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sylvyapaladino

Books Without Batteries:The Negative Impacts of Technology - 0 views

www.publishersweekly.com/...ive-impacts-of-technology.html

Negative Literacy Debate

shared by sylvyapaladino on 15 Jul 14 - No Cached
  • In The Shallows: What the Internet Is Doing to Our Brains (Norton, 2010), Nicholas Carr notes that after years of digital addiction, his friends can't read in depth anymore. Their very brains are changing, physically. They are becoming "chronic scatterbrains... even a blog post of more than three or four paragraphs is too much to absorb."
  • Carr continues: "For the last five centuries, ever since Gutenberg made reading a popular pursuit, the linear, literary mind has been at the center of art, science, and society. As supple as it is subtle, it's been the imaginative mind of the Renaissance, the rational mind of the Enlightenment, the inventive mind of the Industrial Revolution, even the subversive mind on Modernism. It may soon be yesterday's mind."
  • Because our brains can no longer think beyond a tweet, we can't write well. And we can't read well either. The idea of reading—let alone writing—War and Peace, Bleak House, or Absalom, Absalom! is fading into an impossible dream.
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  • Here's what an e-reader is: a battery-operated slab, about a pound, one-half inch thick, perhaps with an aluminum border, rubberized back, plastic, metal, silicon, a bit of gold, plus rare metals such as columbite-tantalite (Google it) ripped from the earth, often in war-torn Africa. To make one e-reader requires 33 pounds of minerals, plus 79 gallons of water to refine the minerals and produce the battery and printed writing. The production of other e-reading devices such as cellphones, iPads, and whatever new gizmo will pop up in the years ahead is similar. "The adverse health impacts [on the general public] from making one e-reader are estimated to be 70 times greater than those for making a single book," says the Times.
  • Then you figure that the 100 million e-readers will be outmoded in short order, to be replaced by 100 million new and improved devices in the years ahead that will likewise be replaced by new models ad infinitum, and you realize an environmental disaster is at hand. We will have lost a chunk of our planet as we lose our minds to the digital juggernaut.
  • Here's what it takes to make a book, which, if it is any good, will be shared by many readers and preserved and appreciated in personal, public, and university libraries that survive the gigantic digital book burning: recycled paper, a dash of minerals, and two gallons of water. Batteries not necessary. If trees are harvested, they can be replanted.
  • Book Love, edited by James Charlton and Bill Henderson, is out from Pushcart Press on April 23, the International Day of the Book.
sylvyapaladino

Why Web Literacy Should Be Part of Every Education | Co.Exist | ideas + impact - 0 views

www.fastcoexist.com/...uld-be-part-of-every-education

Literacy Debate

shared by sylvyapaladino on 15 Jul 14 - No Cached
  • Like reading, writing, and arithmetic, web literacy is both content and activity. You don’t just learn “about” reading: you learn to read. You don’t just learn “about” arithmetic: you learn to count and calculate. You don’t just learn “about” the web: you learn to make your own website.
  • No one would have believed that peers could contribute knowledge and advice, helping one another to learn through YouTube videos, Wikipedia, or other sites. In fact, if you go back to 2000, before any of those things existed, you cannot find accepted theories of human nature, economics, or earning that could predict that those things could and would exist in less than a decade. No one guessed Wikipedia’s success, not even its founders. We simply didn’t know that, without a work plan, a lesson plan, or a taxonomy of what “counts” as knowledge, without leadership or payments or designated roles, people--non-experts--would build the largest encyclopedia the world has ever known, because we love to share what we know with others, and we’re even willing to spend endless hours creating our own community standards, editing, and making it right.
sylvyapaladino

Neuman Celano library study: Educational technology worsens achievement gaps. - 0 views

www.slate.com/...orsens_achievement_gaps.2.html

Negative Literacy Debate

shared by sylvyapaladino on 15 Jul 14 - No Cached
  • his story was produced by The Hechinger Report, a nonprofit, nonpartisan education-news outlet based at Teachers College, Columbia University.
  • Annie Murphy Paul is a fellow at the New America Foundation and the author of the forthcoming book Brilliant: The Science of How We Get Smarter.
sylvyapaladino

Neuman Celano library study: Educational technology worsens achievement gaps. - 0 views

www.slate.com/..._worsens_achievement_gaps.html

Negative Literacy Debate

shared by sylvyapaladino on 15 Jul 14 - No Cached
  • The two were especially interested in how the introduction of computers might “level the playing field” for the neighborhoods’ young people, children of “concentrated affluence” and “concentrated poverty.” They undertook their observations in a hopeful frame of mind: “Given the wizardry of these machines and their ability to support children’s self-teaching,” they wondered, “might we begin to see a closing of the opportunity gap?
  • Many hours of observation and analysis later, Neuman and Celanano were forced to acknowledge a radically different outcome: “The very tool designed to level the playing field is, in fact, un-leveling it,” they wrote in a 2012 book based on their Philadelphia library study. With the spread of educational technology, they predicted, “the not-so-small disparities in skills for children of affluence and children of poverty are about to get even larger.”
  • Neuman and Celano are not the only researchers to reach this surprising and distressing conclusion. While technology has often been hailed as the great equalizer of educational opportunity, a growing body of evidence indicates that in many cases, tech is actually having the opposite effect: It is increasing the gap between rich and poor, between whites and minorities, and between the school-ready and the less-prepared.
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  • The unleveling impact of technology also has to do with a phenomenon known as the “Matthew Effect”: the tendency for early advantages to multiply over time.
  • negative effect on academic achievement—and in these cases, poor students’ performance suffers more than that of their richer peers. In an article to be published next month in the journal Economic Inquiry, for example, Duke University economist Jacob Vigdor and co-authors Helen Ladd and Erika Martinez report their analysis of what happened when high-speed Internet service was rolled out across North Carolina: Math and reading test scores of the state’s public school students went down in each region as broadband was introduced, and this negative impact was greatest among economically disadvantaged students. Dousing the hope that spreading technology will engender growing equality, the authors write: “Reliable evidence points to the conclusion that broadening student access to home computers or home Internet service would widen, not narrow, achievement gaps.”
sylvyapaladino

US Literacy, Math, and Technology Skills below OECD Average - ProCon.org - 0 views

www.procon.org/headline.php

Negative Literacy Debate

shared by sylvyapaladino on 15 Jul 14 - No Cached
  • According to a Nov. 2013 Organisation for Economic Co-operation and Development (OECD) study, most Americans are not at college-level proficiency in literacy, math, or technology skills--not even the average US college graduate.
  • In 2011 and 2012, the OECD administered a standardized test, the Programme for International Assessment of Adult Competencies (PIAAC), to 166,000 adults aged 16-65 in the 24 OECD countries to compare the literacy, math, and technology skills of adults.
  • he OECD found that 41.77% of Americans hold a bachelor's degree, lower than the OECD average of 42.01%. The United States ranked 14th out of 23 (the UK and Northern Ireland were tested together) in percentage of 25-34 year olds with "tertiary education." Korea was first with 61.63%, followed by Canada (57.26%), and Japan (55.84%). Austria ranked last with 20.34%.
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  • On the literacy proficiency portion of the test, the United States ranked 16th of 23 with 11.51% of adults having an "A" level proficiency, or a college graduate level of reading comprehension and critical thinking skills. The average for all 24 countries was 11.79%. Japan ranked first with 22.56% of adults at an "A" level. Italy ranked the lowest with 3.32%.
  • On the "numeracy proficiency" (math) portion of the test, the United States ranked 21st of 23 with 8.48% of adults showing an "A" level proficiency. 12.42% was the average for OECD countries. Japan (18.85%) ranked first. Spain (4.06%) ranked last.
  • The third portion of the test was "proficiency in problem solving in technology-rich environments" and measured how adults used technology to get and use information, communicate with others, and perform tasks, or basic computer literacy skills. The United States ranked 14th of 19 with 5.1% displaying "A" level proficiency. Sweden ranked first with 8.8%. Poland ranked last with 3.8%.  Cyprus, Spain, Italy, and France did not participate in this portion of the test.
  • Japanese high school graduates... have higher literacy levels than university graduates... in England, Denmark, Poland, Italy, and Spain. Think about that. If you were a university rector in one of those countries, what do you think you'd be saying to your higher education minister right about now?" US college graduates scored an average of 8 points higher (297 out of 400 points) than Japanese high school graduates (289 out of 400 points) on the literacy portion.
  • The OECD noted that in all countries except Japan at least 10% of adults aged 16-65 fell below basic literacy skills, meaning they can only complete "simple tasks" such as finding information in a paragraph or completing one-step math problems but cannot perform more advanced literacy and math skills. 
sylvyapaladino

Pros and Cons of Technology in the Classroom and Where I Stand | Rachel Lynne's Blog - 0 views

racdab2819.wordpress.com/...he-classroom-and-where-i-stand

Negative Literacy Debate

shared by sylvyapaladino on 15 Jul 14 - No Cached
  • , I will share some of the findings of my group and explain how they impacted me and can impact all educators.
  • Negative Effects: Spell-check: Through our research we discovered that many students rely too heavily on spellcheck to correct their spelling, and as a result, have poor spelling skills.  In the following video, a high school girl describes her spelling problems from dependency on spellcheck.  It also addressed the problems that arise from text speak.
  • Other negative effects of technology on learning: -Technology makes it easier to cheat and plagarize -Decrease in critical thinking -Decrease in analysis skills -Decrease in imagination -Don’t process as much during class, easily distracted
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  • Are Digital Media Changing Language? http://www.ascd.org/publications/educational_leadership/mar09/vol66/num06/Are_Digital_Media_Changing_Language¢.aspx Is Technology Producing a Decline in Critical Thinking and Analysis? http://www.sciencedaily.com/releases/2009/01/090128092341.htm
  • Sparknotes and other such sources: When I was in high school, most of my peers never read the novels assigned in our classes because they could easily and quickly read a plot summary, character analysis, and theme, symbol, and motif summary on Sparknotes.  With this site and others like it so easily available, we can’t be surprised when kids don’t read books!  
  • This technology definitely has the potential to have a negative impact on student’s reading, writing, and critical thinking.
  • One of the issues we discovered is the negative effect texting and instant-message language has on student’s writing capabilities.  Our research shows that acronyms and abbreviations are slipping into student’s writing.  Rather than using formal English when writing papers, many students use digital language, which includes things like: -lower case ‘i’ rather than uppercase ‘I’ -b/c for because -idk for i don’t know -recurrent grammar issues
sylvyapaladino

http://www.nber.org/papers/w16078.pdf - 0 views

www.nber.org/w16078.pdf

Negative Literacy Debate

shared by sylvyapaladino on 15 Jul 14 - No Cached
  • sylvyapaladino on 15 Jul 14
     
    This is the US National Bureau of Economic Research's Working paper containing negative effects. It is the cited work in the web articles highlighted above.
  • sylvyapaladino on 15 Jul 14
     
    This is the US National Bureau of Economic Research's Working paper containing negative effects. It is the cited work in the web articles highlighted above.
sylvyapaladino

Computer use has 'persistent negative impact' on child's maths, reading test scores | N... - 0 views

www.news.com.au/...story-e6frfro0-1225902566080

Negative Literacy Debate

shared by sylvyapaladino on 15 Jul 14 - No Cached
  • GRANTING teenagers access to computers can actually diminish their reading and maths results, according to a new study. e Sunday Telegraph reports a survey of more than half a million children reveals technology is counter-productive in improving student achievement.
  • It found that introducing children to computers from 10 years of age could have a detrimental effect and was associated with "modest but statistically significant and persistent negative impacts on student maths and reading test scores".
  • The study, published by the US National Bureau of Economic Research, flies in the face of popular belief and shows that expanding computer access does not reduce the digital divide.
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  • "Students who gain access to a home computer between 5th and 8th grade tend to witness a persistent decline in reading and math test scores," he said.
  • "For school administrators interested in maximising achievement test scores, or reducing racial and socioeconomic disparities in test scores, all evidence suggests that a program of broadening home computer access would be counterproductive."
  • Researchers analysed administrative data for more than 500,000 Years 5-8 students from North Carolina.Studying their computer use and test scores, researchers aimed to asses the impact of student home computer use
  • Professor Vigdor claims home computer access is damaging because students are easily distracted and end up using their time to socialise and play games.
  • High-speed internet was also a contributing factor and tempted children to use their computers for recreation.
sgbrudna

Television and Media Literacy in Young Children: Issues and Effects in Early Childhood ... - 2 views

ccsenet.org/...3339

television media media literacy literacy children studies education childhood effects issues Debate negative Decline skills TV communication Technology

shared by sgbrudna on 16 Jul 14 - No Cached
  • Television and Media Literacy in Young Children: Issues and Effects in Early Childhood Kamaruzaman Jusoff, Nurul Nadiah Sahimi Abstract elevision viewing among young children has been an on going issue as it is found to effect their development in various areas. This problem is getting more worrisome as the percentage and amount of hours of television exposure among young children is increasing, especially with the growing production of children television programs.  Studies have found that television exposure to young children could effects their language and cognitive development, lead to behavior problems, attention disorder, aggression and obesity.
sgbrudna

The 4 Negative Side Effects Of Technology - Edudemic - 3 views

www.edudemic.com/ive-side-effects-of-technology

negative effects writing Debate reading skills Decline TV texting communication Technology

shared by sgbrudna on 15 Jul 14 - No Cached
  • Let’s take a look at the top 4 ways that overuse of technology has influenced our children in an adverse manner:
  • 1. Elevated Exasperation These days, children indulge themselves in internet, games or texting. These activities have affected their psyche negatively, consequently leading to increased frustration. Now they get frustrated whenever they are asked to do anything while playing games or using internet. For instance, when their parents ask them to take the trash out, they get furious instantly. This behavior has shattered many parent-children relationships.
  • 2. Deteriorated Patience Patience is a very precious virtue and its scarcity could deteriorate a person’s Will. Determination is a necessity that comes with patience and without it no individual can survive the hardships of life. According to studies, tolerance in children is vanishing quite increasingly due to the improper use of technology. For example, children get frustrated quickly when they surf internet and the page they want to view takes time to load.
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  • 3. Declining Writing Skills Due to the excessive usage of online chatting and shortcuts, the writing skills of today’s young generation have declined quite tremendously. These days, children are relying more and more on digital communication that they have totally forgot about improving their writing skills. They don’t know the spelling of different words, how to use grammar properly or how to do cursive writing.
  • 4. Lack of Physical Interactivity No one can deny the fact that the advancement of technology has produced a completely unique method of interaction and communication. Now, more and more people are interacting with others through different platforms like apps, role-playing online games, social networks, etc. This advancement has hampered the physical interaction skills of many children. Due to that they don’t know how to interact with others when they meet them in-person or what gesture they should carry.
  • Alice Martin is a professional essay writer from UK, works on AssignmentValley’s education blog. She became a writer after completing her college and then established her career in the field of education and research.
  • bgfeltner on 15 Jul 14
     
    "The rapid revolution in technology affected our lifestyle drastically and led us to believe that our lives have changed for the better. Now communication with our distant friends or relatives, buying branded products or goods on-the-go and conducting business meeting is possible with just a single click."
sgbrudna

TV found to have negative impact on parent-child communication and early literacy compa... - 1 views

www.sciencedaily.com/...110914122317.htm

literacy TV Technology effects Debate negative skills texting Decline

shared by sgbrudna on 16 Jul 14 - No Cached
  • TV found to have negative impact on parent-child communication and early literacy compared to books and toys Date: September 15, 2011 Source: Wiley-Blackwell Summary: Since the first television screens lit up our living rooms scientists have been studying its affect on young children. Now scientists have compared mother-child communication while watching TV to reading books or playing with toys to reveal the impact on children's development. The results show that watching TV can lead to less interaction between parents and children, with a detrimental impact on literacy and language skills.
sgbrudna

4 ways texting is killing our communication skills | Articles | Home - 2 views

www.prdaily.com/...ommunication_skills_13330.aspx

texting communication Decline Literacy Debate Negative Skills

shared by sgbrudna on 16 Jul 14 - No Cached
  • 1. Texting reduces the need for in-depth conversations. Have you texted people as a form of avoidance? A few abbreviated words keep people from meaningful dialogue and face-to-face communication. It also diminishes the importance of body language in our communication. 2. Texting dumbs down spelling and grammar. "Txtspk" leads to deficiencies in basic language skills. Shortcuts with spelling, punctuation and emoticons don't help children and teenagers learn the necessary writing and communication skills they need for college and the workforce. Are these convenient shortcuts, acronyms and abbreviations giving way to generations of lazy and sloppy communicators? (Oh, gr8.) 3. Texting distracts us from being fully present. Earlier this year, the industry association that represents wireless communications (CTIA) reported that more than 184 billion text messages are sent each month in the U.S. These messages interrupt our brain function and attention. Texting pulls our focus away from the people and tasks we are experiencing in a moment, which deprives us of being completely present in our lives. 4. Texting invites ambiguity. Joel Willans wrote on Nokia.com: "The format of 160 characters was determined in 1993 by a communications researcher, Friedham Hillebrand. While trying to standardize the technology that would allow cell phones to transmit and display messages, he discovered that the average sentence or question needed just 160 characters." This leaves too many opportunities to mistakenly read between the lines.
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