hyperlinks don’t merely point to related works; they propel you toward them.)
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shared by Carla Arena on 10 Jul 08
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Is Google Making Us Stupid? - 0 views
www.theatlantic.com/...google
article brain google learningwithcomputers magazine neurology reading technology theatlantic
shared by Carla Arena on 10 Jul 08
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They supply the stuff of thought, but they also shape the process of thought. And what the Net seems to be doing is chipping away my capacity for concentration and contemplation. My mind now expects to take in information the way the Net distributes it: in a swiftly moving stream of particles. Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski.
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“power browse” horizontally through titles, contents pages and abstracts going for quick wins
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We are not only what we read
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We are how we read
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Wolf worries that the style of reading promoted by the Net, a style that puts “efficiency” and “immediacy” above all else, may be weakening our capacity for the kind of deep reading that emerged when an earlier technology, the printing press, made long and complex works of prose commonplace
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Our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged.
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So, how can we still use "power browsing" and teach our students to interpret, analyze, think.
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The human brain is almost infinitely malleable. People used to think that our mental meshwork, the dense connections formed among the 100 billion or so neurons inside our skulls, was largely fixed by the time we reached adulthood. But brain researchers have discovered that that’s not the case
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That's what a student of mine, who is a neurologist, calls neuroplasticity.
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Still, their easy assumption that we’d all “be better off” if our brains were supplemented, or even replaced, by an artificial intelligence is unsettling. It suggests a belief that intelligence is the output of a mechanical process, a series of discrete steps that can be isolated, measured, and optimized. In Google’s world, the world we enter when we go online, there’s little place for the fuzziness of contemplation. Ambiguity is not an opening for insight but a bug to be fixed. The human brain is just an outdated computer that needs a faster processor and a bigger hard drive.
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It’s in their economic interest to drive us to distraction.
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more hyperlinking, more possibilites for ads, more commercial value to others...
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The kind of deep reading that a sequence of printed pages promotes is valuable not just for the knowledge we acquire from the author’s words but for the intellectual vibrations those words set off within our own minds. In the quiet spaces opened up by the sustained, undistracted reading of a book, or by any other act of contemplation, for that matter, we make our own associations, draw our own inferences and analogies, foster our own ideas. Deep reading, as Maryanne Wolf argues, is indistinguishable from deep thinking.
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we really need those quiet spaces, the white spaces on a page to breathe and see what's really out there.
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we really need those quiet spaces, the white spaces on a page to breathe and see what's really out there.
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we really need those quiet spaces, the white spaces on a page to breathe and see what's really out there.
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If we lose those quiet spaces, or fill them up with “content,” we will sacrifice something important not only in our selves but in our culture.
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I come from a tradition of Western culture, in which the ideal (my ideal) was the complex, dense and “cathedral-like” structure of the highly educated and articulate personality—a man or woman who carried inside themselves a personally constructed and unique version of the entire heritage of the West. [But now] I see within us all (myself included) the replacement of complex inner density with a new kind of self—evolving under the pressure of information overload and the technology of the “instantly available.”
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As we are drained of our “inner repertory of dense cultural inheritance,” Foreman concluded, we risk turning into “‘pancake people’—spread wide and thin as we connect with that vast network of information accessed by the mere touch of a button.”
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I bought the Atlantic just because of this article and just loved it. It has an interesting analysis of what is happening to our reading, questions what might be happening to our brains, and it inquires on the future of our relationship with technology. Are we just going to become "pancake people"? Would love to hear what you think.
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shared by Paul Beaufait on 02 Nov 12
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5 Instructional Shifts to Promote Deep Learning - Getting Smart by Susan Oxnevad - DigL... - 14 views
gettingsmart.com/...hifts-to-promote-deep-learning
education learning deep-processing online pedagogy teaching technology
shared by Paul Beaufait on 02 Nov 12
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The seamless integration of technology into the Common Core-aligned curriculum supports learning through active participation and increases opportunities for all students to have access to the tools and information they need for success.
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Oxnevad suggests, "Students can develop transferrable knowledge and skills as they engage in learning experiences that require them to construct knowledge" (¶1). She argues for "seamless integration of technology" that will enable "students students to have access to the tools and information they need for success" (¶2), and proposes five instructional strategies for teachers to use to achieve those ends, namely: 1. Preparing "complex questions that require students to use higher level thinking skills" (Help students uncover knowledge, ¶2); 2. Facilitating learning from engaging and online resources, rather than delivering content (Eliminate the front of the classroom); 3. Creating opportunities for real world collaboration (Encourage collaboration); 4. Exploiting classroom and online opportunities for "frequent [and] informal assessment to gauge the effectiveness of your instruction and make adjustments to maximize the learning experience for each student" (Informally assess students [and instructional practices]); and 5. Preparing and publishing screencast tutorials for students to peruse whenever necessary, "...[i]Instead of spending valuable instructional time teaching the same tech skills over and over again to individual students" (Provide students with built in tech support). This October 30, 2012, post ends with an illustration comprising focus questions and a ThingLink product of fifth grade students' work. A list of links to related posts follows.