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Contents contributed and discussions participated by David Larson

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David Larson

Here's What Image Overload Is Doing to Your Brain - NOVA Next | PBS - 0 views

www.pbs.org/...verload-is-doing-to-your-brain

brain nova pbs photography mobilelearning education

shared by David Larson on 18 Feb 16 - No Cached
  • unintended consequences of this “image overload,” which range from heightened anxiety to memory impairment.
  • image glut
  • Image overload hinges on feeling visually saturated—the sense that because there’s so much visual material to see, remembering an individual photograph becomes nearly impossible.
  • ...10 more annotations...
  • according to a 2015 report, the average smartphone user has 630 photos stored on his or her device.
  • the constant stream of visual information contributes to the kind of fragmented focus
  • “continual partial attention.”
  • In other words, by always being tuned in and responsive to digital technologies, we become less aware of our surroundings. As our attention succumbs to the allure of being someplace else, our concentration suffers.
  • Garry argues that a constant flood of photographs doesn’t actively inspire remembrance or generate understanding
  • narratives are crucial to memory formation
  • When viewing a barrage of images, unless there’s some sort of timeline, contextualization or intense focus, we’ll fail to place the image within an overarching story—and it becomes that much more difficult to retain the memory of the image.
  • Even though photography may still capitalize on its primary function as a memory tool for documenting a person’s past, we are witnessing a significant shift, especially among the younger generation, toward using it as an instrument for interaction and peer bonding.
  • With photo streams continuing to proliferate, greater self-awareness can counteract feelings of drowning amidst a flood of images
  • foster a slower, more intentional form of attention that’s crucial to defending our memories and sensations from being washed away.
  • David Larson on 18 Feb 16
     
    "narratives are crucial to memory formation"
David Larson

The iPad and your kid-digital daycare, empowering educator, or something bad? | Ars Tec... - 0 views

arstechnica.com/...ring-educator-or-something-bad

Horizon_Report tech ipad

shared by David Larson on 21 Sep 15 - No Cached
  • What on earth is the iPad doing to my child?
  • Dr. Heather Kirkorian, an assistant professor in the Human Development and Family Studies Department at the University of Wisconsin-Madison
  • studying how touchscreen devices affect early childhood learning
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  • For decades it’s been known that infants and toddlers under two years old learn less from video than real life experiences—it’s called the “video deficit.
  • three years of age, when educational video viewing can actually facilitate learning
  • background television
  • could disrupt play behavior and parent-child interaction
  • face-to-face interaction is crucial for learning language and social skills. Excessive TV exposure at this early age has been linked to language delays and social impairment such as lack of expression or eye contact.
  • American Academy of Pediatrics recommends zero screen time for children under two years of age, and no more than two hours for older kids
  • “contingency”—the image on the screen changes in direct response to one’s behavior.
  • Young children are captivated by contingency
  • An analysis by the Joan Ganz Cooney Center in 2012 showed that three out of four top-selling apps in the education category targeted elementary-age children or younger, and the most popular apps are aimed at preschoolers.
  • But although many apps claim they have educational value, there is almost no published research on the effect of interactive apps on infant or toddler learning.
  • “If I study the iPad today, it may not be relevant in the next five years,
  • Kirkorian’s first study (which began in 2011) is only now under revision
  • Koeun brought out an iPad and began showing Jeremy a video of a woman standing behind four boxes. The woman took one object out of each of the boxes and named each of them. They were weird-looking things and were given random names like “modi” and “toma.” After viewing the video, Koeun brought out a box containing the four objects in real life and asked Jeremy to give her the “toma.” He immediately picked up the correct object, indicating that he was able to learn the information from the video and link it to real-life experiences.
  • According to Kirkorian’s results, toddlers above 30 months of age are able to learn the names of the objects equally well with or without interaction with the screen (Jeremy was 32 months at the time). However, this is not the case with younger children. For younger two-year-olds, the requirement to specifically touch the box doubled the likelihood that they picked the right object, whereas touching anywhere on the screen did not help.
  • In other words, specific interaction with the screen significantly improved their learning.
  • Engaging children to actively participate and interact with the screen may overcome the notorious video deficiency effect. Perhaps children under two years old can learn from screens after all.
  • Of course, the study has its limitations.
  • this is the necessary first step to understand how interactive technologies influence learning.”
  • With the information being collected, what should we look for when selecting an app for our young children?
  • engaging and interactive features that aim to enhance learning without causing a distraction
  • Selecting age-appropriate apps is also important.
  • Parents should monitor their child's use of an app to make sure their child understands how to play and foresee aspects that could be frustrating for their child
  • It's good to keep in mind both that children can learn from apps and that they still need real interaction with people.”
  • language-rich experience
  • working with a caregiver, someone who can answer questions and provide feedback about whatever is happening on-screen.
  • a tool to increase interaction with your kid
  • a set of standards for evaluating the educational value of interactive apps—what they call the four “pillars” of learning
  • minds-on” learning, engagement with the learning material (without distraction), meaningful experiences that relate to the child, and social interaction.
  • digital pacifier
  • If these devices become the predominant method to calm and distract young children, will they be able to develop their own internal mechanisms of self-regulation?
  • it is important for kids to learn to self-regulate
  • If parents expect their kids to wait at a restaurant for 45 minutes, let them get fussy, and respond by giving them an iPhone, they are probably rewarding that tantrum. But if you anticipate that your child is not capable of waiting 45 minutes without a distractor, then sure, bring an iPad along to entertain them. This is a proactive approach and is no different from bringing toys along. It’s much better than having age-inappropriate expectations. Come prepared with some tools, and if that tool is an iPad, it may not be the worst thing you could do.”
  • no kind of technology is inherently good or evil. It all depends on how you use it.
  • nteractive devices do have the potential to help young children learn in ways unachievable by television or other passive screen media.
  • Science is lagging far behind technology
  • It is impractical to never expose kids to screens
  • “It’s much more empowering to give parents information on what sorts of screen media are most valuable and let parents decide for themselves, instead of just saying, ‘Don’t use it at all.’”
  • Common Sense Media found that 38% of children under two have used a mobile device for playing games or watching videos. That was in 2013
  • Do your best to choose something that seems age-appropriate, well-designed, and educationally valuable
  • moderation
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