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rjbowles

Age of Distraction: Why It's Crucial for Students to Learn to Focus | MindShift - 0 views

blogs.kqed.org/...for-students-to-learn-to-focus

learning students education distraction multitasking focus attention

shared by rjbowles on 12 Aug 14 - No Cached
  • igital classroom tools like computers, tablets and smartphones offer exciting opportunities to deepen learning through creativity, collaboration and connection, but those very devices can also be distracting to students. Similarly, parents complain that when students are required to complete homework assignments online, it’s a challenge for students to remain on task. The ubiquity of digital technology in all realms of life isn’t going away, but if students don’t learn how to concentrate and shut out distractions, research shows they’ll have a much harder time succeeding in almost every area.
  • attention is under siege
  • we have more distractions than ever before, we have to be more focused on cultivating the skills of attention,” said Daniel Goleman, a psychologist and author of Focus: The Hidden Driver of Excellence
  • ...29 more annotations...
  • Children I’m particularly worried about because the brain is the last organ of the body to become anatomically mature.
  • It keeps growing until the mid-20s
  • If young students don’t build up the neural circuitry that focused attention requires, they could have
  • problems controlling their emotions and being empathetic.
  • “The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. The
  • brain that governs focus and executive functioning is known as the pre-frontal cortex.
  • allows people to control themselves,
  • and to feel empathy for other people.
  • who is well educated
  • attentional circuitry needs
  • to build the mental models
  • He advocates
  • “I don’t think the enemy is digital devices,” Goleman said.
  • digital sabbath
  • kids aren’t being distracted by devices at all.
  • to focus is a secret element to success that often gets ignored.
  • whatever talent you have, you can’t apply it if you are distracted,”
  • It’s very important to amp up the focus side of the equation,” Goleman said.
  • the role digital devices play in society today
  • affect kids better they’ll never learn the attention skills they’ll need to succeed in the long term.
  • need now to teach kids concentration abilities
  • students grew up with digital devices and are much better at multitasking
  • the idea of multitasking is a myth, Goleman said. When people say they’re  “multitasking,” what they are really doing is something called “continuous partial attention,”
  • as a student switches back and forth between homework and streaming through text messages, their ability to focus on either task erodes.
  • could have significant implications for how deeply a student understands a new concept.
  • be sure
  • sustained episodes of concentration — reading the text, understanding and listening
  • children has the attentional capacities that other generations had naturally before the distractions of digital devices.
  • using the devices smartly
snnigcircles

Texting, TV and Tech Trashing Children's Attention Spans | Ellen Galinsky - 0 views

www.huffingtonpost.com/...-and-technology_b_2068862.html

span attention writing texting skills

shared by snnigcircles on 13 Aug 14 - No Cached
  • Although teachers see a number of advantages in young people's heavy use of digital media (especially in their ability to find information quickly and efficiently), it is the potentially harmful effects that have families, educators and policy makers worried. New York Times' Matt Richtel summarizes these concerns in an article about the studies: "There is a widespread belief among teachers that students' constant use of digital technology is hampering their attention spans and ability to persevere in the face of challenging tasks." Nearly three quarters of the 685 public and private K-12 teachers surveyed in the Common Sense Media online poll believe that students use of entertainment media (including TV, video games, texting and social networking) "has hurt student's attention spans a lot or somewhat." Likewise, in the Pew online survey, which polled 2,462 middle and high school teachers, 87% report that these technologies are creating "an easily distracted generation with short attention spans," and 64% say that digital technologies "do more to distract students than to help them academically
joshjackson2014

Technology Creating a Generation of Distracted Students [STUDY] - 0 views

mashable.com/...digital-distracted-students

technology generation

shared by joshjackson2014 on 12 Aug 14 - No Cached
  • A new study by the Pew Research Center has found that though digital technology has reshaped the way students conduct research, it has been harmful in the way students process material and their overall ability to distinguish quality content from unreliable sources. 87% of teachers in the study — performed in conjunction with the College Board and the National Writing Project — said technology is creating an “easily distracted generation with short attention spans.” And 64% of teachers (from middle and high schools) say today’s digital technologies “do more to distract students than to help them academically.” Teachers, though, remained somewhat optimistic about digital impact, with 77% saying Internet search tools have had a “mostly positive” impact on their students’ work. Lee Rainie, director of the Pew Internet Project, tells Mashable that the problem could be the lack of digital literacy training students receive, not the technology itself.
  • joshjackson2014 on 12 Aug 14
     
    many Teachers believe technology is distracting students more than helping.
  • joshjackson2014 on 12 Aug 14
     
    many Teachers believe technology is distracting students more than helping.
joshjackson2014

New Study Uncovers If Texting Actually Affects Grammar - Edudemic - 0 views

www.edudemic.com/xting-actually-affects-grammar

social media texting students

shared by joshjackson2014 on 12 Aug 14 - No Cached
  • The study examined sixth, seventh, and eighth graders in Pennsylvania. S. Shyam Sundar, who supervised the study, says the reason students perform worse on grammar tests is because texting is not actually a different language. It therefore works its way into the classroom, homework, and all facets of language. In other words, texting too much can cause students to think this shorthand is a proper way to write. At this rate, it wouldn’t surprise me that grammar continues to worsen as attention spans decrease, Twitter makes everyone talk in 140-character snippets, and texting keeps students unable to master grammar. So how do teachers combat this? Sundar recommends giving students writing assignments that require longer form answers, formal language, and actively require students to shy away from shorter answers.
  • joshjackson2014 on 12 Aug 14
     
    Texting effects the way students do their work as they would much rather use the shorter version of words than writing the full word.
rjbowles

How Teens Do Research in the Digital World | Pew Research Center's Internet & American ... - 3 views

www.pewinternet.org/...-research-in-the-digital-world

Literacy Technology Vocabulary digital literacy

shared by rjbowles on 12 Aug 14 - No Cached
  • Report var addthis_config = {data_track_clickback: false, ui_click: true, services_compact: "reddit, linkedin, tumblr, pinterest, google_plusone_share, more", services_exclude: "facebook, twitter, print"} November 1, 2012 How Teens Do Research in the Digital World By Kristen Purcell, Lee Rainie, Alan Heaps, Judy Buchanan, Linda Friedrich, Amanda Jacklin, Clara Chen and Kathryn Zickuhr Overview Three-
  • quarters of AP and NWP teachers say that the internet  and digital search tools have had a “mostly positive” impact on t
  • eir students’ research habits, but 87% say these technologies are creating an “easily distracted generation with short attention spans” and 64% say today’s digital technologies “do more to distract students than to help them academically.”
  • ...17 more annotations...
  • hese complex and at times contradictory judgments emerge from 1) an online survey of more than 2,000 middle and high school teachers drawn from the Advanced Placement (AP) and National Writing Project (NWP) communities; and 2) a series of online and offline focus groups with middle and high school teachers and some of their students. The study was designed to explore teachers’ views of the ways today’s digital environment is shaping the research and writing habits of middle and high school students.  Building on the Pew Internet Project’s prior work about how people use the internet and, especially, the information-saturated digital lives of teens, this research looks at teachers’ experiences and observations about how the rise of digital material affects the research skills of today’s students.
  • Overall, teachers who participated in this study characterize the impact of today’s digital environment on their students’ research habits and skills as mostly positive, yet multi-faceted and no
  • t without drawbacks.
  • students can take advantage of the availability of educational material in engaging multimedia formats; and many become more self-reliant researchers.
  • hese teachers report that students rely mainly on search engines to conduct research, in lieu of other resources such as online databases, the news sites of respected news organizations, printed books, or reference librarians. Overall, the vast majority of these teachers say a top p
  • riority in today’s classrooms should be teaching students how to “judge the quality of online information
  • They also spend time constructing assignments that point students toward the best online resources and encourage the use of sources other than search engines.
  • The internet and digital technologies are significantly impacting how students conduct research: 77% of these teachers say the overall impact is “mostly positive,” but they sound many cautionary notes
  • sked to assess the overall impact of the internet and digital technologies on students’ research habits, 77% of these teachers say it has been “mostly positive.”  Yet, when asked if they agree or disagree with specific assertions about how the internet is impacting students’ research, their views are decidedly mixed.
  • n the more encouraging side, virtually all (99%) AP and NWP teachers in this study agree with the notion that the internet enables students to access a wider range of resources than would otherwise be available, and 65% also agree that the internet makes today’s students more self-sufficient researchers.
  • At the same time, 76% of teachers surveyed “strongly agree” with the assertion that internet search engines have conditioned students to expect to be able to find information quickly and easily. 
  • today is overwhelming to most students (83%) and that today’s digital technologies discourage students from using a wide range of sources when conducting research (71%).  Fewer teachers, but still a majority of this sample (60%), agree with the assertion that today’s technologies make it harder for students to find credible sources of information.
  • he internet has changed the very meaning of “research”
  • greatest impact
  • teachers sees
  • is the degree to which it has changed the very nature of “research” and what it means to “do research.
  •  94% of the teachers surveyed say their students are “very likely” to use Google or other online search engines in a typical research assignment, placing it well ahead of all other sources that we asked about.  Second and third on the list of frequently used sources are online encyclopedias such as Wikipedia, and social media sites such as YouTube.  In descending order, the sources teachers in our survey say students are “very likely” to use in a typical research assignment: Google or other online search engine (94%) Wikipedia or other online encyclopedia (75%) YouTube or other social media sites (52%) Their peers (42%) Spark Notes, Cliff Notes, or other study guides (41%) News sites of major news organizations (25%) Print or electronic textbooks (18%) Online databases such as EBSCO, JSTOR, or Grolier (17%) A research librarian at their school or public library (16%) Printed books other than textbooks (12%) Student-oriented search engines such as Sweet Search (10%)
  • rjbowles on 12 Aug 14
     
    The impact of the internet for learning has mixed responses by our educators
Nicholas Rehorn

Children who read on iPads or Kindles have weaker literacy skills, charity warns | Mail... - 2 views

www.dailymail.co.uk/...racy-skills-charity-warns.html

research Literacy Debate

shared by Nicholas Rehorn on 12 Aug 14 - No Cached
  • The advance of technology means that young people who read on a screen have weaker literacy skills and fewer children now enjoy reading, experts have said.
  • The poll of 34,910 young people aged between eight and 16 across the UK found that those who read printed texts were almost twice as likely to have above-average reading skills as those who read on screens every day.
  • Jonathan Douglas, the director of the National Literacy Trust, said: 'While we welcome the positive impact which technology has on bringing further reading opportunities to young people, it's crucial that reading in print is not cast aside.
    • Nicholas Rehorn
      Nicholas Rehorn on 12 Aug 14
       
      Reading a physical book allows you to get information without constant annotations such as email or text popping up, you can give your full undivided attention.
rjbowles

YouTube journalism - LA Times - 0 views

www.latimes.com/...la-oe-naim20dec20-story.html

youtube journalism times Technology Literacy digital literacy

shared by rjbowles on 12 Aug 14 - No Cached
  • VIDEO SHOWS a line of people trudging up a snow-covered footpath. A shot is heard; the first person in line falls. A voice-over says, "They are killing them like dogs." Another shot, and another body drops to the ground. A Chinese soldier fires his rifle again. Then a group of soldiers examines the bodies. These images were captured in the Himalayas by a member of a mountaineering expedition who claims to have stumbled on the killing. The video first aired on Romanian television, but it only gained worldwide attention when it was posted on YouTube, the video-sharing website. (To view it, go to YouTube.com and type "Tibet, ProTV, China"). Human rights groups say the slain Tibetan refugees included monks, women and children. The Chinese government had claimed the soldiers shot in self-defense after they were attacked by 70 refugees, but the video seems to render that explanation absurd. The U.S. ambassador to China lodged a complaint.
  • Welcome to the "YouTube effect.
  • It is the phenomenon whereby video clips, often produced by individuals acting on their own, are rapidly disseminated worldwide on websites such as YouTube and Google Video. YouTube has 34 million monthly visitors, and 65,000 new videos are posted every day. Most are frivolous, produced by and for the teenagers who make up the majority of the site's visitors. But some are serious. YouTube includes videos posted by terrorists, human rights groups and U.S. soldiers in Iraq. Some are clips of incidents that have political consequences or document important trends, such as global warming, illegal immigration and corruption. Some videos reveal truths. Others spread propaganda and outright lies.
  • ...17 more annotations...
  • would bring greater global accountability.
  • "CNN effect" a
  • Fifteen years ag
  • This phenomenon is amplified by a double-echo chamber:
  • Thanks to the ubiquity of video technology, the world was able to witness a shooting in a 19,000-foot-high mountain pass in Tibet.
  • How do we know that what we see in a video clip posted by a "citizen journalist" is not a manipulated montage? How do we know, for example, that the YouTube video of terrorized American soldiers crying and praying while under fire was filmed in Iraq and not staged somewhere else to manipulate public opinion? The more than 86,000 people who viewed it in the first 10 days of its posting will never know.
  • One echo
  • the YouTube effect will be even more powerful.
  • second echo
  • television clips
  • gain a permanent presence through websites such as YouTube. Bloggers and activists everywhere are recognizing the power of citizen-produced and Web-
  • Even Al Qaeda created a special media production unit called Al Sahab ("The Cloud").
  • Web is re-aired by mainstream TV networks.
  • YouTube is a mixed blessing: It is now harder to know what to believe.
  • Almost a third of all reporters jailed this year were Internet journalists. The U.S. military recently ordered its soldiers to stop posting videos online. Iran's government restricts connection speeds to limit its people's access to video streaming.
  • But these measures have not stopped the proliferation of Web videos shot by U.S. soldiers in Iraq or kept savvy Iranians from viewing the images they want to see. And although Beijing has been effective in censoring the content its citizens can view, it has yet to figure out a way to prevent a growing number of videos of peasant rebellions from being posted online. In the long run, Web video censorship will fail because the same anonymity that makes videos difficult to authenticate also makes it harder to enforce governmental diktats.
  • The good news is that the YouTube effect is already creating a strong demand for reliable guides — individuals, institutions and technologies — that we can trust to help us sort facts from lies online. The millions of bloggers who are constantly watching, fact-checking and exposing mistakes are a powerful example of "the wisdom of crowds" being assisted by a technology that is as open and omnipresent as we are.
    • rjbowles
      rjbowles on 12 Aug 14
       
      Is the birth of the need for Digital Literacy?
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