2013 Proceedings of the Information Systems Educators Conference ISSN: 2167-1435 San Antonio, Texas, USA v30 n2509 _________________________________________________ _________________________________________________ ©2013 EDSIG (Education Special Interest Group of the AITP) Page 1 www.aitp-edsig.org Digital Evolution of the Written Language Adnan Omar aomar@suno.edu Muhammed Miah mmiah@suno.edu Department of Management Information Systems Southern University at New Orleans 6801 Press Drive, New Orleans, LA 70126 Abstract Digital technology is an increasingly popular means of communication with profound effects on almost every aspect of life. Many are concerned that some of the effects may be negative. A recent survey carried out at a four year public institution examined the impact of information technology on writing skills. Fifty seven percent of students and sixty two percent of faculty members believed that current digital trends adversely affected writing skills. This study investigates the relationship between technology and writing skills as well as its impact on literacy and language development. Keywords: Electronic communication, written language, development, computer, technology. 1. INTRODUCTION The importance of writing in the job market cannot be overemphasized; up to two-thirds of salaried jobs at large American companies require some kind of writing. Writing is a complex process that involves many skills, processes, and strategies. It requires a codifiable medium to convey meaning, and uses a vocabulary, based on known conventions and rules of usage to create new ideas. Good writing is defined by clarity, accuracy and logical thinking, among other characteristics (National Commission on Writing, 2006). Students need to master writing skills to succeed in their education and as members of the workforce. The use of computers in learning processes is growing exponentially; however, information technology has changed the process of composition and the level of participation of the writer in writing activities to such an extent that the communicative functions of the internet and cell phones are the main reason why teens use these technologies. A recent study shows that more than four in ten teens (45%) own or use both a computer and a cell phone, (Pew Internet & American Life Project Teen/Parent Survey, 2007). Access to this technology is at an all-time high and the speed of technological development has triggered considerable changes in the way people live daily (Kupelian, 2001). The educational system is not exempted; from e- mails to online classes, the use of computers is inevitable today and therefore omnipresent in school. Technology makes students’ workloads much lighter; for example, with word processing software, the time students spend to type out an error-free assignment, composition or term paper is greatly reduced. Corrections are easily made on the computer. In 1998, the Office of Technology Assessment reported there were approximately 5.8 million computers in schools across the United States, or approximately one machine for every nine students (Provenzo & McCloskey, 1999). This ratio has grown over the