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It’s an idea that rational people should view with a generous measure of skepticism if only because each of these labels refers to something on the order of 80 million people.

variations (in beliefs and behaviors) within each generational cluster are typically far greater than those between them.

If you look at what their underlying needs and aspirations are, there’s no difference at all between this new generation of workers and my generation and my father’s generation

he hands are the instruments of man’s intelligence

In 2011, the American Academy of Pediatrics updated its policy on very young children and media. In 1999, the group had discouraged television viewing for children younger than 2, citing research on brain development that showed this age group’s critical need for “direct interactions with parents and other significant care givers.” The updated report began by acknowledging that things had changed significantly since then.

To date, no body of research has definitively proved that the iPad will make your preschooler smarter or teach her to speak Chinese, or alternatively that it will rust her neural circuitry—the device has been out for only three years, not much more than the time it takes some academics to find funding and gather research subjects. So what’s a parent to do?

It’s also more than twice as much daily TV time as 15-34 year olds, who spend less time watching TV now than they did in the early 2000s

The data on TV watching include streaming and shows watched on any device, not just a traditional television.

Social media is linked to depression—or not. First-person shooter video games are good for cognition—or they encourage violence. Young people are either more connected—or more isolated than ever. Such are the conflicting messages about the effects of technology on children’s well-being. Negative findings receive far more attention and have fueled panic among parents and educators. This state of affairs reflects a heated debate among scientists. Studies showing statistically significant negative effects are followed by others revealing positive effects or none at all—sometimes using the same data set.

at a population level, technology use has a nearly negligible effect on adolescent psychological well-being

we might be overlooking the “educational and psychological benefits of using social media sites,” such as developing critical thinking and perspective-taking skills

parents and educators have been led to demonize what could simply be an evolving means of social connection

a constant stream of interruptions

It’s one thing to have to relearn behaviours when you switch machines, it’s another to have to re-learn them every time you plug in a peripheral.

the necessity, or not, of drivers for accessories was a big part of that competitive push by Apple, which made a point of ensuring out-of-the-box support for many of the most commonly used peripherals like printers, cameras and mice. When Steve Jobs said “it just works”, this is the sort of thing he was referring to: the ability to plug in a mouse and have it Just Work. Installing drivers for a mouse to enable a niche behaviour is no great hardship, but it still left me moderately concerned. Microsoft made both the mouse and the laptop, yet the two weren’t able to play nicely together without my intervention. This digging in the nuts and bolts of the machine was not something I had missed.

It’s a fantastic machine. Small and powerful, with a long battery life, it impresses as a laptop, but its real strengths are revealed when you undock the screen from its base. Being able to carry my laptop around the kitchen when doing the weekly shop, before docking it back and typing up some recipes, was genuinely cool.

Recently, a coalition of nearly 70 researchers spoke against brain games like Lumosity, signing a letter of consensus posted by the Stanford Longevity Center that lambasted the brain training community for promising a kind of mind power boost that just isn't provable.

Often, however, the cited research is only tangentially related to the scientific claims of the company, and to the games they sell.

In 2009, a consumer group in the UK asked a panel of scientists to look into brain-training games, including Lumosity. These scientists explicitly debunked Lumosity's claims, and they are not alone.

pedagogy (i.e., teaching practice) and not the medium (i.e., technological tools and resources, such as whiteboards, hand-held devices, blogs, chat boards) that made a difference in learning, stating that instructional media are “mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition

there was no proof to show that a medium was capable of ensuring that pupils and students could learn more or more effectively. He saw the medium as a means, a vehicle for instruction, but that the essence of learning remained—thankfully—in the hands of the teacher

it is not the medium that decides how effectively learners learn

engaging in digital media activities together such as watching films, playing video games and keeping in touch via calls and messaging apps brings families together rather than dividing them

rather than displacing established ways of interacting, playing and communicating – digital media sit alongside them

the report’s authors highlighted parents’ concerns about “screen time”, which is a source of conflict in homes, though sleep and behaviour cause more disagreement. They also flag up a lack of support for parents who may face particular challenges regarding their child or family’s digital media use. Whereas on other issues they might turn to their own parents for advice, the digital generation gap means they are unlikely to be able to help

critical thinking is not a skill that can be improved through practice—like a golf swing—nor is it a “general” capability. Instead, it is an abstract description of what humans can do as a result amassing a wealth of underpinning knowledge and skills relevant to the particular context in which thinking is to be deployed

young children are capable of thinking critically about subjects they know a great deal about, whereas trained scientists can fail to think critically in areas where they are less knowledgeable

not all knowledge is created equal. We need to differentiate between knowledge and information. Much of the information stored on the Internet is pictures of kittens or videos of people singing sea shanties. This can keep increasing exponentially without any need for school children to become acquainted with it

There is a concern in some quarters that children’s activities with screens will replace their reading of books. There is a concern that the habit of skimming digital texts will carry over to reading on paper. These are valid concerns but they are not substantiated by research and they omit the important role of context and individual readers in driving change.

There could be a difference because of the way gains were measured (methodological reasons) and/or because of how gains were defined (theoretical reasons).

A general lack of preparedness for digital technology in England has left many children without the tools they need to access and benefit from remote learning.

the coalition government of 2010 brought in policies that increasingly neglected the role of digital technologies in education. It began with the closure of the British Educational and Communications Technology Agency in 2011.

However, all reference to the use of digital technologies for teaching and learning were removed from the 2010 Teacher Standards which trainees need to demonstrate to gain Qualified Teacher Status in England