Mobile Communication: the Revolution

H. Rugbeer and Y. Rugbeer

Mobile Communication: The Revolution

H. Rugbeer and Y. Rugbeer, Department of Communication Science, UZ

Abstract

According to the authors of MXit (2008), MXit (pronounced "mix it") is an instant messaging program for mobile phones and PCs (personal computers). This means that you can chat to other MXit users on their mobiles and PCs, anywhere in the world. It enables you to send and receive text messages to and from mobile phones and PCs via the Internet using GPRS (General Packet Radio Service) or 3G (third generation of mobile phone standards), rather than by using standard SMS technology. MXit software application was developed in SA running on GPRS/3G mobile phones with Java support and on PCs, using Adobe Flash Player. Users pay as little as 1 cent per message as compared to the normal SMS rates of approximately 75 cents to express themselves on their mobile phone, meet people and play games. While MXit has grown to over 5 million log-ins per day, it poses a danger to society, providing an avenue for sexual predators to prowl innocent young victims. MXit has wreaked havoc at schools, with slut lists being circulated, leading to disruption, violence and chaos. This paper seeks to explore the MXit phenomenon, highlighting the dangers of this application and focussing on its effect on the intellectuality and social skills of children, while providing strategies in parental monitoring and supervision.

INTRODUCTION

Fielding (2006: 9) defines communication as a transaction with people working together to create meaning by exchanging symbols. For communication to be effective, people have to take one another into account, work according to a set of rules, and share the same meaning when they use words. Skinner et al. (2007: 160) state that in examining individual-to-group communication, we must be aware that the style, vocabulary and tone of the speech may vary according to its purpose.

All sign systems have a set of elements that are combined according to certain rules, codes and conventions (O’Shaughnessy and Stadler 2005: 113-114). The twenty-six letters of the English language can be combined into words and grammatical patterns. Sentences are constructed according to the conventions of grammar. We become so used to these codes and conventions that we decode them automatically, without noticing.

O’Shaughnessy and Stadler (2005: 114) add that e-mail and SMS messages communicate using a special code that is more informed and abbreviated than written language usually is, making use of emoticons and acronyms. Emoticons are graphic depictions of emotions, utilised in communication that is not face-to-face. For instance, :-) or J is the emoticon used for smiling, :-( or L is the emoticon used for sad. Acronyms and abbreviations are suitable for the small screens of cell phones, and the quick style of communication used. In SMS conventions, vowels are often excluded, so ‘text message’ becomes ‘txt msg’. The sounds of certain letters and numbers can replace longer spellings. The phrase ‘Great, see you later!’ can be converted into the code ‘g8t, c u L8R. O’Shaughnessy and Stadler (2005: 114) state that this code is sometimes referred to as ‘digital literacy’ or ‘net-speak’ and it is increasingly being incorporated into mainstream language use and media advertising.

MXIT

MXit is a communication tool allowing users to send short text messages (similar to SMS messages) at a very low cost. MXit differs from regular SMS messaging in that it allows users to send and receive messages on both cell phones and PCs, over the Internet and not through the mobile networks. MXit allows users to access chat rooms from a cell phone or a PC and to interact with other chat communities and social networking services.

Thomas (2006) states that before users can install MXit, they have to check if their cell phone make is supported. In most cases if the phone is less than 1 year old, it is guaranteed to work. The basic steps are as follows:

1. Check if the phone is supported

2. Set-up GPRS or 3G on the phone

3. Download MXit onto the phone

4. Register as a MXit user

Users agree to the terms and conditions of use, select a username and password and submit a nickname. MXit users can only chat with other MXit members and decide on so-called “contacts” (others who may possibly chat with the user).

The Content and Use Policy, Guidelines and Position Statement (2006) contends that a very important characteristic of MXit is that it is a service provider and not a content provider. They state that only the necessary software and the platform is provided that allows users to chat from their cell phones or PCs, not any form of content. MXit is compared to a post office that allows people to send and receive letters and parcels, providing only the posting and delivery service, not the content of letters and parcels. The post office has no idea what is written in every letter or packed inside every package. MXit is only a communications service provider delivering text messages created by users to others.

MXit dangers include:

o  addiction,

o  unregulated chatrooms,

o  abuse (cyber-bullying)

o  exploitation by sexual predators

o  solicitation of minors

o  school performance declines

o  unlimited distribution of X-rated media

o  anti-social behavioural problems

Momberg (2006) claims that MXit have gone on the defensive after accusations that the application was addictive and that pornography was worse than on the internet. MTN spokesperson Ntombizodwa Mhangwani said that in an attempt to reduce the number of under-age children receiving unacceptable material, MTN is currently developing an adult verification system which would require consumers to enter their age before material is sent through their phones (MXit Exposed: 2007).

RESEARCH METHODOLOGY

This research consists of a qualitative as well as a quantitative component. The qualitative phase reports on recently published literature on the MXit phenomenon. In the quantitative, empirical phase of the study, a sample of learners was surveyed by means of a questionnaire to determine their perceptions about MXit. These learners provide snapshots of their experiences and involvement with this technology. The data analysis was compiled by using SPSS 16.0

Questionnaires relating to the MXit phenomenon were administered to 140 learners at Richards Bay Secondary. 57 of the respondents were female while 83 were male. Questions related to the advantages and disadvantages of MXit, frequency of use, parental involvement, divulging of personal details, chatting to strangers and pretending to be someone else.

Figure 1: Learners who chat till late at night

44% of children indicated that they spend many hours chatting on MXit till late at night. Learners admitted to finding it difficult to concentrate because of lack of sleep. This has an adverse effect on the schoolwork. While boys, (69.57%), have a greater tendency to divulge personal details on the internet a large percentage of girls, (30.43%), also gave out their personal information.

Figure 2: Learners who divulge personal information while chatting

Fourie (2008) reports that Mike Bolhuis, an investigator who specialises in serious violent crimes, said that most of the criminals who obtained their victims' details on MXit were young men between 20 and 30. Bolhuis had discovered at least 20 cases this year in which men found their victims through MXit. A statement issued by MXit said they often warned people of the dangers related to providing personal information in chat rooms (Fourie 2008).

According to Thomas (2008) 60% of MXit users are now aged 18-25 years old, although a year ago this segment accounted for 30% of MXit users, while 12-18 year olds accounted for 33% of total users. There is a marked shift to older users.

Some of the advantages of MXit cited by learners at Richards Bay Secondary are as follows:

·  Can chat to family and friends

·  It is cheap

·  Can get local news fast

·  Can keep in touch with friends without leaving home

·  Enjoy meeting new people

·  Its fun

·  Easy way to communicate

·  Can have many dates and boyfriends/girlfriends

·  Prevents loneliness and boredom

·  Fingers get exercise

·  It’s the coolest thing in the whole planet

·  It’s better than being a human being

·  It’s like eating ice-cream

·  Juicy gossip is good to keep you in style

Disadvantages include the following:

·  Gossip is a problem

·  It’s a distraction

·  It’s addictive

·  Stops you from spending time with family

·  Your number gets distributed without your permission.

·  Meet strangers who are dangerous and can stalk, kidnap or rape you

·  Lose touch with reality

·  Name gets published on lists

·  Learn to use vulgar language

·  Mind gets damaged

·  Do not do homework, begin spelling poorly, fail tests and exams because of poor concentration

·  Tricked into giving personal details to strangers

·  Make enemies

·  Can fall in love with someone you don’t know

·  Feel suicidal when you realise you are talking to your parent or brother or sister

·  Get into fights because you thought you were talking to a friend

·  Do not sleep well at night because of late-night chatting

DIGITAL TECHNOLOGY AND EDUCATION

Katz (2006: 87) states that digital technology may be forcing a change in the dominant paradigm of classroom-based education with mobile phones, digital cameras, personal digital assistants (PDAs) and laptops that are enabled with wireless fidelity being seemingly omnipresent. Katz (2006: 89) adds that students of all ages seem to feel pressure from many “social engineering” sources to adopt mobile phones – from ad campaigns, from product placements in TV shows, films and entertainment events and even from parents.

According to Katz (2006: 88) although the Internet generated positive speculation about its effects on education, the mobile phone was identified as a source of irritation, delinquency and even crime. Pager and cell phone usage was initially banned to prevent organised crime and drug trade. Katz states that these early policies did not emerge from thoughtful technology assessments and mobile phones were not integrated into the school curriculum. Parents have insisted schools allow mobile phones for their convenience in co-ordinating school and after-school activities.

UNIVERSITIES TEST IPHONES, IPODS

Whitaker (2008: 8) decribes the iphone as being sleek, slim and shiny, proof that consumers care about form and not just function. It is also user-friendly, allowing the user to access contacts and calendars, send SMS’s, watch videos, load and listen to music, make calls, access e-mail, take photo’s, and browse the internet. The Business Times (2008: 11) reports that some universities are doling out Apple iPhones and Internet capable iPods to students as devices with novel possibilities, such as tracking where students congregate, sending messages about cancelled classes, delayed buses, campus crises or just the cafeteria menu. According to the report, a big part of the attraction is that the iPhone is a hit with the students, signalling a movement towards the use of technology in education. As part of the research and mobile learning initiative, Abilene Christian University in Texas has purchased more than 600 iPhones and 300 iPods for incoming students. Both the iPhones and the iPod Touch devices can connect to the internet through campus wireless networks.

MOBILE PHONES AND GENDER

Giddens (1991), states that young people create identities by means of factors such as language, clothes and symbols. According to Tajfel (1978: 63) social identity is that part of an individual’s self-concept which derives from his knowledge of his membership of a social group (or groups) together with the value and emotional significance attached to that membership. The cell phone is used as a personal style concept, with a special colour, design, brand and ringtone giving it an ornament status. Katz and Aakhus (2002: 261) state that although more boys than girls have cell phones, the differences are small (45% vs 41 %). Katz and Aakhus (2002: 262) add that to be accessible is regarded as the strongest motive for the use of a mobile phone, stressed by 72% of the teenagers. 75% of girls and 62% of boys stressed that sending text messages (SMS) is another important factor. According to Katz and Aakhus (2002: 263) girls are more oriented towards the social aspects of mobile phone use, whereas boys stress the technical functions. However, both groups strongly emphasise the communicative aspect of the mobile phone. Young people with disabilities like hearing problems or dyslexia are able to communicate with their friends using SMS. Katz and Aakhus call this “digital competence”. Teenagers position themselves to be accessible, communicative and informed. While technology has been designed to match technological skills, with men in mind, girls have increasingly become users of technical artefacts, such as the computer. Katz and Aakhus (2002: 268) add that the mobile phone, like the computer, is not a type of technology associated with muscle, manual skill or all-male environments. The skills and knowledge acquired by girls may convey a change in stereotypic female interests.

SMEAR LIST CAUSES MAYHEM

Subramoney and Govender (2008:1) report that mayhem erupted at a KwaZulu-Natal north coast high school when protesting learners clashed with police and destroyed school property after a probe into a MXit cell phone smear list. MXit lists that categorised individuals as “homos, players, girls for phone sex, and girls who will go all the way” spread throughout the country. Departmental head at Shakaskraal Secondary stated that learners were traumatised; many were afraid that their parents would believe the allegations made in the “slut lists”. The police confiscated a number of cell phones as part of a probe to uncover those behind the defamatory lists. However, learners became violent, forcing learners out of their classrooms and breaking windows. Police used rubber bullets and teargas to disperse learners.