necessarily be helpful for typical primary students.