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Mary Fahey Colbert

Scholars Turn Their Attention to Attention - The Chronicle Review - The Chronicle of Hi... - 0 views

chronicle.com/...63746

multitasking education Technology research media learning attention

shared by Mary Fahey Colbert on 27 May 12 - No Cached
    • Mary Fahey Colbert
      Mary Fahey Colbert on 27 May 12
       
      Here it is, again, the rub.  If someone believes they are performing well while engaged in several things (i.e. my students), how can you combat that as a teacher?  We see with our beliefs not our eyes.
  • That illusion of competence is one of the things that worry scholars who study attention, cognition, and the classroom. Students' minds have been wandering since the dawn of education. But until recently—so the worry goes—students at least knew when they had checked out. A student today who moves his attention rapid-fire from text-messaging to the lecture to Facebook to note-taking and back again may walk away from the class feeling buzzed and alert, with a sense that he has absorbed much more of the lesson than he actually has.
    • Mary Fahey Colbert
      Mary Fahey Colbert on 27 May 12
       
      Again, in the classroom, there are so many stimulus driven distractions that the controlled attention function of a number of students is drowned.  The "stimulant" addiction if you will, further undermines focus on content because it doesn't provide "stimulant"!!  It's all so, "Boring!"  
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  • The consensus today is that there are overlapping but neurologically distinct systems: one of controlled attention, which you use to push yourself to read another page of Faulkner, and one of stimulus-driven attention, which kicks in when someone shatters a glass behind you.
  • In other words—to borrow a metaphor from other scholars—people with strong working-memory capacities don't have a larger nightclub in their brains. They just have better bouncers working the velvet rope outside. Strong attentional abilities produce stronger fluid intelligence, Kane and others believe.
    • Mary Fahey Colbert
      Mary Fahey Colbert on 27 May 12
       
      This is common sense to me, but will working memory improve with practice on focused tasks or not?  As an educator, I believe it will and does, at least to a certain degree.
  • Foerde and her colleagues argue that when the subjects were distracted, they learned the weather rules through a half-conscious system of "habit memory," and that when they were undistracted, they encoded the weather rules through what is known as the declarative-memory system. (Indeed, brain imaging suggested that different areas of the subjects' brains were activated during the two conditions.) That distinction is an important one for educators, Foerde says, because information that is encoded in declarative memory is more flexible—that is, people are more likely to be able to draw analogies and extrapolate from it.
    • Mary Fahey Colbert
      Mary Fahey Colbert on 27 May 12
       
      This happens in my classroom all of the time!  A student like Cenzo can tell me what was just discussed right after the moment it happened, but he cannot hold onto it for a quiz the next day.
    • Mary Fahey Colbert
      Mary Fahey Colbert on 27 May 12
       
      I love this!  I am going to try this with my students to illustrate the point.  They cannot be talking or texting secretly in their laps and still get what's going on in class.
  • He might, for example, ask students to recite the letters A through J as fast as possible, and then the numbers 1 through 10. Each of those tasks typically takes around two seconds. Then he asks them to interweave the two recitations as fast as they can: "A, 1, B, 2," and so on. Does that take four seconds? No, it typically requires 15 to 20 seconds, and even then many students make mistakes.
    • Mary Fahey Colbert
      Mary Fahey Colbert on 27 May 12
       
      Try to find Dr. Hayles' articles on this for a different perspective.
    • Mary Fahey Colbert
      Mary Fahey Colbert on 27 May 12
       
      Good point.  We are not going to change the tide, so this will be our challenge.
  • And our pedagogical challenge will be to combine hyper attention with deep attention and to cultivate both. And we can't do that if we start by stigmatizing hyper attention as inferior thinking."
    • Mary Fahey Colbert
      Mary Fahey Colbert on 27 May 12
       
      Good question.
  • Mary Fahey Colbert on 27 May 12
     
    Great article, and I think I will look into publishing requirements for this journal.
Mary Fahey Colbert

The Millennial View-Don't Be: "Young & Distracted" | Management Excellence by Art Petty - 0 views

artpetty.com/...-view-dont-be-young-distracted

multitasking distraction education brain

shared by Mary Fahey Colbert on 29 Jun 12 - No Cached
  • Mary Fahey Colbert on 29 Jun 12
     
    This blog post is by a "millenial" about some of his peers who are multitasking non-productively in the workplace.  This advice also applies to students in the classroom. 
Mary Fahey Colbert

Turning Into Man Machines: Nicholas Carr's "The Shallows" | Strangers on the Shore - 0 views

shorequalblog.com/...go-nicholas-carrs-the-shallows

education brain distraction edtech digital technology multitasking nicholas carr learning

shared by Mary Fahey Colbert on 21 Jul 12 - No Cached
  • Mary Fahey Colbert on 21 Jul 12
     
    This guy gives a great review of "The Shallows" by Nicholas Carr, and he goes on to talk about how he hopes to see educators come to with appropriate Internet use:           "It's not impossible that educators will come to a consensus about what constitutes healthy Internet usage and we come to think about it in the way we now think about risks to our physical health. Perhaps children in 10 years' time will be taught to do 2 hours' book reading for every hour online." This is the ultimate challenge I see facing me and all of us in the classroom.  We do need to address the reading and empathy piece head on, but how is the question.
Mary Fahey Colbert

Why Modern Innovation Traffics in Trifles - WSJ.com - 0 views

online.wsj.com/...4141204577508820786062502.html

shared by Mary Fahey Colbert on 21 Jul 12 - No Cached
  • Mary Fahey Colbert on 21 Jul 12
     
    I love this guy!  He is right on the money in my humble opinion, and I see this kind of "small" thinking in the classroom BIG TIME!
Mary Fahey Colbert

Nine Elements - 1 views

digitalcitizenship.net/Nine_Elements.html

digitalcitizenship etiquette netiquette education edtech technology learning

shared by Mary Fahey Colbert on 31 Jul 12 - Cached
  • Mary Fahey Colbert on 31 Jul 12
     
    This is a great source for speaking to the need for teaching good digital citizenship to students as one of the implications for pedagogy in the classroom.
Mary Fahey Colbert

EBSCOhost: Don't give students more tools of mass distraction - 0 views

libproxy.marlboro.edu/login

students mass distraction

shared by Mary Fahey Colbert on 16 Jun 12 - No Cached
  • Mary Fahey Colbert on 16 Jun 12
     
    This is an article that is drilling down to what's going on in the classroom.
Mary Fahey Colbert

Have Technology and Multitasking Rewired How Students Learn? - 0 views

www.eric.ed.gov/...detailmini.jsp

multitasking distraction digital brain learning technology

shared by Mary Fahey Colbert on 23 Jun 12 - No Cached
  • Mary Fahey Colbert on 23 Jun 12
     
    This is a practical look at technology's usefulness in the classroom.  It addresses the idea of multitasking and working memory.
Mary Fahey Colbert

Being Wired Or Being Tired: 10 Ways to Cope With Information Overload | Ariadne: Web Ma... - 0 views

www.ariadne.ac.uk/...houghton-jan

Overload information information overload informationoverload digital distraction

shared by Mary Fahey Colbert on 13 May 12 - Cached
    • Mary Fahey Colbert
      Mary Fahey Colbert on 13 May 12
       
      This is the first time I've seen this term used and defined.  It is very much what I see in students in my classroom.  Look further into this while researching.
  • A sustained negative neurological effect of information overload has been identified by psychiatrist E.M. Hallowell. He has called this effect Attention Deficit Trait, or ADT. 'It isn't an illness; it's purely a response to the hyperkinetic environment in which we live....When a manager is desperately trying to deal with more input than he possibly can, the brain and body get locked into a reverberating circuit while the brain's frontal lobes lose their sophistication, as if vinegar were added to wine. The result is black-and-white thinking; perspective and shades of gray disappear. People with ADT have difficulty staying organised, setting priorities, and managing time, and they feel a constant low level of panic and guilt.' [5]
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  • ting time, and needing more time to reach decisions [3]
  • University of London researcher Glenn Wilson showed in a 2005 study that people taking an IQ test while being interrupted by emails and phone calls performed an average of 10 points lower than the baseline group without those interruptions. A frightening footnote to this study is that another test group had been tested after smoking marijuana, and they only performed an average of 4 points lower than the baseline group – from which one might reasonably conclude that persistent interruptions have a two-and-a-half times more detrimental effect on the brain than smoking marijuana [4].
  • The overall idea is to take control of the information instead of letting it control you.
  • There are many books about information overload and dealing with information generally. Here are some of my recommendations: Information Anxiety [8] and Information Anxiety 2 [9] by Richard Saul Wurman, Take Back Your Life!: Using Microsoft Outlook to Get Organised and Stay Organised by Sally McGhee [10], Techno Stress: The Human Cost of the Computer Revolution by Craig Brod [11], and TechnoStress: Coping with Technology @ Work @ Home @ Play [12].
  • Today, the most-used interruptive technologies are instant messaging, text messaging, paging, and most recently the micro-blogging technology of Twitter. Why is the interruptive technology a problem? Interruptions make us less effective. But they can also interfere with our attention spans. A Basex survey showed that over 50% of knowledge workers surveyed write emails or IM messages during conference calls [4]. We are participating in these conversations all the time, regardless of other things competing for our primary attention. Controlling our use of these technologies is one of the keys to dealing with information overload.
Mary Fahey Colbert

Title:Taking on multitasking: students will continue to media multitask--to their own d... - 0 views

go.galegroup.com/...i.do

shared by Mary Fahey Colbert on 16 Jun 12 - No Cached
  • Therefore, the impairing effect of multitasking upon learning may be related to reduced brain resources that are available to satisfactorily complete tasks when they're tried together.
  • Mary Fahey Colbert on 16 Jun 12
     
    This looks promising for my research. Come back and read later.
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