Multitasking is an unfortunate reality in both education and the job market even though, as Chapter 1 discusses, more mistakes are made and it actually takes longer to complete a specific task while multitasking. It seems the Digital Generation, however, is in a unique position to develop skills and strategies to deal with this reality due to the use of technology during stages of cognitive development. This exposure may very well render the Digital Generation better equipped to deal with the reality of multitasking—perhaps even reversing the studies’ findings of our relative inability to effectively multitask.
Although it seems to me that the ability to more effectively manage multiple tasks at one time could be a positive effect of the use of technology during cognitive development, Chapter 1 also stresses that the use of technology means less face to face interaction, and decreased development of accompanying social skills. Considering the primary message of Chapter 1, that balance be achieved with the use of technology in the classroom, I think it is the face to face interaction that the emerging educational system will have to work harder to establish and maintain in achieving such a balance.
In short, technology is everywhere and its prevalence is only increasing. It seems even the most traditional educator must therefore embrace technology on some level in order to properly educate students. But whereas interpersonal skills may have followed as a more natural result of the traditional classroom, it seems a more concerted effort will likely be needed at targeting the development of these skills in the modern classroom, where the use of technology has become more of a necessity than a choice.
It has been about a week and a half since I read chapter one of our text. I was hoping to post sooner, but I have had a rough weekend with strep throat.
Looking back on my notes, I really liked that the quotes at the beginning of the chapter are "real" depictions of how many teachers today feel. I have heard the one about kids only wanting to play video games more times than I can count on my fingers. Unfortunately, these teachers are not realizing the potential of new technology to truly effect how students learn. I found it interesting that this new technology is causing our brains to evolve faster than ever before (Small & Vorgon, 2008).
More than anything, I loved how the authors stressed the importance of balance when it comes to technology. Children should not become room hermits who never leave the computer to visit with friends, family, the outdoors, etc. Likewise, adults should allow students the opportunities to develop technological skills. In the classroom, technology should always have a purpose. Yes, it is fun, but it should always be used to further student learning. Teachers should strive to make students "well-rounded, productive, and creative people" (Jukes, McCain, & Crockett, 2010, p. 5). Utilizing a technology in the classroom is one great way to do this!
In Chapter 1 of Understanding the Digital Generation, Ian Jukes raises some interesting points about kids today and their excessive use of technology. As Jukes points out, it is true that many teachers, especially those who have been teaching for many years, tend to view the way kids use technology to do practically everything as a bad thing. It seems that the reason for this is that it is different from what they are used to. Technology can be intimidating, and when adults see that kids are so knowledgeable about something, it seems that it is easier to look at the negative aspects of how technology has changed the way kids’ learn and interact, rather than focus on the positive attributes technology has to offer. However, since kids use technology instead of the phone, or even actual books, it is important that teachers adjust to this and find a way to integrate technology so that the lessons are more relatable to students.
In the reading for this week, Jukes does not suggest that teachers should just accept this increased technology as if it does not have flaws. Instead, he discusses the concerns that go along with increased technology use amongst kids, such as trying to multitask and not interacting enough with peers face to face. All of these things are valid concerns and these are all things that teachers and parents probably consider when comparing their childhood with that of kids today. Instead of doing homework before going outside to play or watching television, kids now sit at their computers and complete assignments while doing several other things at once. As Jukes points out, this is an issue because instead of fully focusing on any one task, kids are giving minimal attention to several things at once, homework included. This is something that teachers must deal with because even if students spend limited time in a computer lab at school, they still often go home to technology, and as a result, their schoolwork and learning is affected. Also, not interacting with peers face to face is an issue that greatly affects a teacher’s job because communication is part of learning. Since students of this generation do not rely solely on face to face communication, that adds to the challenge of getting students to interact and express themselves in the classroom and without the use of technology.
This chapter did a great job of summing up most of the gripes I hear about becoming a teacher and "kids these days" from older adults. They try to blame technology (namely computers and cell phones) on "what's wrong with kids now-a-days." In some ways I agree, as mentioned in chapter one. Many children do not get enough "natural"stimulation, lack social skills, and would rather see how produce is grown on tv than plant anything themselves. This chapter discussed the scientific reasons why technology can be bad, but I think they problems are from the intrinsic changes its causing with children. However, I don't think it is the technology itself that can be blamed for these new problems, but the way in which it is allowed to be a part of the children's lives.
Very often, I have seen parents hand a child their iphone to play a game to keep them occupied or seen a teacher direct an early finisher to a computer to play additional 'learning games', and I think this is fine, but in moderation. You can't blame a child for becoming addicted to the very tool that the parents give him to occupy themselves. At some point, the parent has to be the parent and take control. If you want you child to get outdoors, limit time with technology and go to the park. Teach in ways that can be done both with and without any technology. There are plenty of ways are it, it just may require some creativity on the adult's part. (I'm sure Google can offer some good ideas- haha)
It's not just about children though, adults are perfectly capable of becoming addicted to it to. Even now, I have checked my email and changed the song playing on itunes three times. Balance is the key to a lot of 'problems'. The older generation and those who simply don't like change, should understand that change is always happening- not just with technology. Even in my 25 years, the world is a much different place than when I was very young.
While excessive use and reliance on technology can be a bad thing, I know that we are still at the tip of the iceburg and are only just beginning to see the changes that will be the result of technological advances.
HALEY MILES-- This chapter was very interesting to me because it brought up a lot of concerns and questions I had just at the beginning of class. From what I've seen in the past, with kids I have been a nanny for and such, there really is no balance within technology. I have seen children go to school and do nothing but worksheets and textbook work all day (SAD) and then come home and spend the majority of their evening playing around with technology. It is almost like they live a double life. I really liked what the book pointed out about multitasking. I am one, myself, who likes to think I am a great multitasker. Then, when the work is not done the way I want it to be, I get upset with myself. Wonder why? We are not wired to be multi-taskers. So, yes, there does need to be more balance between school work and technology. I think some teachers are quick to point their fingers at the parents. "Well, the parents should limit the use of technology at home..." But, maybe it is partly our responsibility as teachers. Maybe we should teach the students what good practices with technology looks like, how to be better time managers, etc. Technology has definitely evolved since I was in elementary school. I can only imagine how much different my life would be if I was a student in today's classrooms. Teachers need to know how to use all of this new technology so that we can see what we're dealing with. Ignorance is not the way to go.
This chapter starts out by introducing the fact that learners today are wired differently from learners in the past. Because we live in a world where there is instant information in our hands, our brains are evolving at astounding rates. The issue with this is that certain parts of the cognitive developmental stages are now being delayed or even skipped. The use of so much online technology is leading to children lacking in interpersonal skills. Which makes me question, what our world will be like years down the road if most every person is lacking in interactive social skills? Finding a fine balance of face to face and the virtual world is going to be important in raising and teaching future students. One other issue this chapter looks at is multitasking. Assimilation and accommodation of new information requires full concentration. With the distractions of multiple digital tasks can a child correctly intake new information? According to this chapter it goes against how we were built. While trying to multitask, people generally make more mistakes and are slower and sloppier. With the access of instant information at our fingertips children are also going to run into issues of dealing with tasks that require patient and challenging research. Here again we come back to finding that balance. This balance is going to have to happen in the schools. We cannot expect the children of today to learn the same as when we learned. Our classrooms have to look different. We have to first understand their world before we can expect them to understand the way we want them to act.
I have had my copy of "Understanding the Digital Generation" in my oversized straw purse since the UPS man delivered it last Thursday. I have pulled it out at various times (Carpool line, dance class, carpool line, cooking, carpool line, bath time) in order to complete the 5 page reading assignment. I found myself bombarded by cell phones, text messages, barking dogs, in-laws and crying 4 year olds, making it impossible to comprehend, let alone remember what was read. When I did find that rare moment to quietly read and reflect the content of Chapter1, I found it amusing that the topic hit on multi-tasking and the hindrance it plays on learning. Go figure!
The research cited on page 4, showing that a person who is interrupted takes 50% longer to complete a task with up to 50% more mistakes, was so surprising. In light of the past 5 days, I completely concur!
I am concerned over "the ability of the digital generation to stay with and follow a long and complex argument". As a math teacher, I have experienced a number of students reluctant to try or complete word problems, I fell because the require more thought, contemplation and effort. I find it disheartening to hear that the coming math students could be even more reluctant to tackle these thought provoking problems.
I love the quote on page 5,"...balance that embraces the realities of the digital online world, balance that acknowledges the kids are way ahead of us, and balance that recognizes we have a lot of learning to do before we can effectively apply our life experience to guide our students in this new digital world." If I am to be an effective teacher and advocate for my students, it is imperative that I learn to manipulate and integrate today's technology in my classroom.
It is no secret that the use of technology has become a major component of most of our every day lives. In some cases, people, specifically children of all ages, spend more time with digital devices than they do with family and or friends. The loss of face to face social interaction has caused some educational professionals to worry about what the long term affects will be specifically on the brain development of children as well as their overall well being. Chapter 1 focuses on a number of disadvantages that the over use of technology poses to important areas of child developement. A need for balance is called for, starting the lives of adults, specifiacally parents and education professionals that are very influential in the lives of children and what they learn. The author makes a valid point by stating that in some cases "adults live very unbalanced lives themselves, and unless they counterbalance their old nondigital life experiences with new digital experiences, it will have catastrophic consequences for education" (pg. 5). While I think that the advancement in technology has provided new and exciting avenues for educational progress and personal growth for children and adults alike, I see the need to integrate our traditional (non digital) experiences with the present digital influences to obtain a necessary balance. The question is, how is balance achieved when we have seemingly tipped the scales weighing towards a generation reliant upon technology. Where I have seen the most significant effect personally is in the lack of development of social skills caused by the lose of face to face interaction. My personal example would be my increased use of email and texting as a way of communication with co-workers, friends and family members has negatively effected my face to face interaction. My face to face interactions have become fewer and fewer and when I do encounter them it feels though I have almost forgotten how to communicate physically and there is a sense of unfamiliarity or uneasiness. I too can also see the effects in my teenage cousins. They are able communicate to me all day through digitial media like facebook but when it comes to holding a detailed and enriching conversation in face to face, they don't appear to have the skills, confidence, or know how to do so.
Chapter one points out that there is not enough balance in technology between the digital generation and the teachers that teach them. It is not surprising that educators have a hard time getting and keeping student's attention in the traditional classroom setting because kids today are used to the instant gratification that technology gives them. They can google the answer to any question in seconds and are used to skimming large volumes of information instead of taking the time to understand concepts and ideas. There is even research that states that the digital generation's brains develop differently. Although students today are technologically advanced and learn new technology quickly, they lack in the development of interpersonal and face to face skills. These skills are vital for getting a job and maintaining healthy relationships.
Research also states that today's society spends much of their time multi tasking. We are often texting, surfing the internet, talking on the phone and watching television at the same time. When we add work or studying to that list, there is a big problem. It might appear that we are getting a lot done, but in reality, many mistakes are made because of the constant interruptions in train of thought.
That said, technology is here to stay so teachers of the digital generation are going to have to find some balance also by bringing more technology into the classroom. By combining traditional teaching styles with the fast paced technology that kids are accustomed to using daily, hopefully, we can develop all of the skills needed to make it in today's ever changing world.
This chapter very accurately demonstrates the pros and cons of technology in today’s generation. The most profound comment was that today’s nondigital adults are designing a curriculum for today’s digital generation. There is a huge gap in these two worlds. How can adults understand how to teach today’s kids, when we don’t understand how they are learning and thinking in a technological world?? We can embrace this technology or completely lose the opportunity to tap into these resources to best teach them.
On the other side, children do seem to be losing the face to face skills that they will need for future careers and job opportunities. Also they are lacking skills for just social development in life and relationships. Today’s children have a difficult time looking adults in the face when responding to questions and a lack of conversational skills. This is unacceptable.
So I guess that is where the balance comes in. It reminds me of the whole language vs. phonics debate or the traditional vs. constructivist math philosophy of when I was teaching. The answer is both are needed. So finding a balance that works is the key to success. I’m looking forward to finding out how to successfully integrate technology into my classroom and promoting interpersonal interactions as well.
Multitasking is an unfortunate reality in both education and the job market even though, as Chapter 1 discusses, more mistakes are made and it actually takes longer to complete a specific task while multitasking. It seems the Digital Generation, however, is in a unique position to develop skills and strategies to deal with this reality due to the use of technology during stages of cognitive development. This exposure may very well render the Digital Generation better equipped to deal with the reality of multitasking—perhaps even reversing the studies’ findings of our relative inability to effectively multitask.
ReplyDeleteAlthough it seems to me that the ability to more effectively manage multiple tasks at one time could be a positive effect of the use of technology during cognitive development, Chapter 1 also stresses that the use of technology means less face to face interaction, and decreased development of accompanying social skills. Considering the primary message of Chapter 1, that balance be achieved with the use of technology in the classroom, I think it is the face to face interaction that the emerging educational system will have to work harder to establish and maintain in achieving such a balance.
In short, technology is everywhere and its prevalence is only increasing. It seems even the most traditional educator must therefore embrace technology on some level in order to properly educate students. But whereas interpersonal skills may have followed as a more natural result of the traditional classroom, it seems a more concerted effort will likely be needed at targeting the development of these skills in the modern classroom, where the use of technology has become more of a necessity than a choice.
It has been about a week and a half since I read chapter one of our text. I was hoping to post sooner, but I have had a rough weekend with strep throat.
ReplyDeleteLooking back on my notes, I really liked that the quotes at the beginning of the chapter are "real" depictions of how many teachers today feel. I have heard the one about kids only wanting to play video games more times than I can count on my fingers. Unfortunately, these teachers are not realizing the potential of new technology to truly effect how students learn. I found it interesting that this new technology is causing our brains to evolve faster than ever before (Small & Vorgon, 2008).
More than anything, I loved how the authors stressed the importance of balance when it comes to technology. Children should not become room hermits who never leave the computer to visit with friends, family, the outdoors, etc. Likewise, adults should allow students the opportunities to develop technological skills. In the classroom, technology should always have a purpose. Yes, it is fun, but it should always be used to further student learning. Teachers should strive to make students "well-rounded, productive, and creative people" (Jukes, McCain, & Crockett, 2010, p. 5). Utilizing a technology in the classroom is one great way to do this!
In Chapter 1 of Understanding the Digital Generation, Ian Jukes raises some interesting points about kids today and their excessive use of technology. As Jukes points out, it is true that many teachers, especially those who have been teaching for many years, tend to view the way kids use technology to do practically everything as a bad thing. It seems that the reason for this is that it is different from what they are used to. Technology can be intimidating, and when adults see that kids are so knowledgeable about something, it seems that it is easier to look at the negative aspects of how technology has changed the way kids’ learn and interact, rather than focus on the positive attributes technology has to offer. However, since kids use technology instead of the phone, or even actual books, it is important that teachers adjust to this and find a way to integrate technology so that the lessons are more relatable to students.
ReplyDeleteIn the reading for this week, Jukes does not suggest that teachers should just accept this increased technology as if it does not have flaws. Instead, he discusses the concerns that go along with increased technology use amongst kids, such as trying to multitask and not interacting enough with peers face to face. All of these things are valid concerns and these are all things that teachers and parents probably consider when comparing their childhood with that of kids today. Instead of doing homework before going outside to play or watching television, kids now sit at their computers and complete assignments while doing several other things at once. As Jukes points out, this is an issue because instead of fully focusing on any one task, kids are giving minimal attention to several things at once, homework included. This is something that teachers must deal with because even if students spend limited time in a computer lab at school, they still often go home to technology, and as a result, their schoolwork and learning is affected. Also, not interacting with peers face to face is an issue that greatly affects a teacher’s job because communication is part of learning. Since students of this generation do not rely solely on face to face communication, that adds to the challenge of getting students to interact and express themselves in the classroom and without the use of technology.
This chapter did a great job of summing up most of the gripes I hear about becoming a teacher and "kids these days" from older adults. They try to blame technology (namely computers and cell phones) on "what's wrong with kids now-a-days." In some ways I agree, as mentioned in chapter one. Many children do not get enough "natural"stimulation, lack social skills, and would rather see how produce is grown on tv than plant anything themselves. This chapter discussed the scientific reasons why technology can be bad, but I think they problems are from the intrinsic changes its causing with children. However, I don't think it is the technology itself that can be blamed for these new problems, but the way in which it is allowed to be a part of the children's lives.
ReplyDeleteVery often, I have seen parents hand a child their iphone to play a game to keep them occupied or seen a teacher direct an early finisher to a computer to play additional 'learning games', and I think this is fine, but in moderation. You can't blame a child for becoming addicted to the very tool that the parents give him to occupy themselves. At some point, the parent has to be the parent and take control. If you want you child to get outdoors, limit time with technology and go to the park. Teach in ways that can be done both with and without any technology. There are plenty of ways are it, it just may require some creativity on the adult's part. (I'm sure Google can offer some good ideas- haha)
It's not just about children though, adults are perfectly capable of becoming addicted to it to. Even now, I have checked my email and changed the song playing on itunes three times. Balance is the key to a lot of 'problems'. The older generation and those who simply don't like change, should understand that change is always happening- not just with technology. Even in my 25 years, the world is a much different place than when I was very young.
While excessive use and reliance on technology can be a bad thing, I know that we are still at the tip of the iceburg and are only just beginning to see the changes that will be the result of technological advances.
HALEY MILES--
ReplyDeleteThis chapter was very interesting to me because it brought up a lot of concerns and questions I had just at the beginning of class. From what I've seen in the past, with kids I have been a nanny for and such, there really is no balance within technology. I have seen children go to school and do nothing but worksheets and textbook work all day (SAD) and then come home and spend the majority of their evening playing around with technology. It is almost like they live a double life. I really liked what the book pointed out about multitasking. I am one, myself, who likes to think I am a great multitasker. Then, when the work is not done the way I want it to be, I get upset with myself. Wonder why? We are not wired to be multi-taskers. So, yes, there does need to be more balance between school work and technology. I think some teachers are quick to point their fingers at the parents. "Well, the parents should limit the use of technology at home..." But, maybe it is partly our responsibility as teachers. Maybe we should teach the students what good practices with technology looks like, how to be better time managers, etc. Technology has definitely evolved since I was in elementary school. I can only imagine how much different my life would be if I was a student in today's classrooms. Teachers need to know how to use all of this new technology so that we can see what we're dealing with. Ignorance is not the way to go.
This chapter starts out by introducing the fact that learners today are wired differently from learners in the past. Because we live in a world where there is instant information in our hands, our brains are evolving at astounding rates. The issue with this is that certain parts of the cognitive developmental stages are now being delayed or even skipped. The use of so much online technology is leading to children lacking in interpersonal skills. Which makes me question, what our world will be like years down the road if most every person is lacking in interactive social skills? Finding a fine balance of face to face and the virtual world is going to be important in raising and teaching future students.
ReplyDeleteOne other issue this chapter looks at is multitasking. Assimilation and accommodation of new information requires full concentration. With the distractions of multiple digital tasks can a child correctly intake new information? According to this chapter it goes against how we were built. While trying to multitask, people generally make more mistakes and are slower and sloppier. With the access of instant information at our fingertips children are also going to run into issues of dealing with tasks that require patient and challenging research. Here again we come back to finding that balance.
This balance is going to have to happen in the schools. We cannot expect the children of today to learn the same as when we learned. Our classrooms have to look different. We have to first understand their world before we can expect them to understand the way we want them to act.
I have had my copy of "Understanding the Digital Generation" in my oversized straw purse since the UPS man delivered it last Thursday. I have pulled it out at various times (Carpool line, dance class, carpool line, cooking, carpool line, bath time) in order to complete the 5 page reading assignment. I found myself bombarded by cell phones, text messages, barking dogs, in-laws and crying 4 year olds, making it impossible to comprehend, let alone remember what was read. When I did find that rare moment to quietly read and reflect the content of Chapter1, I found it amusing that the topic hit on multi-tasking and the hindrance it plays on learning. Go figure!
ReplyDeleteThe research cited on page 4, showing that a person who is interrupted takes 50% longer to complete a task with up to 50% more mistakes, was so surprising. In light of the past 5 days, I completely concur!
I am concerned over "the ability of the digital generation to stay with and follow a long and complex argument". As a math teacher, I have experienced a number of students reluctant to try or complete word problems, I fell because the require more thought, contemplation and effort. I find it disheartening to hear that the coming math students could be even more reluctant to tackle these thought provoking problems.
I love the quote on page 5,"...balance that embraces the realities of the digital online world, balance that acknowledges the kids are way ahead of us, and balance that recognizes we have a lot of learning to do before we can effectively apply our life experience to guide our students in this new digital world." If I am to be an effective teacher and advocate for my students, it is imperative that I learn to manipulate and integrate today's technology in my classroom.
It is no secret that the use of technology has become a major component of most of our every day lives. In some cases, people, specifically children of all ages, spend more time with digital devices than they do with family and or friends. The loss of face to face social interaction has caused some educational professionals to worry about what the long term affects will be specifically on the brain development of children as well as their overall well being. Chapter 1 focuses on a number of disadvantages that the over use of technology poses to important areas of child developement. A need for balance is called for, starting the lives of adults, specifiacally parents and education professionals that are very influential in the lives of children and what they learn. The author makes a valid point by stating that in some cases "adults live very unbalanced lives themselves, and unless they counterbalance their old nondigital life experiences with new digital experiences, it will have catastrophic consequences for education" (pg. 5).
ReplyDeleteWhile I think that the advancement in technology has provided new and exciting avenues for educational progress and personal growth for children and adults alike, I see the need to integrate our traditional (non digital) experiences with the present digital influences to obtain a necessary balance. The question is, how is balance achieved when we have seemingly tipped the scales weighing towards a generation reliant upon technology. Where I have seen the most significant effect personally is in the lack of development of social skills caused by the lose of face to face interaction. My personal example would be my increased use of email and texting as a way of communication with co-workers, friends and family members has negatively effected my face to face interaction. My face to face interactions have become fewer and fewer and when I do encounter them it feels though I have almost forgotten how to communicate physically and there is a sense of unfamiliarity or uneasiness. I too can also see the effects in my teenage cousins. They are able communicate to me all day through digitial media like facebook but when it comes to holding a detailed and enriching conversation in face to face, they don't appear to have the skills, confidence, or know how to do so.
Chapter one points out that there is not enough balance in technology between the digital generation and the teachers that teach them. It is not surprising that educators have a hard time getting and keeping student's attention in the traditional classroom setting because kids today are used to the instant gratification that technology gives them. They can google the answer to any question in seconds and are used to skimming large volumes of information instead of taking the time to understand concepts and ideas. There is even research that states that the digital generation's brains develop differently. Although students today are technologically advanced and learn new technology quickly, they lack in the development of interpersonal and face to face skills. These skills are vital for getting a job and maintaining healthy relationships.
ReplyDeleteResearch also states that today's society spends much of their time multi tasking. We are often texting, surfing the internet, talking on the phone and watching television at the same time. When we add work or studying to that list, there is a big problem. It might appear that we are getting a lot done, but in reality, many mistakes are made because of the constant interruptions in train of thought.
That said, technology is here to stay so teachers of the digital generation are going to have to find some balance also by bringing more technology into the classroom. By combining traditional teaching styles with the fast paced technology that kids are accustomed to using daily, hopefully, we can develop all of the skills needed to make it in today's ever changing world.
testing
ReplyDeleteThis chapter very accurately demonstrates the pros and cons of technology in today’s generation. The most profound comment was that today’s nondigital adults are designing a curriculum for today’s digital generation. There is a huge gap in these two worlds. How can adults understand how to teach today’s kids, when we don’t understand how they are learning and thinking in a technological world?? We can embrace this technology or completely lose the opportunity to tap into these resources to best teach them.
ReplyDeleteOn the other side, children do seem to be losing the face to face skills that they will need for future careers and job opportunities. Also they are lacking skills for just social development in life and relationships. Today’s children have a difficult time looking adults in the face when responding to questions and a lack of conversational skills. This is unacceptable.
So I guess that is where the balance comes in. It reminds me of the whole language vs. phonics debate or the traditional vs. constructivist math philosophy of when I was teaching. The answer is both are needed. So finding a balance that works is the key to success. I’m looking forward to finding out how to successfully integrate technology into my classroom and promoting interpersonal interactions as well.