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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">If teaching were like following a recipe, it would be a much easier job. Unlike the reliable and straightforward process of baking a batch of chocolate chip cookies, practices that work in a morning class may not work the same way in the afternoon. Instead, teachers have the extremely complicated task of figuring out how to help students learn in classrooms that are uniquely composed of children with different relationships to learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's something that people outside of teaching don't really appreciate,\" said \u003ca href=\"https://www.samford.edu/arts-and-sciences/directory/Chew-Stephen-Linn\">Dr. Stephen Chew\u003c/a> at the 2021 \u003ca href=\"https://www.learningandthebrain.com/\">Learning & the Brain conference\u003c/a>. \"They think teaching is delivering information. It's much more than that. It’s creating an environment in which students can learn.\"\u003c/span>\u003cspan style=\"font-weight: 400\"> As a professor of psychology at Samford University, his research on the cognitive aspects of effective teaching and learning answers the question that many teachers ask: How is it that I’m doing everything right and still coming up against pitfalls and different outcomes?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge of teaching effectively is to understand the universal principles of learning that apply to anyone, but adapting those principles for individual differences so we can teach everyone,” he said. He provides “promising practices” that address the variety of cognitive challenges that teachers juggle when they are navigating the broad aspects of learning in tandem with students' individual needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Mindset\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a student enters the classroom, whether it’s on Zoom or in person, they’re bringing their academic biases with them. And it’s no surprise that negative feelings towards a subject can lead to ineffective mindsets for overcoming learning obstacles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students say, ‘I just dread this. I had terrible experiences with this. I failed at this before.’ They’ve convinced themselves of their inability in the subject, and they already sort of hate it.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chew said that learners’ attitudes and beliefs about a particular class are usually because of \u003c/span>\u003cspan style=\"font-weight: 400\">misconceptions they have about learning. One of the most common misunderstandings is the idea that learning happens quickly. Students tend to cram or spend insufficient time with learning material only to be disappointed when they have not fully grasped concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, teachers can support students in debunking this misconception. A few days before tests or assessments, Chew recommends saying something like, “If you plan to do well in the exam, you should have done all the reading by today because you learn much more in review than you learn reading it the first time.” For bigger projects or writing assignments, he advises teachers to require students to share updates about their progress five to six days before the due date. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They can see where everyone else is and they can see that other students have already started on it. It really reminds them that this is due and it lets them see what other people are doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XOKG2LrnwYo?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Metacognition and ineffective learning strategies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understandably, students are often drawn to study habits that require minimal effort, like skimming required readings and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">\u003cspan style=\"font-weight: 400\">writing down lectures word-for-word\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The key terms highlighted in the margins of required readings and glossary sections promote the idea that learning is the result of quick intakes of information. As a result,\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement\">\u003cspan style=\"font-weight: 400\"> students’ metacognition, or awareness of their own understanding and mastery of the material,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is often a bit off. A sure sign of faulty metacognition is when a student leaves a test feeling confident that they did well only to find out that they actually performed very poorly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students don't automatically know how to make use of that feedback ,” Chew explains, urging teachers to “fine tune” students metacognitive awareness by introducing them to self-assessment tools and other effective learning strategies. “There's a big difference between studying for familiarity versus studying for self-assessment where you prove to yourself that you can perform at the level you expected to perform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of the challenge is convincing students that lengthier and more \u003c/span>difficult\u003cspan style=\"font-weight: 400\"> study habits are worth the effort. In some cases, it could mean encouraging students to be more strategic about the study tools available to them. For example, while flashcards are a quick learning technique, they may lead to students memorizing isolated facts instead of recognizing the connections between information. To address this, teachers should urge students to include examples on their flashcards as a more rewarding study practice.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400\">Students do have to engage in this difficulty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This is the correct kind of difficult effort,” said Chew. “So you have to justify why students are doing these activities. What are they supposed to get out of it? What are they supposed to learn from it? A lot of times we don't do that because it's obvious to us, but it's not obvious to our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, effective learning strategies encourage learners to develop a growth\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47856/four-strategies-that-promote-a-growth-mindset-in-struggling-readers\">\u003cspan style=\"font-weight: 400\"> mindset and believe that they are able to succeed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When students believe they can put forth the right amount of effort to cause positive changes in their learning it’s called “academic efficacy.” In order to bolster growth mindset and academic efficacy, students must believe that the work that they are doing has value for them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Constraints of selective attention\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Multi-tasking is the bane of our existence,” said Chew. “The metaphor typically used for attention is a small spotlight in a room. So it's a very narrow focus.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most people – students included –\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50969/a-futuristic-look-at-assessing-learning\">\u003cspan style=\"font-weight: 400\"> think that they can multitask, when they\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are in fact missing a lot of information. Psychology research calls this phenomenon inattentional blindness and it doesn’t bode well for young learners who are convinced they can scroll through their social feeds or send off a quick email while remaining fully engaged in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when students are able to return their attention to the task at hand, be it studying or working on homework, shifting attention comes with a cost known as attentional blink. In a study where students had to memorize a list of words while sending and receiving texts, findings showed that their\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03634523.2015.1038727?journalCode=rced20\">\u003cspan style=\"font-weight: 400\"> learning went down 25 to 30 percent \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">as they attended to these distracting tasks. “Every distraction is five minutes of suboptimal attention,” said Chew. “ And it builds up very quickly with all the distractions that students have – that any of us have – during the course of a day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students schooling from home or in the classroom, Chew recommends removing distractions and shutting off devices so that students are able to put their full effort behind learning. “I tell students, ‘Don't study with your phone sitting on the desk.’ There's actually \u003c/span>\u003ca href=\"https://www.theatlantic.com/technology/archive/2017/08/a-sitting-phone-gathers-brain-dross/535476/\">\u003cspan style=\"font-weight: 400\">research that shows that hurts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because you keep on looking longingly at your phone. You keep wondering if it's going to beep. So just put it in a drawer in the next room. Get it out of the way,” he said. Alternatively, students can use methods such as the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">Pomodoro technique, which relies on timers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to avoid procrastination and incentivize interruption-free studying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Distractions can happen in a teacher’s digital lessons, too. “So much of teaching is attention management, so try and avoid distracting things like GIFs, memes or clipart in your presentations when students should be concentrating on other things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">Educators should also consider the role they play in leading learners off track by making sure that they’re not competing with their slide decks for students’ focus. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Mental Efforts and Working Memory \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often presume that the more students struggle, the more they learn, but that isn’t always the case. “Learning is effortful, but not all effort leads to learning,” explains Chew. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Concentration and mental capacity are limited and fluctuate throughout the day. Students can pay attention and carry out different learning tasks as long as the cognitive load is not more than their available mental effort. If the cognitive demand is too much, students will be overwhelmed and unable to learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Intrinsic, germane and extraneous loads are the “compartments” of students’ attention that form a cognitive load. “We have intrinsic load, which is the mental effort required to understand concepts. And then we have the germane load, which is the mental effort to understand the pedagogy that we're using, “ said Chew. “Then there's extraneous load which refers to anything that happens in the classroom that is not related to learning. So this is the jokes you tell and other distractions in the classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being mindful of a lesson plan’s cognitive load ensures that students will not only understand academic material, but also schematize, comprehend and integrate it into what they already know. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Keep in mind that students' brains are working when they take notes, too. “Note taking takes a little bit more mental effort than two experts playing a game of chess. So that just shows how easy it is to overload our students and why we have to pay attention to this.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators should ask trusted students about whether the pace of the class is allowing them to learn effectively. Additionally, veteran teachers can ask students who have been through the course for feedback about the difficulty to gauge whether they should adjust the cognitive load.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers have continued to navigate the same cognitive challenges even as the pandemic has abruptly changed students’ learning contexts. “The teacher's job is to create the learning environment – wherever the student is – that will allow the student to learn.” And while educators’ efforts may not result in a yummy batch of fresh baked cookies, helping students cultivate effective strategies in the classroom will ensure that they become better learners overall. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If teaching were like following a recipe, it would be a much easier job. Unlike the reliable and straightforward process of baking a batch of chocolate chip cookies, practices that work in a morning class may not work the same way in the afternoon. Instead, teachers have the extremely complicated task of figuring out how to help students learn in classrooms that are uniquely composed of children with different relationships to learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's something that people outside of teaching don't really appreciate,\" said \u003ca href=\"https://www.samford.edu/arts-and-sciences/directory/Chew-Stephen-Linn\">Dr. Stephen Chew\u003c/a> at the 2021 \u003ca href=\"https://www.learningandthebrain.com/\">Learning & the Brain conference\u003c/a>. \"They think teaching is delivering information. It's much more than that. It’s creating an environment in which students can learn.\"\u003c/span>\u003cspan style=\"font-weight: 400\"> As a professor of psychology at Samford University, his research on the cognitive aspects of effective teaching and learning answers the question that many teachers ask: How is it that I’m doing everything right and still coming up against pitfalls and different outcomes?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge of teaching effectively is to understand the universal principles of learning that apply to anyone, but adapting those principles for individual differences so we can teach everyone,” he said. He provides “promising practices” that address the variety of cognitive challenges that teachers juggle when they are navigating the broad aspects of learning in tandem with students' individual needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Mindset\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a student enters the classroom, whether it’s on Zoom or in person, they’re bringing their academic biases with them. And it’s no surprise that negative feelings towards a subject can lead to ineffective mindsets for overcoming learning obstacles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students say, ‘I just dread this. I had terrible experiences with this. I failed at this before.’ They’ve convinced themselves of their inability in the subject, and they already sort of hate it.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chew said that learners’ attitudes and beliefs about a particular class are usually because of \u003c/span>\u003cspan style=\"font-weight: 400\">misconceptions they have about learning. One of the most common misunderstandings is the idea that learning happens quickly. Students tend to cram or spend insufficient time with learning material only to be disappointed when they have not fully grasped concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, teachers can support students in debunking this misconception. A few days before tests or assessments, Chew recommends saying something like, “If you plan to do well in the exam, you should have done all the reading by today because you learn much more in review than you learn reading it the first time.” For bigger projects or writing assignments, he advises teachers to require students to share updates about their progress five to six days before the due date. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They can see where everyone else is and they can see that other students have already started on it. It really reminds them that this is due and it lets them see what other people are doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XOKG2LrnwYo?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Metacognition and ineffective learning strategies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understandably, students are often drawn to study habits that require minimal effort, like skimming required readings and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">\u003cspan style=\"font-weight: 400\">writing down lectures word-for-word\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The key terms highlighted in the margins of required readings and glossary sections promote the idea that learning is the result of quick intakes of information. As a result,\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement\">\u003cspan style=\"font-weight: 400\"> students’ metacognition, or awareness of their own understanding and mastery of the material,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is often a bit off. A sure sign of faulty metacognition is when a student leaves a test feeling confident that they did well only to find out that they actually performed very poorly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students don't automatically know how to make use of that feedback ,” Chew explains, urging teachers to “fine tune” students metacognitive awareness by introducing them to self-assessment tools and other effective learning strategies. “There's a big difference between studying for familiarity versus studying for self-assessment where you prove to yourself that you can perform at the level you expected to perform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of the challenge is convincing students that lengthier and more \u003c/span>difficult\u003cspan style=\"font-weight: 400\"> study habits are worth the effort. In some cases, it could mean encouraging students to be more strategic about the study tools available to them. For example, while flashcards are a quick learning technique, they may lead to students memorizing isolated facts instead of recognizing the connections between information. To address this, teachers should urge students to include examples on their flashcards as a more rewarding study practice.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400\">Students do have to engage in this difficulty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This is the correct kind of difficult effort,” said Chew. “So you have to justify why students are doing these activities. What are they supposed to get out of it? What are they supposed to learn from it? A lot of times we don't do that because it's obvious to us, but it's not obvious to our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, effective learning strategies encourage learners to develop a growth\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47856/four-strategies-that-promote-a-growth-mindset-in-struggling-readers\">\u003cspan style=\"font-weight: 400\"> mindset and believe that they are able to succeed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When students believe they can put forth the right amount of effort to cause positive changes in their learning it’s called “academic efficacy.” In order to bolster growth mindset and academic efficacy, students must believe that the work that they are doing has value for them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Constraints of selective attention\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Multi-tasking is the bane of our existence,” said Chew. “The metaphor typically used for attention is a small spotlight in a room. So it's a very narrow focus.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most people – students included –\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50969/a-futuristic-look-at-assessing-learning\">\u003cspan style=\"font-weight: 400\"> think that they can multitask, when they\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are in fact missing a lot of information. Psychology research calls this phenomenon inattentional blindness and it doesn’t bode well for young learners who are convinced they can scroll through their social feeds or send off a quick email while remaining fully engaged in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when students are able to return their attention to the task at hand, be it studying or working on homework, shifting attention comes with a cost known as attentional blink. In a study where students had to memorize a list of words while sending and receiving texts, findings showed that their\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03634523.2015.1038727?journalCode=rced20\">\u003cspan style=\"font-weight: 400\"> learning went down 25 to 30 percent \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">as they attended to these distracting tasks. “Every distraction is five minutes of suboptimal attention,” said Chew. “ And it builds up very quickly with all the distractions that students have – that any of us have – during the course of a day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students schooling from home or in the classroom, Chew recommends removing distractions and shutting off devices so that students are able to put their full effort behind learning. “I tell students, ‘Don't study with your phone sitting on the desk.’ There's actually \u003c/span>\u003ca href=\"https://www.theatlantic.com/technology/archive/2017/08/a-sitting-phone-gathers-brain-dross/535476/\">\u003cspan style=\"font-weight: 400\">research that shows that hurts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because you keep on looking longingly at your phone. You keep wondering if it's going to beep. So just put it in a drawer in the next room. Get it out of the way,” he said. Alternatively, students can use methods such as the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">Pomodoro technique, which relies on timers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to avoid procrastination and incentivize interruption-free studying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Distractions can happen in a teacher’s digital lessons, too. “So much of teaching is attention management, so try and avoid distracting things like GIFs, memes or clipart in your presentations when students should be concentrating on other things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">Educators should also consider the role they play in leading learners off track by making sure that they’re not competing with their slide decks for students’ focus. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Mental Efforts and Working Memory \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often presume that the more students struggle, the more they learn, but that isn’t always the case. “Learning is effortful, but not all effort leads to learning,” explains Chew. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Concentration and mental capacity are limited and fluctuate throughout the day. Students can pay attention and carry out different learning tasks as long as the cognitive load is not more than their available mental effort. If the cognitive demand is too much, students will be overwhelmed and unable to learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Intrinsic, germane and extraneous loads are the “compartments” of students’ attention that form a cognitive load. “We have intrinsic load, which is the mental effort required to understand concepts. And then we have the germane load, which is the mental effort to understand the pedagogy that we're using, “ said Chew. “Then there's extraneous load which refers to anything that happens in the classroom that is not related to learning. So this is the jokes you tell and other distractions in the classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being mindful of a lesson plan’s cognitive load ensures that students will not only understand academic material, but also schematize, comprehend and integrate it into what they already know. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Keep in mind that students' brains are working when they take notes, too. “Note taking takes a little bit more mental effort than two experts playing a game of chess. So that just shows how easy it is to overload our students and why we have to pay attention to this.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators should ask trusted students about whether the pace of the class is allowing them to learn effectively. Additionally, veteran teachers can ask students who have been through the course for feedback about the difficulty to gauge whether they should adjust the cognitive load.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers have continued to navigate the same cognitive challenges even as the pandemic has abruptly changed students’ learning contexts. “The teacher's job is to create the learning environment – wherever the student is – that will allow the student to learn.” And while educators’ efforts may not result in a yummy batch of fresh baked cookies, helping students cultivate effective strategies in the classroom will ensure that they become better learners overall. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why It’s Easy to Forget the Several Things You Tried to Remember at Once",
"title": "Why It’s Easy to Forget the Several Things You Tried to Remember at Once",
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"content": "\u003cp>Our days are full of things to remember, and they don't always arrive in an orderly fashion. Perhaps you begin your commute home and remember that you need to pick up milk. But then immediately, another to-do springs to mind: You never called back your friend last week. You may try to hold both in your head, but in the end the milk, the phone call or both still sometimes fall away, forgotten.\u003c/p>\n\u003cp>A new scientific model of forgetting is taking shape, which suggests keeping multiple memories or tasks in mind simultaneously can actually erode them.\u003c/p>\n\u003cp>Neuroscientists \u003ca href=\"http://bit.ly/1HSttVr\">already knew that memories can interfere with and weaken each other\u003c/a> while they are locked away in the recesses of long-term memory. But this new model speaks to what happens when multiple memories are coexisting front and center in our minds, in a place called \"working memory.\"\u003c/p>\n\u003cp>It argues that when we let multiple memories come to mind simultaneously, those memories immediately lock into a fierce competition with each other. The milk and the phone call fight to each be remembered more than the other.\u003c/p>\n\u003cp>\"When these memories are tightly competing for our attention the brain steps in and actually modifies those memories,\" says Jarrod Lewis-Peacock, a neuroscientist at UT Austin.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The brain crowns winners and losers. If you ended up remembering the milk and forgetting the phone call, your brain strengthens your memory for getting milk and weakens the one for phoning your friend back, so it will be easier to choose next time you're faced with that dilemma.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2951848/\">Previous research\u003c/a> has demonstrated this competition-based weakening of memories over very short periods of time, but Lewis-Peacock and his colleagues recently \u003ca href=\"http://www.nature.com/ncomms/2014/141218/ncomms6768/full/ncomms6768.html\">put it to the test again\u003c/a>, to see if it could cause long-term forgetting. They decided to force two memories to compete: pictures of human faces and pictures of scenes.\u003c/p>\n\u003cp>First they used an advanced type of MRI technology to get a window into the minds of the study's participants.\u003c/p>\n\u003cp>[contextly_sidebar id=\"Aq5XJyEv00sByCl7yz3yyI6SzOBKn7HP\"]\u003c/p>\n\u003cp>\"We're starting to get to the point where we can pretty reliably sort of read out what a person is thinking about, seeing [and] trying to remember. And we're doing this on a moment-to-moment basis,\" says Lewis-Peacock. His team's MRI machine learned to recognize the unique pattern that emerges when each participant thinks of faces, scenes or both at the same time.\u003c/p>\n\u003cp>Then, while participants were loaded in the MRI, they were shown pictures of faces and scenes. They were then repeatedly asked to recall the pictures — in most cases just the images of scenes. \"Most of the time, I'll show you both [then] test you on the scene. You can basically forget the face at that point,\" Lewis-Peacock told them.\u003c/p>\n\u003cp>The minds of participants were now presumably focusing on the memories of the scenes alone. \"But occasionally I'm going to sort of trick you and say 'Aha, no: On this trial I'm actually going to test your memory for the face item,' \" which forces your brain to quickly pull the face item back to mind, Lewis-Peacock says.\u003c/p>\n\u003cp>For many participants this meant suddenly both the scene and the face memories existed in their heads at once — competing with each other.\u003c/p>\n\u003cp>The research team used their MRI to verify that both memories were present at once, and 30 minutes later they did another test for memory of that scene. Indeed, in the trials where competition had taken place, memory for scenes weakened significantly. The upshot: people had more trouble recalling a memory when it had earlier been simultaneously active with another one.\u003c/p>\n\u003cp>Jarrod Lewis-Peacock cautions that more testing is required before researchers can strongly recommend certain memory-enhancing techniques. Still, he says one interpretation of this is that \"switching between thoughts cleanly or efficiently is a good thing.\"\u003c/p>\n\u003cp>\"When you're done thinking about something you totally pack it away. Don't let it sit in the back of your head,\" he says. \"Because if you do, it might thrust it accidentally into competition with what you're moving on to think about.\"\u003c/p>\n\u003cp>Lewis-Peacock also says this competition theory of forgetting points to the limitations of our own minds.\u003c/p>\n\u003cp>\"I think what this data is suggesting is that there might be these unintended consequences to the way that we're juggling thoughts in our head,\" he says. \"Maybe it's not just a whole big free lunch that you can try to do as many things as you can try to without any repercussions.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Trying+To+Remember+Multiple+Things+May+Be+The+Best+Way+To+Forget+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Our days are full of things to remember, and they don't always arrive in an orderly fashion. Perhaps you begin your commute home and remember that you need to pick up milk. But then immediately, another to-do springs to mind: You never called back your friend last week. You may try to hold both in your head, but in the end the milk, the phone call or both still sometimes fall away, forgotten.\u003c/p>\n\u003cp>A new scientific model of forgetting is taking shape, which suggests keeping multiple memories or tasks in mind simultaneously can actually erode them.\u003c/p>\n\u003cp>Neuroscientists \u003ca href=\"http://bit.ly/1HSttVr\">already knew that memories can interfere with and weaken each other\u003c/a> while they are locked away in the recesses of long-term memory. But this new model speaks to what happens when multiple memories are coexisting front and center in our minds, in a place called \"working memory.\"\u003c/p>\n\u003cp>It argues that when we let multiple memories come to mind simultaneously, those memories immediately lock into a fierce competition with each other. The milk and the phone call fight to each be remembered more than the other.\u003c/p>\n\u003cp>\"When these memories are tightly competing for our attention the brain steps in and actually modifies those memories,\" says Jarrod Lewis-Peacock, a neuroscientist at UT Austin.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The brain crowns winners and losers. If you ended up remembering the milk and forgetting the phone call, your brain strengthens your memory for getting milk and weakens the one for phoning your friend back, so it will be easier to choose next time you're faced with that dilemma.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2951848/\">Previous research\u003c/a> has demonstrated this competition-based weakening of memories over very short periods of time, but Lewis-Peacock and his colleagues recently \u003ca href=\"http://www.nature.com/ncomms/2014/141218/ncomms6768/full/ncomms6768.html\">put it to the test again\u003c/a>, to see if it could cause long-term forgetting. They decided to force two memories to compete: pictures of human faces and pictures of scenes.\u003c/p>\n\u003cp>First they used an advanced type of MRI technology to get a window into the minds of the study's participants.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"We're starting to get to the point where we can pretty reliably sort of read out what a person is thinking about, seeing [and] trying to remember. And we're doing this on a moment-to-moment basis,\" says Lewis-Peacock. His team's MRI machine learned to recognize the unique pattern that emerges when each participant thinks of faces, scenes or both at the same time.\u003c/p>\n\u003cp>Then, while participants were loaded in the MRI, they were shown pictures of faces and scenes. They were then repeatedly asked to recall the pictures — in most cases just the images of scenes. \"Most of the time, I'll show you both [then] test you on the scene. You can basically forget the face at that point,\" Lewis-Peacock told them.\u003c/p>\n\u003cp>The minds of participants were now presumably focusing on the memories of the scenes alone. \"But occasionally I'm going to sort of trick you and say 'Aha, no: On this trial I'm actually going to test your memory for the face item,' \" which forces your brain to quickly pull the face item back to mind, Lewis-Peacock says.\u003c/p>\n\u003cp>For many participants this meant suddenly both the scene and the face memories existed in their heads at once — competing with each other.\u003c/p>\n\u003cp>The research team used their MRI to verify that both memories were present at once, and 30 minutes later they did another test for memory of that scene. Indeed, in the trials where competition had taken place, memory for scenes weakened significantly. The upshot: people had more trouble recalling a memory when it had earlier been simultaneously active with another one.\u003c/p>\n\u003cp>Jarrod Lewis-Peacock cautions that more testing is required before researchers can strongly recommend certain memory-enhancing techniques. Still, he says one interpretation of this is that \"switching between thoughts cleanly or efficiently is a good thing.\"\u003c/p>\n\u003cp>\"When you're done thinking about something you totally pack it away. Don't let it sit in the back of your head,\" he says. \"Because if you do, it might thrust it accidentally into competition with what you're moving on to think about.\"\u003c/p>\n\u003cp>Lewis-Peacock also says this competition theory of forgetting points to the limitations of our own minds.\u003c/p>\n\u003cp>\"I think what this data is suggesting is that there might be these unintended consequences to the way that we're juggling thoughts in our head,\" he says. \"Maybe it's not just a whole big free lunch that you can try to do as many things as you can try to without any repercussions.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Trying+To+Remember+Multiple+Things+May+Be+The+Best+Way+To+Forget+Them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_38005\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Brynja-Eldon-black-and-white-daydreaming-cropped.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Brynja-Eldon-black-and-white-daydreaming-cropped-640x360.png\" alt=\"Brynja Eldon/Flickr\" width=\"640\" height=\"360\" class=\"size-large wp-image-38005\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brynja Eldon/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">There’s no doubt there are more distractions bombarding students than there were 50 years ago. Most kids have cellphones, use social media, play games, watch TV and are generally more “plugged in” than ever before. This cultural shift means that in addition to helping students gain the transferable skills and knowledge they’ll need later in life, teachers may have to start helping them tune out the constant buzz in order to get their message across. It’s never too early to learn smart strategies to focus in on priorities and tune out what’s not immediately necessary.\u003c/p>\n\u003cp>Many people believe they are skilled multitaskers, but they’re wrong. Neuroscience has shown that multitasking -- the process of doing more than one thing at the same time -- doesn’t exist.\u003c/p>\n\u003cp>“The brain doesn’t multitask,” said Daniel Levitin, author and professor of psychology, behavioral neuroscience and music at McGill University on KQED’s \u003cem>\u003ca href=\"http://www.kqed.org/a/forum/R201409021000\">Forum\u003c/a>\u003c/em> program. “It engages in sequential tasking or unitasking, where we are shifting rapidly from one thing to another without realizing it.” The brain is actually fracturing time into ever smaller parts and focusing on each thing individually.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Daydreaming and playing are crucial to develop the kind of creativity many say should be a focal point of a modern education system.\u003c/aside>\n\u003cp>People often think they are being more productive when they try to juggle tasks, but Levitin says not only is sequential unitasking detrimental to productivity, but it produces less creative work as well. Multitasking is also stressful for the body. When people try to do several things at once, like drive and text, the brain uses up oxygenated glucose at a much faster rate and releases the stress hormone cortisol.\u003c/p>\n\u003cp>\u003cstrong>Tip 1: Prioritize and Manage Time\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Rather than trying to do everything at the same time, the most productive people prioritize and block off their schedules to focus on one task at a time. “The idea is that if you become more efficient in time management, it allows for more spontaneity and creativity in the day, every day,” Levitin said.\u003c/p>\n\u003cp>While researching his new book, “\u003ca href=\"http://www.daniellevitin.com/theorganizedmind/\">The Organized Mind\u003c/a>,” Levitin spent time with very successful people to try and figure out what they did differently from others that allowed them to get more done. While many of these people had a legion of employees working to organize their schedules and set priorities for them, the basic principle of focusing in on one task at a time holds true for anyone.\u003c/p>\n\u003cp>“When they’re doing something, they’re really doing it,” Levitin said. “They get more done because their brain isn’t half somewhere else.”\u003c/p>\n\u003cp>\u003cstrong>Tip 2: Take Breaks\u003c/strong>\u003c/p>\n\u003cp>Resting the mind is extremely important for productivity and the ability to focus. “People who take regular breaks -- and naps even -- end up being more productive and more creative in their work,” Levitin said. “You need to give your brain time to consolidate all the information that’s come in, to toss it and turn it.”\u003c/p>\n\u003cp>The brain has a natural way of giving itself a break -- it’s called daydreaming. “It allows you to refresh and release all those neural circuits that get all bound up when you’re focused,” Levitin said. The brain will do this kind of daydreaming naturally when it is fatigued. The experience of reading a book and suddenly realizing the eyes have moved several paragraphs ahead, but the mind hasn’t retained any of the information, is the brain checking out for a break.\u003c/p>\n\u003cp>This point is particularly important for students, who are often asked to sit through a long school day with very few breaks. Lots of research has shown the importance of recess and free play time for academic success, but schools still tend to emphasize time spent in class “learning” over a more nuanced view of how and why kids learn.\u003c/p>\n\u003cp>“Children shouldn’t be overly scheduled,” Levitin said. “They should have blocks of time to promote spontaneity and creativity.” Without that time, kids don’t have the mental space to let new ideas and ways of doing things arise. Daydreaming and playing are crucial to develop the kind of creativity many say should be a focal point of a modern education system.\u003c/p>\n\u003cp>\u003cstrong>Tip 3: Analyze Information Critically\u003c/strong>\u003c/p>\n\u003cp>Five times more information comes at an individual today than it did in 1986, Levitin said. At the same time, human brains are optimized for the amount of stimulus experienced 10,000 years ago, when humans likely interacted only with 100 or so other people. The world has changed much more quickly than the genome can keep up with, which means schools have a responsibility to help kids develop the skills to sift through the overwhelming stimuli.\u003c/p>\n\u003cp>“What we have to start teaching children, from the age of 8 or so, is how to tell the difference between information and misinformation,” Levitin said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"5eOvCBMJYErdJSty0XWpXAYPW7SEoDtM\"]\u003c/p>\n\u003cp>He says it’s imperative that every child learn the difference between a fact, a pseudo-fact and hierarchies of evidence. When it comes to something as simple and commonplace as looking up a medication, any 8-year-old should be able to tell what kind of website he’s looking at and to ask questions like: Is this the site for the company that makes the medication? Or for their competitor? Or for a shill company set up to advocate for the medication? These are the types of discerning, critical questions that students will need to ask to carefully navigate life.\u003c/p>\n\u003cp>\u003cstrong>Tip 4: Externalize Memory\u003c/strong>\u003c/p>\n\u003cp>It can be hard to focus on one thing when there’s a long, nagging list of things that need to get done in a day, both personal and professional. Levitin recommends writing all those things down on notecards, externalizing the memories into digestible bits that can be shuffled as priorities change. “My brain knows I’ve written it down and it stops nagging me,” Levitin said of his method.\u003c/p>\n\u003cp>This strategy might also be a good one to share with students, who often have a long list of homework to prioritize and many distractions pulling them away from focusing on any one task.\u003c/p>\n\u003cp>\u003cstrong>Tip 5: Pair People With Different Learning Styles\u003c/strong>\u003c/p>\n\u003cp>Educators often consider the kids who can’t sit still in class to be troublemakers, constantly distracting other children from their work. Sometimes these kids are diagnosed with ADHD and prescribed drugs to help them focus. But the same kids who have a hard time focusing in school could be tremendously creative, Levitin said. Rather than dismissing them as troublemakers, pair those students with more organized, less distracted students. The hyperactive child might be able to help develop a more creative set of ideas, while the more focused child knows how to take that idea to fruition.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Levitin points to companies in Silicon Valley that regularly use this method to capitalize on the great ideas of their less conventional employees.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38005\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Brynja-Eldon-black-and-white-daydreaming-cropped.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Brynja-Eldon-black-and-white-daydreaming-cropped-640x360.png\" alt=\"Brynja Eldon/Flickr\" width=\"640\" height=\"360\" class=\"size-large wp-image-38005\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brynja Eldon/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">There’s no doubt there are more distractions bombarding students than there were 50 years ago. Most kids have cellphones, use social media, play games, watch TV and are generally more “plugged in” than ever before. This cultural shift means that in addition to helping students gain the transferable skills and knowledge they’ll need later in life, teachers may have to start helping them tune out the constant buzz in order to get their message across. It’s never too early to learn smart strategies to focus in on priorities and tune out what’s not immediately necessary.\u003c/p>\n\u003cp>Many people believe they are skilled multitaskers, but they’re wrong. Neuroscience has shown that multitasking -- the process of doing more than one thing at the same time -- doesn’t exist.\u003c/p>\n\u003cp>“The brain doesn’t multitask,” said Daniel Levitin, author and professor of psychology, behavioral neuroscience and music at McGill University on KQED’s \u003cem>\u003ca href=\"http://www.kqed.org/a/forum/R201409021000\">Forum\u003c/a>\u003c/em> program. “It engages in sequential tasking or unitasking, where we are shifting rapidly from one thing to another without realizing it.” The brain is actually fracturing time into ever smaller parts and focusing on each thing individually.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Daydreaming and playing are crucial to develop the kind of creativity many say should be a focal point of a modern education system.\u003c/aside>\n\u003cp>People often think they are being more productive when they try to juggle tasks, but Levitin says not only is sequential unitasking detrimental to productivity, but it produces less creative work as well. Multitasking is also stressful for the body. When people try to do several things at once, like drive and text, the brain uses up oxygenated glucose at a much faster rate and releases the stress hormone cortisol.\u003c/p>\n\u003cp>\u003cstrong>Tip 1: Prioritize and Manage Time\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rather than trying to do everything at the same time, the most productive people prioritize and block off their schedules to focus on one task at a time. “The idea is that if you become more efficient in time management, it allows for more spontaneity and creativity in the day, every day,” Levitin said.\u003c/p>\n\u003cp>While researching his new book, “\u003ca href=\"http://www.daniellevitin.com/theorganizedmind/\">The Organized Mind\u003c/a>,” Levitin spent time with very successful people to try and figure out what they did differently from others that allowed them to get more done. While many of these people had a legion of employees working to organize their schedules and set priorities for them, the basic principle of focusing in on one task at a time holds true for anyone.\u003c/p>\n\u003cp>“When they’re doing something, they’re really doing it,” Levitin said. “They get more done because their brain isn’t half somewhere else.”\u003c/p>\n\u003cp>\u003cstrong>Tip 2: Take Breaks\u003c/strong>\u003c/p>\n\u003cp>Resting the mind is extremely important for productivity and the ability to focus. “People who take regular breaks -- and naps even -- end up being more productive and more creative in their work,” Levitin said. “You need to give your brain time to consolidate all the information that’s come in, to toss it and turn it.”\u003c/p>\n\u003cp>The brain has a natural way of giving itself a break -- it’s called daydreaming. “It allows you to refresh and release all those neural circuits that get all bound up when you’re focused,” Levitin said. The brain will do this kind of daydreaming naturally when it is fatigued. The experience of reading a book and suddenly realizing the eyes have moved several paragraphs ahead, but the mind hasn’t retained any of the information, is the brain checking out for a break.\u003c/p>\n\u003cp>This point is particularly important for students, who are often asked to sit through a long school day with very few breaks. Lots of research has shown the importance of recess and free play time for academic success, but schools still tend to emphasize time spent in class “learning” over a more nuanced view of how and why kids learn.\u003c/p>\n\u003cp>“Children shouldn’t be overly scheduled,” Levitin said. “They should have blocks of time to promote spontaneity and creativity.” Without that time, kids don’t have the mental space to let new ideas and ways of doing things arise. Daydreaming and playing are crucial to develop the kind of creativity many say should be a focal point of a modern education system.\u003c/p>\n\u003cp>\u003cstrong>Tip 3: Analyze Information Critically\u003c/strong>\u003c/p>\n\u003cp>Five times more information comes at an individual today than it did in 1986, Levitin said. At the same time, human brains are optimized for the amount of stimulus experienced 10,000 years ago, when humans likely interacted only with 100 or so other people. The world has changed much more quickly than the genome can keep up with, which means schools have a responsibility to help kids develop the skills to sift through the overwhelming stimuli.\u003c/p>\n\u003cp>“What we have to start teaching children, from the age of 8 or so, is how to tell the difference between information and misinformation,” Levitin said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>He says it’s imperative that every child learn the difference between a fact, a pseudo-fact and hierarchies of evidence. When it comes to something as simple and commonplace as looking up a medication, any 8-year-old should be able to tell what kind of website he’s looking at and to ask questions like: Is this the site for the company that makes the medication? Or for their competitor? Or for a shill company set up to advocate for the medication? These are the types of discerning, critical questions that students will need to ask to carefully navigate life.\u003c/p>\n\u003cp>\u003cstrong>Tip 4: Externalize Memory\u003c/strong>\u003c/p>\n\u003cp>It can be hard to focus on one thing when there’s a long, nagging list of things that need to get done in a day, both personal and professional. Levitin recommends writing all those things down on notecards, externalizing the memories into digestible bits that can be shuffled as priorities change. “My brain knows I’ve written it down and it stops nagging me,” Levitin said of his method.\u003c/p>\n\u003cp>This strategy might also be a good one to share with students, who often have a long list of homework to prioritize and many distractions pulling them away from focusing on any one task.\u003c/p>\n\u003cp>\u003cstrong>Tip 5: Pair People With Different Learning Styles\u003c/strong>\u003c/p>\n\u003cp>Educators often consider the kids who can’t sit still in class to be troublemakers, constantly distracting other children from their work. Sometimes these kids are diagnosed with ADHD and prescribed drugs to help them focus. But the same kids who have a hard time focusing in school could be tremendously creative, Levitin said. Rather than dismissing them as troublemakers, pair those students with more organized, less distracted students. The hyperactive child might be able to help develop a more creative set of ideas, while the more focused child knows how to take that idea to fruition.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_33129\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33129\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/erinscott_-7183.jpg\" alt=\"erinscott_-7183\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It might feel overwhelming to keep track of the latest education trends, jargon, and ed-tech products. But for many educators -- and most MindShift readers -- the topic of focus that stays top-of-mind above the chatter is \u003cem>learning\u003c/em>. A look through the most popular MindShift posts this year reveals that, despite all the news about iPad rollouts and Common Core, the strongest thread of interest for our readers remains the topic of learning: student-directed learning, inquiry-based approaches to teaching, and the desire to help students learn how to learn in a changing world.\u003c/p>\n\u003cp>\u003cstrong>POSITIVE CONDITIONS FOR LEARNING\u003c/strong>\u003c/p>\n\u003cp>Adults can make a big impact on how students view their own learning process and capabilities, as described in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick\u003c/a>. Research by Stanford professor Carol Dweck has shown that students who demonstrate a “growth mindset” about their abilities fare much better than those who believe their abilities in any given area are fixed -- that either they're smart or they're not. Educators and parents can help encourage a growth mindset by praising the effort children put into their work, not the byproduct.\u003c/p>\n\u003cp>“What we've shown is that when you praise someone, say, ‘You’re smart at this,’ the next time they struggle, they think they’re not,” Dweck said. “It’s really about praising the process they engage in, not how smart they are or how good they are at it, but taking on difficulty, trying many different strategies, sticking to it and achieving over time.” Her research also shows that girls are more susceptible to the fixed mindset than boys, especially when it comes to math. Dweck’s research asks educators and parents to think carefully about the messages they're sending to children, even at a young age. The praise a parent gives her child between the ages of one and three affects that child’s ability to overcome challenges five years later.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices.”\u003c/aside>\n\u003cp>Just as adults should be careful how and what they praise, they may also want to spend concentrated time helping kids ignore distractions and focus on a single task. In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\">Age of Distraction: Why It's Crucial For Students to Learn How to Focus, \u003c/a>Daniel Goleman presents compelling research suggesting that the ability to focus has more impact on future success than socio-economic background or IQ. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy,” Goleman said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If children don’t learn to tune out distracting deluge of texts and online messages, they may not develop the neural pathways that lead to empathy, as well as the ability to stay on task and self-regulate. “The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. Even as he advocates a “digital sabbath,” regular time away from devices to help gain balance, he recognizes devices themselves aren’t the enemy. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices,” Goleman said. “It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/p>\n\u003cp>The same premise comes up again in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?\u003c/a> The article describes a study that showed that students stayed on task only 65 percent of the time in a 15-minute period -- even with the knowledge that researchers were watching their study habits. That has big consequences for learning. When students multitask while studying, they come away with a shallower and spottier understanding of the material. And while checking a quick text doesn’t seem like a big deal, neuroscientists point out that reading email and texts are complex mental tasks that use the same parts of the brain as listening to a lecture or reading. Neuroscientists don’t believe it’s possible to multitask two complicated tasks at the same time.\u003c/p>\n\u003cp>\u003cstrong>STUDENT INQUIRY AND INTEREST\u003c/strong>\u003c/p>\n\u003cp>Educators are finding that student-driven learning based on interests and passions is one of the best ways to help students develop intrinsic motivation, and that theme has been shown to resonate with tens of thousands of MindShift readers.\u003c/p>\n\u003caside class=\"pullquote alignright\">“If you inspire them to care about it and draw parallels with their world then they care and remember.”\u003c/aside>\n\u003cp>Perhaps one of the most basic elements of inquiry-based learning -- though a crucial one -- is knowing when to step back, according to educator Diana Laufenberg, the primary source in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: 8 Ways Into Inquiry Learning\u003c/a>. “There are vastly creative minds that are capable of doing intensely wonderful things with their learning but often we don’t let that live and breathe,” said Diana Laufenberg who taught history at Science Leadership Academy for many years. “Thankfully I got out of their way and let them do the work they were capable of.”\u003c/p>\n\u003cp>It’s also important to know when to step in. The inquiry process can provoke feelings of uncertainty, optimism, frustration, satisfaction, and disappointment, and in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">Tools to Help Students Learn How to Learn\u003c/a>, it becomes clear that educators are aware of key moments when a small intervention or offer of guidance can help mitigate emotions that might derail the student’s commitment to the project. One of the most difficult things about helping students learn how to learn is recognizing those small shifts in enthusiasm and energy and helping students to get beyond emotional roadblocks.\u003c/p>\n\u003cp>One of the most tried-and-true tactics -- learning through doing -- is the focus of another hugely popular article this year, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">What Project-Based Learning Is -- And Isn't\u003c/a>. The best kinds of projects, the article argues, allows discovery that's embedded in the project, not offered before it begins or after it ends. Many teachers have found the best way to achieve this goal is by connecting learning to the real-world problems and experiences of students. “If you inspire them to care about it and draw parallels with their world then they care and remember,” said Azul Terronez, eighth-grade Humanities teacher at High Tech High. This process takes a lot of teacher planning, but doesn’t require any “teaching,” just a lot of guidance and an authentic audience as motivation.\u003c/p>\n\u003cp>In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/\">How Teachers Can Sell Love of Learning to Students\u003c/a>, author Dan Pink says helping student find their own interests and passions resembles the job of a salesman. Pink, the author of \u003cem>To Sell Is Human,\u003c/em> argues against policies that standardize education and erase the power of individuals from the system. Standards-based learning and assessment make it easier for adults to evaluate children, Pink claims, but don’t necessarily lead to learning.\u003c/p>\n\u003cp>Busting open the standardized education system is the focus of another popular article,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/a-school-with-no-teachers-where-students-teach-themselves/\"> A School With No Teachers, Where Students Teach Themselves.\u003c/a> Launched by telecommunications magnate in France, the school, called 42, is for young people between 18 and 30 and is based on the idea that no educator can foresee problems of the future, so students need to become self-sufficient, independent learners who are used to problem-solving without any parameters. The school hopes to develop creativity and innovative skills by remaining outside the standard French education system, and achieve a more equitable environment by doing so.\u003c/p>\n\u003cp>\u003cstrong>LISTS\u003c/strong>\u003c/p>\n\u003cp>MindShift readers love a meaty, informative list. One of the favorites this year,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\"> 10 Ways To Teach Innovation,\u003c/a> goes into detail about how teachers can inspire students by demonstrating a willingness to innovate themselves, by encouraging teamwork and by emphasizing skills and concepts over facts.\u003c/p>\n\u003cp>And for teachers always on the look-out for tech tools that will foster innovation, inquiry, and creativity, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/13-free-web-tools-students-and-teachers-should-know-about/\">13 Free Web Tools Students and Teachers Should Know About\u003c/a> offers some smart ideas and strategies.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "A look through the most popular MindShift posts this year reveals a strong interest in student-directed learning, inquiry-based approaches to teaching and the desire to help students learn how to learn in a changing world.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33129\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33129\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/erinscott_-7183.jpg\" alt=\"erinscott_-7183\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It might feel overwhelming to keep track of the latest education trends, jargon, and ed-tech products. But for many educators -- and most MindShift readers -- the topic of focus that stays top-of-mind above the chatter is \u003cem>learning\u003c/em>. A look through the most popular MindShift posts this year reveals that, despite all the news about iPad rollouts and Common Core, the strongest thread of interest for our readers remains the topic of learning: student-directed learning, inquiry-based approaches to teaching, and the desire to help students learn how to learn in a changing world.\u003c/p>\n\u003cp>\u003cstrong>POSITIVE CONDITIONS FOR LEARNING\u003c/strong>\u003c/p>\n\u003cp>Adults can make a big impact on how students view their own learning process and capabilities, as described in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick\u003c/a>. Research by Stanford professor Carol Dweck has shown that students who demonstrate a “growth mindset” about their abilities fare much better than those who believe their abilities in any given area are fixed -- that either they're smart or they're not. Educators and parents can help encourage a growth mindset by praising the effort children put into their work, not the byproduct.\u003c/p>\n\u003cp>“What we've shown is that when you praise someone, say, ‘You’re smart at this,’ the next time they struggle, they think they’re not,” Dweck said. “It’s really about praising the process they engage in, not how smart they are or how good they are at it, but taking on difficulty, trying many different strategies, sticking to it and achieving over time.” Her research also shows that girls are more susceptible to the fixed mindset than boys, especially when it comes to math. Dweck’s research asks educators and parents to think carefully about the messages they're sending to children, even at a young age. The praise a parent gives her child between the ages of one and three affects that child’s ability to overcome challenges five years later.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices.”\u003c/aside>\n\u003cp>Just as adults should be careful how and what they praise, they may also want to spend concentrated time helping kids ignore distractions and focus on a single task. In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\">Age of Distraction: Why It's Crucial For Students to Learn How to Focus, \u003c/a>Daniel Goleman presents compelling research suggesting that the ability to focus has more impact on future success than socio-economic background or IQ. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy,” Goleman said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If children don’t learn to tune out distracting deluge of texts and online messages, they may not develop the neural pathways that lead to empathy, as well as the ability to stay on task and self-regulate. “The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. Even as he advocates a “digital sabbath,” regular time away from devices to help gain balance, he recognizes devices themselves aren’t the enemy. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices,” Goleman said. “It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/p>\n\u003cp>The same premise comes up again in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?\u003c/a> The article describes a study that showed that students stayed on task only 65 percent of the time in a 15-minute period -- even with the knowledge that researchers were watching their study habits. That has big consequences for learning. When students multitask while studying, they come away with a shallower and spottier understanding of the material. And while checking a quick text doesn’t seem like a big deal, neuroscientists point out that reading email and texts are complex mental tasks that use the same parts of the brain as listening to a lecture or reading. Neuroscientists don’t believe it’s possible to multitask two complicated tasks at the same time.\u003c/p>\n\u003cp>\u003cstrong>STUDENT INQUIRY AND INTEREST\u003c/strong>\u003c/p>\n\u003cp>Educators are finding that student-driven learning based on interests and passions is one of the best ways to help students develop intrinsic motivation, and that theme has been shown to resonate with tens of thousands of MindShift readers.\u003c/p>\n\u003caside class=\"pullquote alignright\">“If you inspire them to care about it and draw parallels with their world then they care and remember.”\u003c/aside>\n\u003cp>Perhaps one of the most basic elements of inquiry-based learning -- though a crucial one -- is knowing when to step back, according to educator Diana Laufenberg, the primary source in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: 8 Ways Into Inquiry Learning\u003c/a>. “There are vastly creative minds that are capable of doing intensely wonderful things with their learning but often we don’t let that live and breathe,” said Diana Laufenberg who taught history at Science Leadership Academy for many years. “Thankfully I got out of their way and let them do the work they were capable of.”\u003c/p>\n\u003cp>It’s also important to know when to step in. The inquiry process can provoke feelings of uncertainty, optimism, frustration, satisfaction, and disappointment, and in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">Tools to Help Students Learn How to Learn\u003c/a>, it becomes clear that educators are aware of key moments when a small intervention or offer of guidance can help mitigate emotions that might derail the student’s commitment to the project. One of the most difficult things about helping students learn how to learn is recognizing those small shifts in enthusiasm and energy and helping students to get beyond emotional roadblocks.\u003c/p>\n\u003cp>One of the most tried-and-true tactics -- learning through doing -- is the focus of another hugely popular article this year, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">What Project-Based Learning Is -- And Isn't\u003c/a>. The best kinds of projects, the article argues, allows discovery that's embedded in the project, not offered before it begins or after it ends. Many teachers have found the best way to achieve this goal is by connecting learning to the real-world problems and experiences of students. “If you inspire them to care about it and draw parallels with their world then they care and remember,” said Azul Terronez, eighth-grade Humanities teacher at High Tech High. This process takes a lot of teacher planning, but doesn’t require any “teaching,” just a lot of guidance and an authentic audience as motivation.\u003c/p>\n\u003cp>In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/\">How Teachers Can Sell Love of Learning to Students\u003c/a>, author Dan Pink says helping student find their own interests and passions resembles the job of a salesman. Pink, the author of \u003cem>To Sell Is Human,\u003c/em> argues against policies that standardize education and erase the power of individuals from the system. Standards-based learning and assessment make it easier for adults to evaluate children, Pink claims, but don’t necessarily lead to learning.\u003c/p>\n\u003cp>Busting open the standardized education system is the focus of another popular article,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/a-school-with-no-teachers-where-students-teach-themselves/\"> A School With No Teachers, Where Students Teach Themselves.\u003c/a> Launched by telecommunications magnate in France, the school, called 42, is for young people between 18 and 30 and is based on the idea that no educator can foresee problems of the future, so students need to become self-sufficient, independent learners who are used to problem-solving without any parameters. The school hopes to develop creativity and innovative skills by remaining outside the standard French education system, and achieve a more equitable environment by doing so.\u003c/p>\n\u003cp>\u003cstrong>LISTS\u003c/strong>\u003c/p>\n\u003cp>MindShift readers love a meaty, informative list. One of the favorites this year,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\"> 10 Ways To Teach Innovation,\u003c/a> goes into detail about how teachers can inspire students by demonstrating a willingness to innovate themselves, by encouraging teamwork and by emphasizing skills and concepts over facts.\u003c/p>\n\u003cp>And for teachers always on the look-out for tech tools that will foster innovation, inquiry, and creativity, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/13-free-web-tools-students-and-teachers-should-know-about/\">13 Free Web Tools Students and Teachers Should Know About\u003c/a> offers some smart ideas and strategies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Age of Distraction: Why It's Crucial for Students to Learn to Focus",
"title": "Age of Distraction: Why It's Crucial for Students to Learn to Focus",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32828\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32828\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/distracted-texting300.jpg\" alt=\"distracted-texting300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Digital 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 \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/with-tech-tools-how-should-teachers-tackle-multitasking-in-class/\">distracting to students\u003c/a>. 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, \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=where-theres-a-will\">research\u003c/a> shows they’ll have a much harder time succeeding in almost every area.\u003c/p>\n\u003cp>“The real message is because attention is under siege more than it has ever been in human history, 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 \u003cem>\u003ca href=\"http://www.indiebound.org/book/9780062114860\">Focus: The Hidden Driver of Excellence\u003c/a>\u003c/em> and other books about social and emotional learning on \u003ca href=\"http://www.kqed.org/a/forum/R201311210900\">KQED’s Forum program\u003c/a>.\u003c/p>\n\u003cp>“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,” Goleman said. If young students don’t build up the neural circuitry that focused attention requires, they could have problems controlling their emotions and being empathetic.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/aside>\n\u003cp>“The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. The area of the brain that governs focus and executive functioning is known as the pre-frontal cortex. This is also the part of the brain that allows people to control themselves, to keep emotions in check and to feel empathy for other people.\u003c/p>\n\u003cp>“The attentional circuitry needs to have the experience of sustained episodes of concentration -- reading the text, understanding and listening to what the teacher is saying -- in order to build the mental models that create someone who is well educated,” Goleman said. “The pulls away from that mean that we have to become more intentional about teaching kids.” He advocates for a “digital sabbath” everyday, some time when kids aren’t being distracted by devices at all. He’d also like to see schools building exercises that strengthen attention, like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/\">mindfulness practices\u003c/a>, into the curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The ability to focus is a secret element to success that often gets ignored. “The more you can concentrate the better you’ll do on anything, because whatever talent you have, you can’t apply it if you are distracted,” Goleman said. He pointed to research on athletes showing that when given a concentration test, the results accurately predicted how well each would perform in a game the next day.\u003c/p>\n\u003cp>[contextly_sidebar id=\"6ba4a183aa702c7129d7f2e089f511db\"]\u003c/p>\n\u003cp>Perhaps the most well known study on concentration is a \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=where-theres-a-will\">longitudinal study\u003c/a> conducted with over 1,000 children in New Zealand by \u003ca href=\"http://www.moffittcaspi.com/\">Terrie Moffitt and Avshalom Caspi\u003c/a>, psychology and neuroscience professors at Duke University. The study tested children born in 1972 and 1973 regularly for eight years, measuring their ability to pay attention and to ignore distractions. Then, the researchers tracked those same children down at the age of 32 to see how well they fared in life. The ability to concentrate was the strongest predictor of success.\u003c/p>\n\u003cp>“This ability is more important than IQ or the socio economic status of the family you grew up in for determining career success, financial success and health,” Goleman said. That could be a problem for students in the U.S. who often seem addicted to their devices, unable to put them down for even a few moments. Teachers say students are unable to comprehend the same texts that generations of students that came before them could master without problems, said Goleman. These are signs that educators may need to start paying attention to the act of attention itself. Digital natives may need help cultivating what was once an innate part of growing up.\u003c/p>\n\u003cp>“It’s very important to amp up the focus side of the equation,” Goleman said. He’s not naive about the role digital devices play in society today, but he does believe that without managing how devices affect kids better they’ll never learn the attention skills they’ll need to succeed in the long term.\u003c/p>\n\u003cp>“There’s a need now to teach kids concentration abilities as part of the school curriculum,” Goleman said. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy.”\u003c/p>\n\u003cp>Some argue that the current generation of students grew up with digital devices and are much better at \u003ca href=\"http://ww2.kqed.org/mindshift/tag/multitasking/\">multitasking\u003c/a> than their parents. But 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,” where the brain switches back and forth quickly between tasks. The problem is that as a student switches back and forth between homework and streaming through text messages, their ability to focus on either task erodes. That trend is less pronounced when the actions are routine, but it could have significant implications for how deeply a student understands a new concept.\u003c/p>\n\u003cp>“If you have a big project, what you need to do every day is have a protected time so you can get work done,” Goleman said. For his part, when he's writing a book, Goleman goes to his studio where there is no email, no phone, nothing to distract him. He’ll work for several hours and then spend designated time responding to people afterwards.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I don’t think the enemy is digital devices,” Goleman said. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices. It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32828\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32828\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/distracted-texting300.jpg\" alt=\"distracted-texting300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Digital 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 \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/with-tech-tools-how-should-teachers-tackle-multitasking-in-class/\">distracting to students\u003c/a>. 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, \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=where-theres-a-will\">research\u003c/a> shows they’ll have a much harder time succeeding in almost every area.\u003c/p>\n\u003cp>“The real message is because attention is under siege more than it has ever been in human history, 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 \u003cem>\u003ca href=\"http://www.indiebound.org/book/9780062114860\">Focus: The Hidden Driver of Excellence\u003c/a>\u003c/em> and other books about social and emotional learning on \u003ca href=\"http://www.kqed.org/a/forum/R201311210900\">KQED’s Forum program\u003c/a>.\u003c/p>\n\u003cp>“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,” Goleman said. If young students don’t build up the neural circuitry that focused attention requires, they could have problems controlling their emotions and being empathetic.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/aside>\n\u003cp>“The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. The area of the brain that governs focus and executive functioning is known as the pre-frontal cortex. This is also the part of the brain that allows people to control themselves, to keep emotions in check and to feel empathy for other people.\u003c/p>\n\u003cp>“The attentional circuitry needs to have the experience of sustained episodes of concentration -- reading the text, understanding and listening to what the teacher is saying -- in order to build the mental models that create someone who is well educated,” Goleman said. “The pulls away from that mean that we have to become more intentional about teaching kids.” He advocates for a “digital sabbath” everyday, some time when kids aren’t being distracted by devices at all. He’d also like to see schools building exercises that strengthen attention, like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/\">mindfulness practices\u003c/a>, into the curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The ability to focus is a secret element to success that often gets ignored. “The more you can concentrate the better you’ll do on anything, because whatever talent you have, you can’t apply it if you are distracted,” Goleman said. He pointed to research on athletes showing that when given a concentration test, the results accurately predicted how well each would perform in a game the next day.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Perhaps the most well known study on concentration is a \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=where-theres-a-will\">longitudinal study\u003c/a> conducted with over 1,000 children in New Zealand by \u003ca href=\"http://www.moffittcaspi.com/\">Terrie Moffitt and Avshalom Caspi\u003c/a>, psychology and neuroscience professors at Duke University. The study tested children born in 1972 and 1973 regularly for eight years, measuring their ability to pay attention and to ignore distractions. Then, the researchers tracked those same children down at the age of 32 to see how well they fared in life. The ability to concentrate was the strongest predictor of success.\u003c/p>\n\u003cp>“This ability is more important than IQ or the socio economic status of the family you grew up in for determining career success, financial success and health,” Goleman said. That could be a problem for students in the U.S. who often seem addicted to their devices, unable to put them down for even a few moments. Teachers say students are unable to comprehend the same texts that generations of students that came before them could master without problems, said Goleman. These are signs that educators may need to start paying attention to the act of attention itself. Digital natives may need help cultivating what was once an innate part of growing up.\u003c/p>\n\u003cp>“It’s very important to amp up the focus side of the equation,” Goleman said. He’s not naive about the role digital devices play in society today, but he does believe that without managing how devices affect kids better they’ll never learn the attention skills they’ll need to succeed in the long term.\u003c/p>\n\u003cp>“There’s a need now to teach kids concentration abilities as part of the school curriculum,” Goleman said. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy.”\u003c/p>\n\u003cp>Some argue that the current generation of students grew up with digital devices and are much better at \u003ca href=\"http://ww2.kqed.org/mindshift/tag/multitasking/\">multitasking\u003c/a> than their parents. But 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,” where the brain switches back and forth quickly between tasks. The problem is that as a student switches back and forth between homework and streaming through text messages, their ability to focus on either task erodes. That trend is less pronounced when the actions are routine, but it could have significant implications for how deeply a student understands a new concept.\u003c/p>\n\u003cp>“If you have a big project, what you need to do every day is have a protected time so you can get work done,” Goleman said. For his part, when he's writing a book, Goleman goes to his studio where there is no email, no phone, nothing to distract him. He’ll work for several hours and then spend designated time responding to people afterwards.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I don’t think the enemy is digital devices,” Goleman said. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices. It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Eight Ways of Looking at Intelligence",
"title": "Eight Ways of Looking at Intelligence",
"headTitle": "GROWTH MINDSET | MindShift | KQED News",
"content": "\u003cp>\u003cimg class=\"aligncenter size-full wp-image-29265\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/200066596-001.jpg\" alt=\"200066596-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">In “Thirteen Ways of Looking At A Blackbird,” poet Wallace Stevens takes something familiar—an ordinary black bird—and by looking at it from many different perspectives, makes us think about it in new ways.\u003c/p>\n\u003cp>With apologies to Stevens, we're going to take the same premise, but change the subject by considering eight ways of looking at intelligence—eight perspectives provided by the science of learning. A few words about that term: The science of learning is a relatively new discipline born of an agglomeration of fields: cognitive science, psychology, philosophy, neuroscience. Its project is to apply the methods of science to human endeavors—teaching and learning—that have for centuries been mostly treated as an art.\u003c/p>\n\u003cp>As with anything to do with our idiosyncratic and unpredictable species, there is still a lot of art involved in teaching and learning. But the science of learning can offer some surprising and\u003cbr>\nuseful perspectives on how we guide and educate young people. And so: Eight Ways Of Looking At Intelligence.\u003c/p>\n\u003cp>\u003cstrong>1. SITUATIONS CAN MAKE US SMARTER.\u003c/strong> The science of learning has demonstrated that we are powerfully shaped by the situations that we find ourselves in: situations that can either evoke or suppress our intelligence.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Situations can be internal or external. They can be brief and transitory, or persistent and long-lasting. They can be as varied as the conditions under which a student studies, the conditions that prevail in the classroom or school a student attends, the conditions exerted by a student’s peer group. The physical conditions that students experience by way of how much stress they’re under and how much sleep and exercise they get, and the mental conditions students create for themselves by the levels of expertise and attention and motivation they’re able to achieve.\u003c/p>\n\u003cp>Situational intelligence, in other words, is the only kind of intelligence there is—because we are always doing our thinking in a particular situation, with a particular brain in a particular body.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">A feeling of hopefulness actually leads us to try harder and persist longer—but only if it is paired with practical plans for achieving our goals and concrete actions we’ll take.\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>On one level this is obvious, but on another it is quite radical. Radical, because, since its earliest beginnings, the study of intelligence has emphasized its inherent and fixed qualities. Intelligence has been conceptualized as an innate characteristic of the individual, invariant across time and place, determined mostly by genes (or before that, what was called “heredity”).\u003c/p>\n\u003cp>This was the view of \u003ca href=\"http://galton.org/\">Francis Galton\u003c/a>, the Victorian gentleman who is the father of psychometric testing. He used the notion of inherent, fixed intelligence to show that it ran in the blood of England's most eminent families. This was the view of \u003ca href=\"http://en.wikipedia.org/wiki/Lewis_Terman\">Lewis Terman\u003c/a>, the creator of the modern intelligence test. He used the notion of inherent, fixed intelligence to identify and cultivate children who were \"gifted.\" And this was the view of Charles Murray and Richard Herrnstein, authors of the notorious 1994 book \u003ca href=\"http://en.wikipedia.org/wiki/The_Bell_Curve\">The Bell Curve\u003c/a>. They used the notion of inherent, fixed intelligence to argue that America's class structure was the inevitable product of the IQ levels of various racial and social groups.\u003c/p>\n\u003cp>So to assert that intelligence is in large part a product of the situations we find ourselves in is a departure, not only from the way science has traditionally thought about ability, but from the way many of us think about ability today.\u003c/p>\n\u003cp>Think about how you could recast your own role (as a teacher, an administrator, a parent) as a situation-maker: a creator of circumstances that evoke intelligence in others.\u003c/p>\n\u003cp>\u003cstrong>2. BELIEFS CAN MAKE US SMARTER.\u003c/strong> Stanford psychologist Carol Dweck distinguishes two types of mindsets: the fixed mindset, or the belief that ability is fixed and unchanging, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/discovering-how-to-learn-smarter/\">growth mindset\u003c/a>, or the belief that abilities can be developed through learning and practice.\u003c/p>\n\u003cp>These beliefs matter because they influence how think about our own abilities, how we perceive the world around us, and how we act when faced with a challenge or with adversity. The psychologist David Yeager, also of Stanford, notes that our mindset effectively creates the “psychological world” in which we live. Students’ beliefs, whether they’re oriented around limits or around growth, constitute one of these internal situations that either suppresses or evokes\u003cbr>\nintelligence.\u003c/p>\n\u003cp>\u003cstrong>3. EXPERTISE CAN MAKE US SMARTER. \u003c/strong>One very robust line of research within the science of learning is concerned with the psychology of expertise: what goes on in the mind of an expert. What researchers have found is that experts don’t just know more, they know differently, in ways that allow them to think and act especially intelligently within their domain of expertise.\u003c/p>\n\u003cp>An expert’s knowledge is deep, not shallow or superficial; it is well-organized, around a core of central principles; it is automatic, meaning that it has been streamlined into mental programs that run with very little conscious effort; it is flexible and transferable to new situations; it is self-aware, meaning that an expert can think well about his or her own thinking. Expertise takes a long time to develop, of course, but the adolescent and young adult years are not too soon to begin encouraging students to go deep in a subject area that interests them.\u003c/p>\n\u003cp>\u003cstrong>4. ATTENTION CAN MAKE US SMARTER.\u003c/strong> You’ve probably heard about the “marshmallow test,” a famous experiment conducted by psychologist Walter Mischel in the late 1960s. Mischel found that children who could resist eating a marshmallow in return for the promise of two marshmallows later on did better in school and in their careers.\u003c/p>\n\u003cp>Well, there’s \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">a new marshmallow test \u003c/a>that is faced every day, almost every minute by our students: it’s the ability to resist the urge to check one’s email, to respond to a text, to see what’s happening on Facebook or Twitter. I know we’ve all heard that \"digital natives\" grew up multitasking and\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?]\u003c/a>\u003c/p>\n\u003cp>therefore excel at it, but the fact is that there are information-processing bottlenecks in the brain—everybody’s brain—that prevent us from paying attention to two things at the same time. The state of focused attention is a very important internal situation that students must cultivate in order to fully express their intelligence.\u003c/p>\n\u003cp>\u003cstrong>5. EMOTIONS CAN MAKE US SMARTER. \u003c/strong>We sometimes give short shrift to emotions when we’re talking about academic success, but the science of learning is demonstrating that our \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/what-do-emotions-have-to-do-with-learning/\">emotional state represents a crucial internal situation\u003c/a> that influences how intelligently we think and act.\u003c/p>\n\u003cp>When we’re in a positive mood, for example, we tend to think more expansively and creatively. When we feel anxious—for instance, when we’re about to take a dreaded math test—that anxiety uses up some of the working memory capacity we need to solve problems, leaving us, literally, with less intelligence to apply to the exam.\u003c/p>\n\u003cp>One line of investigation within the science of learning has to do with the feeling of hope. Research in this area has found that a feeling of hopefulness actually leads us to try harder and persist longer—but only if it is paired with practical plans for achieving our goals, and—this is the interesting part—specific, concrete actions we’ll take when and if (usually when) our original plans don’t work out as expected.\u003c/p>\n\u003cp>\u003cstrong>6. TECHNOLOGY CAN MAKE US SMARTER. \u003c/strong> There’s a fascinating line of research in philosophy and cognitive science investigating what’s called the extended mind. This is the idea that the mind doesn’t stop at the skull—that it reaches out and loops in our bodies, our tools, even other people, to use in our thinking processes.\u003c/p>\n\u003cp>Brain-scanning studies have found that when we use a tool, say a rake we’re using to reach an object that’s out of our grasp, our brains actually designate neurons to represent the end of the rake—as if it were the tips of our own fingers. The human mind has evolved to make our tools—including our technological devices—into extensions of itself.\u003c/p>\n\u003cp>The problem is that our devices so often make us dumber instead of smarter. I’ve already alluded to the way in which technology can divide our attention, producing learning that is spottier, shallower, and less flexible than learning that occurs under conditions of full concentration. Technology can also make us dumber when we allow key skills to atrophy from disuse, or fail to develop those skills in the first place.\u003c/p>\n\u003cp>To give you a common example: The ready availability of technology may persuade students that they don’t need to learn facts anymore, because \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/why-googling-it-is-not-enough/\">they can always “just Google it.” \u003c/a>In fact, research from cognitive science shows that the so-called \"21st century skills\" that we’re always hearing about—critical thinking, problem-solving, collaboration, creativity—can’t emerge in a content-free vacuum. They must develop in the context of a rich base of fact knowledge: knowledge that’s stored on the original hard drive, one’s own brain.\u003c/p>\n\u003cp>In order for tech to make our students smarter and not dumber, we need to help them understand when to take full advantage of their devices, and when to put them away.\u003c/p>\n\u003cp>\u003cstrong>7. \u003c/strong> \u003cstrong>OUR BODIES CAN MAKE US SMARTER. \u003c/strong>A line of inquiry related to the “extended mind” research I mentioned earlier is the work now being done on what’s called “embodied cognition.”\u003c/p>\n\u003cp>Ever since the cognitive science revolution of the 1970s, the dominant metaphor for the brain has been the computer: a machine that processes abstract symbols. The science of learning is demonstrating that the computer metaphor is seriously flawed when it comes to describing the\u003cbr>\nhuman brain. It might be more accurate, in fact, to compare the brain to the heart. All the things that make the heart work better—good nutrition, adequate sleep, regular exercise, moderate stress—make the brain work better too.\u003c/p>\n\u003cp style=\"text-align: left\">I’ll take up the issue of sleep as an example, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">since sleep is something so many of today’s students are lacking\u003c/a>. They—and we—often don’t recognize that sleep is actually a key part of the learning process. It’s during sleep that the brain consolidates the memories it formed during waking hours—meaning that it sorts through those memories, weakening the ones that are trivial, strengthening the ones that are important, and connecting up these new memories to the memory structures that already exist in the brain.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">Why Sleeping May Be More Important Than Studying]\u003c/a>\u003c/p>\n\u003cp>If we don’t get enough sleep after learning, or if that sleep is of low quality, the learning process is truncated, and we remember that information less well and less flexibly. That’s just one example of how physical state of our bodies is a key conditions under which our brain operates and under which our intelligence is evoked or suppressed.\u003c/p>\n\u003cp>\u003cstrong>8. RELATIONSHIPS CAN MAKE US SMARTER. \u003c/strong>I mentioned earlier that the human mind is very adept at looping in our bodies, our tools, and even other people to use as instruments of our own thinking.\u003c/p>\n\u003cp>You’ve experienced this if you have a spouse or significant other: it’s likely that one of you is “in charge” of remembering when the car needs to go in for inspection, while the other is “in charge” of remembering relatives’ birthdays. This is called transactive memory, and it’s just one of the ways that relationships with others can make us smarter than we would be on our own.\u003c/p>\n\u003cp>There’s one particular kind of relationship I will wrap up with, and that is the relationship that students have to their academic institution and to their fellow students. The science of learning has demonstrated that a feeling of belonging is critical to the full expression of students’ ability and intelligence.\u003c/p>\n\u003cp>The notion of promoting a sense of belonging goes against some of what we’ve traditionally done in academia. We’ve all heard that old line, “Look to the right, look to the left; only one of you will be passing this course”—and while professors may not say those words anymore, there are plenty of courses that are intended to 'weed' students out, and plenty of situations in high school and college in which students feel very much left on their own, to sink or to swim.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>I’ll end by reminding you of something I mentioned earlier in this article, about seeing your role as one of “situation creator,” and by asking you: What situations can you create, or help your students create for themselves, that will give them a sense that they are not numbers in a database, but members of a community?\u003c/p>\n\n",
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"excerpt": "The science of learning can offer some surprising and useful perspectives on how we guide and educate young people. Things like our perception of \"smart,\" relationships between students and educators, sleep, and use of technology can have profound effects on intelligence.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-29265\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/200066596-001.jpg\" alt=\"200066596-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">In “Thirteen Ways of Looking At A Blackbird,” poet Wallace Stevens takes something familiar—an ordinary black bird—and by looking at it from many different perspectives, makes us think about it in new ways.\u003c/p>\n\u003cp>With apologies to Stevens, we're going to take the same premise, but change the subject by considering eight ways of looking at intelligence—eight perspectives provided by the science of learning. A few words about that term: The science of learning is a relatively new discipline born of an agglomeration of fields: cognitive science, psychology, philosophy, neuroscience. Its project is to apply the methods of science to human endeavors—teaching and learning—that have for centuries been mostly treated as an art.\u003c/p>\n\u003cp>As with anything to do with our idiosyncratic and unpredictable species, there is still a lot of art involved in teaching and learning. But the science of learning can offer some surprising and\u003cbr>\nuseful perspectives on how we guide and educate young people. And so: Eight Ways Of Looking At Intelligence.\u003c/p>\n\u003cp>\u003cstrong>1. SITUATIONS CAN MAKE US SMARTER.\u003c/strong> The science of learning has demonstrated that we are powerfully shaped by the situations that we find ourselves in: situations that can either evoke or suppress our intelligence.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Situations can be internal or external. They can be brief and transitory, or persistent and long-lasting. They can be as varied as the conditions under which a student studies, the conditions that prevail in the classroom or school a student attends, the conditions exerted by a student’s peer group. The physical conditions that students experience by way of how much stress they’re under and how much sleep and exercise they get, and the mental conditions students create for themselves by the levels of expertise and attention and motivation they’re able to achieve.\u003c/p>\n\u003cp>Situational intelligence, in other words, is the only kind of intelligence there is—because we are always doing our thinking in a particular situation, with a particular brain in a particular body.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">A feeling of hopefulness actually leads us to try harder and persist longer—but only if it is paired with practical plans for achieving our goals and concrete actions we’ll take.\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>On one level this is obvious, but on another it is quite radical. Radical, because, since its earliest beginnings, the study of intelligence has emphasized its inherent and fixed qualities. Intelligence has been conceptualized as an innate characteristic of the individual, invariant across time and place, determined mostly by genes (or before that, what was called “heredity”).\u003c/p>\n\u003cp>This was the view of \u003ca href=\"http://galton.org/\">Francis Galton\u003c/a>, the Victorian gentleman who is the father of psychometric testing. He used the notion of inherent, fixed intelligence to show that it ran in the blood of England's most eminent families. This was the view of \u003ca href=\"http://en.wikipedia.org/wiki/Lewis_Terman\">Lewis Terman\u003c/a>, the creator of the modern intelligence test. He used the notion of inherent, fixed intelligence to identify and cultivate children who were \"gifted.\" And this was the view of Charles Murray and Richard Herrnstein, authors of the notorious 1994 book \u003ca href=\"http://en.wikipedia.org/wiki/The_Bell_Curve\">The Bell Curve\u003c/a>. They used the notion of inherent, fixed intelligence to argue that America's class structure was the inevitable product of the IQ levels of various racial and social groups.\u003c/p>\n\u003cp>So to assert that intelligence is in large part a product of the situations we find ourselves in is a departure, not only from the way science has traditionally thought about ability, but from the way many of us think about ability today.\u003c/p>\n\u003cp>Think about how you could recast your own role (as a teacher, an administrator, a parent) as a situation-maker: a creator of circumstances that evoke intelligence in others.\u003c/p>\n\u003cp>\u003cstrong>2. BELIEFS CAN MAKE US SMARTER.\u003c/strong> Stanford psychologist Carol Dweck distinguishes two types of mindsets: the fixed mindset, or the belief that ability is fixed and unchanging, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/discovering-how-to-learn-smarter/\">growth mindset\u003c/a>, or the belief that abilities can be developed through learning and practice.\u003c/p>\n\u003cp>These beliefs matter because they influence how think about our own abilities, how we perceive the world around us, and how we act when faced with a challenge or with adversity. The psychologist David Yeager, also of Stanford, notes that our mindset effectively creates the “psychological world” in which we live. Students’ beliefs, whether they’re oriented around limits or around growth, constitute one of these internal situations that either suppresses or evokes\u003cbr>\nintelligence.\u003c/p>\n\u003cp>\u003cstrong>3. EXPERTISE CAN MAKE US SMARTER. \u003c/strong>One very robust line of research within the science of learning is concerned with the psychology of expertise: what goes on in the mind of an expert. What researchers have found is that experts don’t just know more, they know differently, in ways that allow them to think and act especially intelligently within their domain of expertise.\u003c/p>\n\u003cp>An expert’s knowledge is deep, not shallow or superficial; it is well-organized, around a core of central principles; it is automatic, meaning that it has been streamlined into mental programs that run with very little conscious effort; it is flexible and transferable to new situations; it is self-aware, meaning that an expert can think well about his or her own thinking. Expertise takes a long time to develop, of course, but the adolescent and young adult years are not too soon to begin encouraging students to go deep in a subject area that interests them.\u003c/p>\n\u003cp>\u003cstrong>4. ATTENTION CAN MAKE US SMARTER.\u003c/strong> You’ve probably heard about the “marshmallow test,” a famous experiment conducted by psychologist Walter Mischel in the late 1960s. Mischel found that children who could resist eating a marshmallow in return for the promise of two marshmallows later on did better in school and in their careers.\u003c/p>\n\u003cp>Well, there’s \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">a new marshmallow test \u003c/a>that is faced every day, almost every minute by our students: it’s the ability to resist the urge to check one’s email, to respond to a text, to see what’s happening on Facebook or Twitter. I know we’ve all heard that \"digital natives\" grew up multitasking and\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?]\u003c/a>\u003c/p>\n\u003cp>therefore excel at it, but the fact is that there are information-processing bottlenecks in the brain—everybody’s brain—that prevent us from paying attention to two things at the same time. The state of focused attention is a very important internal situation that students must cultivate in order to fully express their intelligence.\u003c/p>\n\u003cp>\u003cstrong>5. EMOTIONS CAN MAKE US SMARTER. \u003c/strong>We sometimes give short shrift to emotions when we’re talking about academic success, but the science of learning is demonstrating that our \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/what-do-emotions-have-to-do-with-learning/\">emotional state represents a crucial internal situation\u003c/a> that influences how intelligently we think and act.\u003c/p>\n\u003cp>When we’re in a positive mood, for example, we tend to think more expansively and creatively. When we feel anxious—for instance, when we’re about to take a dreaded math test—that anxiety uses up some of the working memory capacity we need to solve problems, leaving us, literally, with less intelligence to apply to the exam.\u003c/p>\n\u003cp>One line of investigation within the science of learning has to do with the feeling of hope. Research in this area has found that a feeling of hopefulness actually leads us to try harder and persist longer—but only if it is paired with practical plans for achieving our goals, and—this is the interesting part—specific, concrete actions we’ll take when and if (usually when) our original plans don’t work out as expected.\u003c/p>\n\u003cp>\u003cstrong>6. TECHNOLOGY CAN MAKE US SMARTER. \u003c/strong> There’s a fascinating line of research in philosophy and cognitive science investigating what’s called the extended mind. This is the idea that the mind doesn’t stop at the skull—that it reaches out and loops in our bodies, our tools, even other people, to use in our thinking processes.\u003c/p>\n\u003cp>Brain-scanning studies have found that when we use a tool, say a rake we’re using to reach an object that’s out of our grasp, our brains actually designate neurons to represent the end of the rake—as if it were the tips of our own fingers. The human mind has evolved to make our tools—including our technological devices—into extensions of itself.\u003c/p>\n\u003cp>The problem is that our devices so often make us dumber instead of smarter. I’ve already alluded to the way in which technology can divide our attention, producing learning that is spottier, shallower, and less flexible than learning that occurs under conditions of full concentration. Technology can also make us dumber when we allow key skills to atrophy from disuse, or fail to develop those skills in the first place.\u003c/p>\n\u003cp>To give you a common example: The ready availability of technology may persuade students that they don’t need to learn facts anymore, because \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/why-googling-it-is-not-enough/\">they can always “just Google it.” \u003c/a>In fact, research from cognitive science shows that the so-called \"21st century skills\" that we’re always hearing about—critical thinking, problem-solving, collaboration, creativity—can’t emerge in a content-free vacuum. They must develop in the context of a rich base of fact knowledge: knowledge that’s stored on the original hard drive, one’s own brain.\u003c/p>\n\u003cp>In order for tech to make our students smarter and not dumber, we need to help them understand when to take full advantage of their devices, and when to put them away.\u003c/p>\n\u003cp>\u003cstrong>7. \u003c/strong> \u003cstrong>OUR BODIES CAN MAKE US SMARTER. \u003c/strong>A line of inquiry related to the “extended mind” research I mentioned earlier is the work now being done on what’s called “embodied cognition.”\u003c/p>\n\u003cp>Ever since the cognitive science revolution of the 1970s, the dominant metaphor for the brain has been the computer: a machine that processes abstract symbols. The science of learning is demonstrating that the computer metaphor is seriously flawed when it comes to describing the\u003cbr>\nhuman brain. It might be more accurate, in fact, to compare the brain to the heart. All the things that make the heart work better—good nutrition, adequate sleep, regular exercise, moderate stress—make the brain work better too.\u003c/p>\n\u003cp style=\"text-align: left\">I’ll take up the issue of sleep as an example, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">since sleep is something so many of today’s students are lacking\u003c/a>. They—and we—often don’t recognize that sleep is actually a key part of the learning process. It’s during sleep that the brain consolidates the memories it formed during waking hours—meaning that it sorts through those memories, weakening the ones that are trivial, strengthening the ones that are important, and connecting up these new memories to the memory structures that already exist in the brain.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">Why Sleeping May Be More Important Than Studying]\u003c/a>\u003c/p>\n\u003cp>If we don’t get enough sleep after learning, or if that sleep is of low quality, the learning process is truncated, and we remember that information less well and less flexibly. That’s just one example of how physical state of our bodies is a key conditions under which our brain operates and under which our intelligence is evoked or suppressed.\u003c/p>\n\u003cp>\u003cstrong>8. RELATIONSHIPS CAN MAKE US SMARTER. \u003c/strong>I mentioned earlier that the human mind is very adept at looping in our bodies, our tools, and even other people to use as instruments of our own thinking.\u003c/p>\n\u003cp>You’ve experienced this if you have a spouse or significant other: it’s likely that one of you is “in charge” of remembering when the car needs to go in for inspection, while the other is “in charge” of remembering relatives’ birthdays. This is called transactive memory, and it’s just one of the ways that relationships with others can make us smarter than we would be on our own.\u003c/p>\n\u003cp>There’s one particular kind of relationship I will wrap up with, and that is the relationship that students have to their academic institution and to their fellow students. The science of learning has demonstrated that a feeling of belonging is critical to the full expression of students’ ability and intelligence.\u003c/p>\n\u003cp>The notion of promoting a sense of belonging goes against some of what we’ve traditionally done in academia. We’ve all heard that old line, “Look to the right, look to the left; only one of you will be passing this course”—and while professors may not say those words anymore, there are plenty of courses that are intended to 'weed' students out, and plenty of situations in high school and college in which students feel very much left on their own, to sink or to swim.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I’ll end by reminding you of something I mentioned earlier in this article, about seeing your role as one of “situation creator,” and by asking you: What situations can you create, or help your students create for themselves, that will give them a sense that they are not numbers in a database, but members of a community?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Case for Preserving the Pleasure of Deep Reading",
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"content": "\u003cfigure id=\"attachment_29052\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/ngader/273300326/sizes/z/in/photolist-q9JEA-baMWSe-4Dm4gX-bHdq2Z-6cRrtd-dRuEDs-8dNkNv-Mh3Mo-62coxR-cbWCxS-auSRti-c2sxbU-dNCeA6-tBCDz-5Wjh5o-9wX4Bb-7b8zkX-8Sd4an-4XA1rv-5piTYU-2fTgsC-L6EMn-4wTyBG-8oUH34-6syfZV-6k17Jp-6Uccv-8seGDU-5m53e7-88o7kW-7ViG3m-2Zg9cL-4MtVf6-bQGRxe-EqUH7-6Szrk-d3pbGL-byLnhU-553aYh-bQGRBc-7muck-8eJUN3-ozMVF-6t8TaC-92FyDz-3xLRqf-djD1G-6TxRnY-7ajhf-8CBVH2-6Py7Nt/\">\u003cimg class=\"size-full wp-image-29052\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/273300326_3fa60fd290_z.jpg\" alt=\"273300326_3fa60fd290_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When a minaret dating from the twelfth century was toppled in the fighting between rebels and government forces in Aleppo, Syria, earlier this spring, we recognized that more than a building had been lost. The destruction of irreplaceable artifacts—like the massive Buddha statues dynamited in the Bamiyan Valley in Afghanistan in 2001 and the ancient texts burned and looted in Iraq in 2003—leaves us less equipped to understand ourselves and where we came from, less able to enlarge ourselves with the awe and pleasure that these creations once evoked.\u003c/p>\n\u003cp>Which is why we should care about the survival of a human treasure threatened right here at home: the deep reader. “Deep reading”—as opposed to the often superficial reading we do on the web—is an endangered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art. Its disappearance would imperil the intellectual and emotional development of generations growing up online, as well as the perpetuation of a critical part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend them.\u003c/p>\n\u003cp>Recent research in cognitive science, psychology and neuroscience has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words. Although deep reading does not, strictly speaking, require a conventional book, the built-in limits of the printed page are uniquely conducive to the deep reading experience. A book’s lack of hyperlinks, for example, frees the reader from making decisions—Should I click on this link or not?—allowing her to remain fully immersed in the narrative.\u003c/p>\n\u003cp>That immersion is supported by the way the brain handles language rich in detail, allusion and metaphor: by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for empathy.\u003c/p>\n\u003cp>None of this is likely to happen when we’re scrolling through TMZ.com. Although we call the activity by the same name, the deep reading of books and the information-driven reading we do on the web are very different, both in the experience they produce and in the capacities they develop. A growing body of evidence suggests that online reading may be less engaging and less satisfying, even for the “digital natives” for whom it is so familiar. Last month, for example, Britain’s National Literacy Trust released the results of \u003ca href=\"http://www.google.com/hostednews/afp/article/ALeqM5injmhyFI6YENzKRCpwSkUuf0nzvg?docId=CNG.fd836340d8acae4c0050ebcf6abb1592.81\">a study of 34,910 young people \u003c/a>aged eight to sixteen. Researchers reported that 39% of children and teens read daily using electronic devices, but only 28% read printed materials every day. Those who read only onscreen were three times less likely to say they enjoy reading very much, and a third less likely to have a favorite book. The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and onscreen.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Recent research has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words.\u003c/strong>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>To understand why we should be concerned about how young people read, and not just whether they’re reading at all, it helps to know something about the way the ability to read evolved. “Human beings were never born to read,” notes Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University and author of \u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\">Proust and the Squid: The Story and Science of the Reading Brain\u003c/a>. Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each individual. The “reading circuits” we construct are recruited from structures in the brain that evolved for other purposes—and these circuits can be feeble or they can be robust, depending on how often and how vigorously we use them.\u003c/p>\n\u003cp>The deep reader, protected from distractions and attuned to the nuances of language, enters a state that psychologist Victor Nell, in a study of the psychology of pleasure reading, likens to a hypnotic trance. Nell found that when readers are enjoying the experience the most, the pace of their reading actually slows. The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions. It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and ardent conversation like people falling in love.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">The Future of Tablets in Education: Potential Vs. Reality\u003c/a>]\u003c/p>\n\u003cp>This is not reading as many young people are coming to know it. Their reading is pragmatic and instrumental: the difference between what literary critic Frank Kermode calls “carnal reading” and “spiritual reading.” If we allow our offspring to believe that carnal reading is all there is—if we don’t open the door to spiritual reading, through an early insistence on discipline and practice—we will have cheated them of an enjoyable, even ecstatic experience they would not otherwise encounter. And we will have deprived them of an elevating and enlightening experience that will enlarge them as people. Observing young people’s attachment to digital devices, some progressive educators and permissive parents talk about needing to \"meet kids where they are,” molding instruction around their onscreen habits. This is mistaken. We need, rather, to show them someplace they've never been, a place only deep reading can take them.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>There’s another reason to work to save deep reading: the preservation of a cultural treasure. Like information on floppy disks and cassette tapes that may soon be lost because the equipment to play it no longer exists, properly-educated people are the only \"equipment,\" the only beings, who can unlock the wealth of insight and wisdom that lie in our culture's novels and poems. When the library of Alexandria was lost to fire, the scarce resource was books themselves. Today, with billions of books in print and stored online, the endangered breed is not books but readers. Unless we train the younger generation to engage in deep reading, we will find ourselves with our culture’s riches locked away in a vault: books everywhere and no one truly able to read them.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29052\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/ngader/273300326/sizes/z/in/photolist-q9JEA-baMWSe-4Dm4gX-bHdq2Z-6cRrtd-dRuEDs-8dNkNv-Mh3Mo-62coxR-cbWCxS-auSRti-c2sxbU-dNCeA6-tBCDz-5Wjh5o-9wX4Bb-7b8zkX-8Sd4an-4XA1rv-5piTYU-2fTgsC-L6EMn-4wTyBG-8oUH34-6syfZV-6k17Jp-6Uccv-8seGDU-5m53e7-88o7kW-7ViG3m-2Zg9cL-4MtVf6-bQGRxe-EqUH7-6Szrk-d3pbGL-byLnhU-553aYh-bQGRBc-7muck-8eJUN3-ozMVF-6t8TaC-92FyDz-3xLRqf-djD1G-6TxRnY-7ajhf-8CBVH2-6Py7Nt/\">\u003cimg class=\"size-full wp-image-29052\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/273300326_3fa60fd290_z.jpg\" alt=\"273300326_3fa60fd290_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When a minaret dating from the twelfth century was toppled in the fighting between rebels and government forces in Aleppo, Syria, earlier this spring, we recognized that more than a building had been lost. The destruction of irreplaceable artifacts—like the massive Buddha statues dynamited in the Bamiyan Valley in Afghanistan in 2001 and the ancient texts burned and looted in Iraq in 2003—leaves us less equipped to understand ourselves and where we came from, less able to enlarge ourselves with the awe and pleasure that these creations once evoked.\u003c/p>\n\u003cp>Which is why we should care about the survival of a human treasure threatened right here at home: the deep reader. “Deep reading”—as opposed to the often superficial reading we do on the web—is an endangered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art. Its disappearance would imperil the intellectual and emotional development of generations growing up online, as well as the perpetuation of a critical part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend them.\u003c/p>\n\u003cp>Recent research in cognitive science, psychology and neuroscience has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words. Although deep reading does not, strictly speaking, require a conventional book, the built-in limits of the printed page are uniquely conducive to the deep reading experience. A book’s lack of hyperlinks, for example, frees the reader from making decisions—Should I click on this link or not?—allowing her to remain fully immersed in the narrative.\u003c/p>\n\u003cp>That immersion is supported by the way the brain handles language rich in detail, allusion and metaphor: by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for empathy.\u003c/p>\n\u003cp>None of this is likely to happen when we’re scrolling through TMZ.com. Although we call the activity by the same name, the deep reading of books and the information-driven reading we do on the web are very different, both in the experience they produce and in the capacities they develop. A growing body of evidence suggests that online reading may be less engaging and less satisfying, even for the “digital natives” for whom it is so familiar. Last month, for example, Britain’s National Literacy Trust released the results of \u003ca href=\"http://www.google.com/hostednews/afp/article/ALeqM5injmhyFI6YENzKRCpwSkUuf0nzvg?docId=CNG.fd836340d8acae4c0050ebcf6abb1592.81\">a study of 34,910 young people \u003c/a>aged eight to sixteen. Researchers reported that 39% of children and teens read daily using electronic devices, but only 28% read printed materials every day. Those who read only onscreen were three times less likely to say they enjoy reading very much, and a third less likely to have a favorite book. The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and onscreen.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Recent research has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words.\u003c/strong>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>To understand why we should be concerned about how young people read, and not just whether they’re reading at all, it helps to know something about the way the ability to read evolved. “Human beings were never born to read,” notes Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University and author of \u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\">Proust and the Squid: The Story and Science of the Reading Brain\u003c/a>. Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each individual. The “reading circuits” we construct are recruited from structures in the brain that evolved for other purposes—and these circuits can be feeble or they can be robust, depending on how often and how vigorously we use them.\u003c/p>\n\u003cp>The deep reader, protected from distractions and attuned to the nuances of language, enters a state that psychologist Victor Nell, in a study of the psychology of pleasure reading, likens to a hypnotic trance. Nell found that when readers are enjoying the experience the most, the pace of their reading actually slows. The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions. It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and ardent conversation like people falling in love.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">The Future of Tablets in Education: Potential Vs. Reality\u003c/a>]\u003c/p>\n\u003cp>This is not reading as many young people are coming to know it. Their reading is pragmatic and instrumental: the difference between what literary critic Frank Kermode calls “carnal reading” and “spiritual reading.” If we allow our offspring to believe that carnal reading is all there is—if we don’t open the door to spiritual reading, through an early insistence on discipline and practice—we will have cheated them of an enjoyable, even ecstatic experience they would not otherwise encounter. And we will have deprived them of an elevating and enlightening experience that will enlarge them as people. Observing young people’s attachment to digital devices, some progressive educators and permissive parents talk about needing to \"meet kids where they are,” molding instruction around their onscreen habits. This is mistaken. We need, rather, to show them someplace they've never been, a place only deep reading can take them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There’s another reason to work to save deep reading: the preservation of a cultural treasure. Like information on floppy disks and cassette tapes that may soon be lost because the equipment to play it no longer exists, properly-educated people are the only \"equipment,\" the only beings, who can unlock the wealth of insight and wisdom that lie in our culture's novels and poems. When the library of Alexandria was lost to fire, the scarce resource was books themselves. Today, with billions of books in print and stored online, the endangered breed is not books but readers. Unless we train the younger generation to engage in deep reading, we will find ourselves with our culture’s riches locked away in a vault: books everywhere and no one truly able to read them.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28944\" class=\"wp-caption center\" style=\"max-width: 633px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660098369/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-28944\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/ipadkid.jpg\" alt=\"ipadkid\" width=\"633\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid.jpg 633w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid-400x227.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid-320x182.jpg 320w\" sizes=\"(max-width: 633px) 100vw, 633px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“We’re about to give your fourteen-year-old a computer,” Michael Allen recently told a group of parents attending a new student orientation, “and here’s why it could scare you.” Then Allen, the principal of no-textbook New Tech High School, said he understood their biggest fears -- the new sites and technologies that crop up all the time, kids \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">multitasking\u003c/a> while doing schoolwork, the reality of parents’ lack of control over what their kids see and how they behave online.\u003c/p>\n\u003cp>But for Allen and many like him who are integrating technology in schools, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/what-will-you-click-on-next-focusing-our-attention-online/#more-23569\">guiding the behaviors\u003c/a> that accompany a new way of learning is just as important as the content they’ll be covering in school -- if not more so. In order to be successful, Allen maintains that students need to learn trust, respect and responsibility for technology. He knows that many of the situations that come up in a school where computers are the only conduit of information must be addressed earlier rather than later, and parents and teachers need to be leading the way.\u003c/p>\n\u003cp>Parents sometimes say that today’s students are so far ahead in the technological realm, that the older generations can turn to them for help, writes \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/teaching-kids-to-be-digital-citizens-not-just-digital-natives/2012/03/04/gIQALdFiqR_blog.html\">education journalist John Merrow\u003c/a>, author of \u003cem>The Influence of Teachers\u003c/em>. He worries that this kind of thinking will resign adult responsibility. “But being a ‘digital native’ is not the same as being a ‘digital citizen.’ Young people have always needed ethical guidance and the security of rules and boundaries.”\u003c/p>\n\u003cp>Allen also believes adults should set the boundaries for where and when not to use tech. He cites a recent example of taking biology students on a field trip to a nearby river. After some discussion, he and the teachers decided to leave all the technology at school, including cell phones. \"The kids were fine with it,\" he said. \"We have to be able to have a conversation with the kids where we say, you'll be losing [part of the experience] if you take it with you.\"\u003c/p>\n\u003cp>But how do parents and teachers work together to set the boundaries? Educator and school leader Matt Levinson, author of \u003cem>\u003ca href=\"http://fromfeartofacebook.com/\">From Fear to Facebook\u003c/a>\u003c/em>, says that parents and schools equipped with technology are, in effect, challenged with overseeing two worlds: the real and the virtual. “The Internet is vast, and as one parent said to me, ‘You can't take down the Internet.’\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Mistakes have to happen, but patterns of mistakes are no longer mistakes, but habits.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">While the basic tenets of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/teaching-and-modeling-good-digital-citizenship/\">digital citizenship\u003c/a> attempt to protect kids from cyberbullying, misconduct, and harassment, Allen is also interested in teaching the positive behaviors that will make successful students and workers for the future: teaching students how to find and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">analyze reliable sources for research\u003c/a>, how to verify whether information is biased and/or credible, and how to be a responsible user.\u003c/p>\n\u003cp dir=\"ltr\">Teaching students how to \u003ca href=\"http://www.edutopia.org/blog/digital-teens-code-switching-matt-levinson\">code-switch\u003c/a> between tech inside and outside of school -- like deciding whether to send that all-school Tweet -- is one of the most critical and valuable behaviors for tech-savvy students to learn, Levinson said.\u003c/p>\n\u003cp dir=\"ltr\">“Outside of the school, the default is to share everything, whether it's a video or a song, even if the content is questionable,” he said. “Inside of school, there is a time a place to engage and share and kids have a hard time figuring out the ‘code,’ which can vary inside each classroom and across different grade levels. So, kids are confused and have a hard time shifting to new codes of behavior, especially when technology is so ubiquitous after school hours.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>NEED TO EXPERIMENT\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Both educators acknowledge that, as with any behavior involving teenagers, mistakes will be made with online behavior -- and that’s a vital part of the learning process. Levinson insists that parents should “lean into” the challenges brought by technology at home and school with patience, and says that keeping the conversation going between school and home will provide students with consistency as to what kind of behavior is expected.\u003c/p>\n\u003cp dir=\"ltr\">Michael Allen has seen a couple of kids \"crash and burn\" trying to manage their use of tech at home and school -- one incident involved a girl who had sent 8,000 texts in one month's time. When it came to his attention, Allen recounts what he said to the student: \"If you take all these texts - 8,000 - that's 30 seconds per text, 2.5 hours \u003cem>per day\u003c/em> with a phone in front of your eyes. Think of what you are missing in the world, not to mention what it could mean for your learning experience.\" Allen said that when he broke it down to her in terms of what she was missing, the student had a realization, and has since been texting less.\u003c/p>\n\u003cp dir=\"ltr\">Allen said that most parents come to understand that a computer is a neutral object -- it all depends on how students use it. A personal computer and smartphone are not to be taken lightly, and he said, \"Mistakes have to happen, but patterns of mistakes are no longer mistakes, but habits.\"\u003c/p>\n\u003cp>Yet the better parents are able to understand technology’s role in kids’ lives, the easier it will be to find ways to use tech for learning without being fearful of it. “We need to keep our eyes on the prize,” Levinson says, “we are using technology in schools because we believe it can enhance teaching and learning and add depth and complexity to the design of learning experiences for students.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28944\" class=\"wp-caption center\" style=\"max-width: 633px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660098369/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-28944\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/ipadkid.jpg\" alt=\"ipadkid\" width=\"633\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid.jpg 633w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid-400x227.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid-320x182.jpg 320w\" sizes=\"(max-width: 633px) 100vw, 633px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“We’re about to give your fourteen-year-old a computer,” Michael Allen recently told a group of parents attending a new student orientation, “and here’s why it could scare you.” Then Allen, the principal of no-textbook New Tech High School, said he understood their biggest fears -- the new sites and technologies that crop up all the time, kids \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">multitasking\u003c/a> while doing schoolwork, the reality of parents’ lack of control over what their kids see and how they behave online.\u003c/p>\n\u003cp>But for Allen and many like him who are integrating technology in schools, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/what-will-you-click-on-next-focusing-our-attention-online/#more-23569\">guiding the behaviors\u003c/a> that accompany a new way of learning is just as important as the content they’ll be covering in school -- if not more so. In order to be successful, Allen maintains that students need to learn trust, respect and responsibility for technology. He knows that many of the situations that come up in a school where computers are the only conduit of information must be addressed earlier rather than later, and parents and teachers need to be leading the way.\u003c/p>\n\u003cp>Parents sometimes say that today’s students are so far ahead in the technological realm, that the older generations can turn to them for help, writes \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/teaching-kids-to-be-digital-citizens-not-just-digital-natives/2012/03/04/gIQALdFiqR_blog.html\">education journalist John Merrow\u003c/a>, author of \u003cem>The Influence of Teachers\u003c/em>. He worries that this kind of thinking will resign adult responsibility. “But being a ‘digital native’ is not the same as being a ‘digital citizen.’ Young people have always needed ethical guidance and the security of rules and boundaries.”\u003c/p>\n\u003cp>Allen also believes adults should set the boundaries for where and when not to use tech. He cites a recent example of taking biology students on a field trip to a nearby river. After some discussion, he and the teachers decided to leave all the technology at school, including cell phones. \"The kids were fine with it,\" he said. \"We have to be able to have a conversation with the kids where we say, you'll be losing [part of the experience] if you take it with you.\"\u003c/p>\n\u003cp>But how do parents and teachers work together to set the boundaries? Educator and school leader Matt Levinson, author of \u003cem>\u003ca href=\"http://fromfeartofacebook.com/\">From Fear to Facebook\u003c/a>\u003c/em>, says that parents and schools equipped with technology are, in effect, challenged with overseeing two worlds: the real and the virtual. “The Internet is vast, and as one parent said to me, ‘You can't take down the Internet.’\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Mistakes have to happen, but patterns of mistakes are no longer mistakes, but habits.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">While the basic tenets of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/teaching-and-modeling-good-digital-citizenship/\">digital citizenship\u003c/a> attempt to protect kids from cyberbullying, misconduct, and harassment, Allen is also interested in teaching the positive behaviors that will make successful students and workers for the future: teaching students how to find and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">analyze reliable sources for research\u003c/a>, how to verify whether information is biased and/or credible, and how to be a responsible user.\u003c/p>\n\u003cp dir=\"ltr\">Teaching students how to \u003ca href=\"http://www.edutopia.org/blog/digital-teens-code-switching-matt-levinson\">code-switch\u003c/a> between tech inside and outside of school -- like deciding whether to send that all-school Tweet -- is one of the most critical and valuable behaviors for tech-savvy students to learn, Levinson said.\u003c/p>\n\u003cp dir=\"ltr\">“Outside of the school, the default is to share everything, whether it's a video or a song, even if the content is questionable,” he said. “Inside of school, there is a time a place to engage and share and kids have a hard time figuring out the ‘code,’ which can vary inside each classroom and across different grade levels. So, kids are confused and have a hard time shifting to new codes of behavior, especially when technology is so ubiquitous after school hours.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>NEED TO EXPERIMENT\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Both educators acknowledge that, as with any behavior involving teenagers, mistakes will be made with online behavior -- and that’s a vital part of the learning process. Levinson insists that parents should “lean into” the challenges brought by technology at home and school with patience, and says that keeping the conversation going between school and home will provide students with consistency as to what kind of behavior is expected.\u003c/p>\n\u003cp dir=\"ltr\">Michael Allen has seen a couple of kids \"crash and burn\" trying to manage their use of tech at home and school -- one incident involved a girl who had sent 8,000 texts in one month's time. When it came to his attention, Allen recounts what he said to the student: \"If you take all these texts - 8,000 - that's 30 seconds per text, 2.5 hours \u003cem>per day\u003c/em> with a phone in front of your eyes. Think of what you are missing in the world, not to mention what it could mean for your learning experience.\" Allen said that when he broke it down to her in terms of what she was missing, the student had a realization, and has since been texting less.\u003c/p>\n\u003cp dir=\"ltr\">Allen said that most parents come to understand that a computer is a neutral object -- it all depends on how students use it. A personal computer and smartphone are not to be taken lightly, and he said, \"Mistakes have to happen, but patterns of mistakes are no longer mistakes, but habits.\"\u003c/p>\n\u003cp>Yet the better parents are able to understand technology’s role in kids’ lives, the easier it will be to find ways to use tech for learning without being fearful of it. “We need to keep our eyes on the prize,” Levinson says, “we are using technology in schools because we believe it can enhance teaching and learning and add depth and complexity to the design of learning experiences for students.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "With Tech Tools, How Should Teachers Tackle Multitasking In Class?",
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"content": "\u003cfigure id=\"attachment_28775\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28775\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/11_1.21_Ipad_Algebra_0238-620x412.jpg\" alt=\"11_1.21_Ipad_Algebra_0238\" width=\"620\" height=\"412\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Important research compiled on the effects of students multitasking while learning shows that they are losing depth of learning, getting mentally fatigued, and are weakening their ability to transfer what they have learned to other subjects and situations.\u003c/p>\n\u003cp>Educators as well as students have noticed how schoolwork suffers when attention is split between homework and a buzzing smartphone. Many students, like Alex Sifuentes, who admit to multitasking while studying, know the consequences well. “When I was grounded for a couple of months and didn't have my phone, I got done extra early with homework,” Sifuentes wrote in response to Annie Murphy Paul's article, \"\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?\u003c/a>\"\u003c/p>\n\u003cp>Parents also see a big difference in their kids' studying habits. Jenifer Gossman reported that her 17-year-old daughter asked her brother to hide her phone so she could study for several important exams. After hours of studying, Gossman’s daughter reappeared, amazed at how productive she’d been without her phone by her side.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Devices that once were just an entertainment tool are also becoming our educational and work tools.\"\u003c/strong>\u003c/aside>\n\u003cp>But for many, the solution isn't simply to do away with the gadgets -- mostly because they're the same tools that actually help do the work, and it can be confusing for young adults to distinguish the difference between work and everything else.\u003c/p>\n\u003cp>“We have a new problem forthcoming and that is our devices that once were just an entertainment tool are also becoming our educational and work tools,\" wrote commenter Des. \"And with this all combined into one, it's hard to put one away without the other being easy to access. With these things being integrated, we also start to lose sight of what is actually work and what is entertainment.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While some teachers want to remove all digital distractions from the classroom, others say Generation M’s biggest challenges -- like giving schoolwork undivided attention -- require learning \u003c!--more-->a new set of behaviors that need to be taught and modeled. Besides, tasks like online research, communicating with teachers and other students, and sharing ideas and divvying up work online are mandatory parts of doing school work. So the question for educators is: what to do about it?\u003c/p>\n\u003cp>\u003cstrong>WHEN DOES IT WORK?\u003c/strong>\u003c/p>\n\u003cp>At the totally wired, textbook-free New Tech Institute in Evansville, Indiana, high school students are online for all their assignments, working on Dell laptops in 90-minute subject blocks. Principal Michael Allen admits that keeping students simultaneously connected and focused for that length of time has been a big challenge. “It is very hard to manage teenagers with technology for 90 minutes of academic purpose,” he said.\u003c/p>\n\u003cp>But Allen emphasizes that, when dealing with new and emerging technologies, there will undoubtedly be new and emerging behaviors that will need guidance -- a responsibility he believes falls somewhat on schools. Much like Howard Rheingold’s call to name \u003ca href=\"http://rheingold.com/netsmart/\">attention\u003c/a> as a vital digital skill in his book \u003cem>NetSmart\u003c/em>, Allen thinks it’s important not only to teach kids how to use technology, it’s important to show them how to be aware of what they’re doing while using it, too.\u003c/p>\n\u003cp>Allen recently challenged some of his educators to sit with students and teach them how to watch a video math tutorial, piece by piece: “How do you structure watching a tutorial? How many times do you hit pause? How many times do you watch something before you get all the way through it? How do you put yourself in an environment where you can remain focused?” He hopes that teacher guidance can help shape the new behaviors required of students in the digital age, and that includes avoiding being distracted by texts and Facebook feeds.\u003c/p>\n\u003cp dir=\"ltr\">“Look, it’s not going away. It exists, it’s permeated every other aspect of their life,” Allen said about teens and tech distractions. “The article is timely and correct in so many ways: multitasking is one of the things that needs to be tackled about tech.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Look, it’s not going away. It exists, it’s permeated every other aspect of their life. Multitasking is one of the things that needs to be tackled about tech.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Thirty-year veteran educator Elizabeth Smith, who teaches AP English at Hume-Fogg High School in Nashville, says that over the last decade, teens’ work has changed. “The things that I notice the most are the reduced transfer of knowledge discussed by Poldrack in the article, and the more shallow learning that Meyer mentions,” she said. Smith had a no-tech rule in her class until a few years ago, when school policy moved from prohibiting phones to allowing them in passing periods and in class, with teacher approval. “Of course, this is a constant problem, since they now have them legally at school -- their use filters into the classroom.”\u003c/p>\n\u003cp>In order to maintain student focus, especially during open-book tests, during which many students have the book stored on their iPhone, Smith takes extra precautions. “This is a much bigger issue than ever this year. I have to go around and disable wi-fi (which most of them use) on reading devices,” she said.\u003c/p>\n\u003cp>But as for the effects of multitasking on her students, as Smith sees it, the problem might be more complex than just teen brains being re-wired by technology interruptions. She also believes that many students aren’t being challenged and engaged enough to stimulate their brains in class. The result is kids who are looking for a welcome, exciting distraction. “I have recently discussed this with my colleagues, and we believe that this is a result of rote learning with much less focus on critical thinking,\" she said. \"Maybe it is a combination. Perhaps if we were given more leeway at all levels (which I have in my AP class) to teach important concepts in-depth, students would find the learning we are doing more intriguing and would be less likely to head to Facebook for a distraction.”\u003c/p>\n\u003cp>How will students stay focused? Where will teachers draw the line? For Elizabeth Smith, it’s a no-brainer; even though she can’t enforce it at home, she still has a strict no-tech policy during class. “I prefer talking to my students when they are actually in the room,” she said. “I want my students to boldly take risks. They cannot do this if their ideas come anonymously across an electronic device.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But even then, students sometimes get distracted. “Students sometimes Tweet things I say in class,” she said, “which, so far, has only been in good humor.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While some teachers want to remove all digital distractions from the classroom, others say Generation M’s biggest challenges -- like giving schoolwork undivided attention -- require learning \u003c!--more-->a new set of behaviors that need to be taught and modeled. Besides, tasks like online research, communicating with teachers and other students, and sharing ideas and divvying up work online are mandatory parts of doing school work. So the question for educators is: what to do about it?\u003c/p>\n\u003cp>\u003cstrong>WHEN DOES IT WORK?\u003c/strong>\u003c/p>\n\u003cp>At the totally wired, textbook-free New Tech Institute in Evansville, Indiana, high school students are online for all their assignments, working on Dell laptops in 90-minute subject blocks. Principal Michael Allen admits that keeping students simultaneously connected and focused for that length of time has been a big challenge. “It is very hard to manage teenagers with technology for 90 minutes of academic purpose,” he said.\u003c/p>\n\u003cp>But Allen emphasizes that, when dealing with new and emerging technologies, there will undoubtedly be new and emerging behaviors that will need guidance -- a responsibility he believes falls somewhat on schools. Much like Howard Rheingold’s call to name \u003ca href=\"http://rheingold.com/netsmart/\">attention\u003c/a> as a vital digital skill in his book \u003cem>NetSmart\u003c/em>, Allen thinks it’s important not only to teach kids how to use technology, it’s important to show them how to be aware of what they’re doing while using it, too.\u003c/p>\n\u003cp>Allen recently challenged some of his educators to sit with students and teach them how to watch a video math tutorial, piece by piece: “How do you structure watching a tutorial? How many times do you hit pause? How many times do you watch something before you get all the way through it? How do you put yourself in an environment where you can remain focused?” He hopes that teacher guidance can help shape the new behaviors required of students in the digital age, and that includes avoiding being distracted by texts and Facebook feeds.\u003c/p>\n\u003cp dir=\"ltr\">“Look, it’s not going away. It exists, it’s permeated every other aspect of their life,” Allen said about teens and tech distractions. “The article is timely and correct in so many ways: multitasking is one of the things that needs to be tackled about tech.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Look, it’s not going away. It exists, it’s permeated every other aspect of their life. Multitasking is one of the things that needs to be tackled about tech.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Thirty-year veteran educator Elizabeth Smith, who teaches AP English at Hume-Fogg High School in Nashville, says that over the last decade, teens’ work has changed. “The things that I notice the most are the reduced transfer of knowledge discussed by Poldrack in the article, and the more shallow learning that Meyer mentions,” she said. Smith had a no-tech rule in her class until a few years ago, when school policy moved from prohibiting phones to allowing them in passing periods and in class, with teacher approval. “Of course, this is a constant problem, since they now have them legally at school -- their use filters into the classroom.”\u003c/p>\n\u003cp>In order to maintain student focus, especially during open-book tests, during which many students have the book stored on their iPhone, Smith takes extra precautions. “This is a much bigger issue than ever this year. I have to go around and disable wi-fi (which most of them use) on reading devices,” she said.\u003c/p>\n\u003cp>But as for the effects of multitasking on her students, as Smith sees it, the problem might be more complex than just teen brains being re-wired by technology interruptions. She also believes that many students aren’t being challenged and engaged enough to stimulate their brains in class. The result is kids who are looking for a welcome, exciting distraction. “I have recently discussed this with my colleagues, and we believe that this is a result of rote learning with much less focus on critical thinking,\" she said. \"Maybe it is a combination. Perhaps if we were given more leeway at all levels (which I have in my AP class) to teach important concepts in-depth, students would find the learning we are doing more intriguing and would be less likely to head to Facebook for a distraction.”\u003c/p>\n\u003cp>How will students stay focused? Where will teachers draw the line? For Elizabeth Smith, it’s a no-brainer; even though she can’t enforce it at home, she still has a strict no-tech policy during class. “I prefer talking to my students when they are actually in the room,” she said. “I want my students to boldly take risks. They cannot do this if their ideas come anonymously across an electronic device.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But even then, students sometimes get distracted. “Students sometimes Tweet things I say in class,” she said, “which, so far, has only been in good humor.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Does Multitasking Change the Way Kids Learn?",
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"content": "\u003cfigure id=\"attachment_28572\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/bennyseidelman/5103679466/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28572\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/5103679466_287d32457e_z-620x392.jpg\" alt=\"5103679466_287d32457e_z\" width=\"620\" height=\"392\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cem>Using tech tools that students are familiar with and already enjoy using is attractive to educators, but getting students focused on the project at hand might be more difficult because of it.\u003c/em>\u003c/h4>\n\u003cp class=\"dropcap-serif\">Living rooms, dens, kitchens, even bedrooms: Investigators followed students into the spaces where homework gets done. Pens poised over their “study observation forms,” the observers watched intently as the students—in middle school, high school, and college, 263 in all—opened their books and turned on their computers.\u003c/p>\n\u003cp>For a quarter of an hour, the investigators from the lab of Larry Rosen, a psychology professor at California State University-Dominguez Hills, marked down once a minute what the students were doing as they studied. A checklist on the form included: reading a book, writing on paper, typing on the computer—and also using email, looking at Facebook, engaging in instant messaging, texting, talking on the phone, watching television, listening to music, surfing the web. Sitting unobtrusively at the back of the room, the observers counted the number of windows open on the students’ screens and noted whether the students were wearing ear-buds.\u003c/p>\n\u003cp>Although the students had been told at the outset that they should “study something important, including homework, an upcoming examination or project, or reading a book for a course,” it wasn’t long before their attention drifted: Students’ “on-task behavior” started declining around the two-minute mark as they began responding to arriving texts or checking their Facebook feeds. By the time the 15 minutes were up, they had spent only about 65 percent of the observation period actually doing their schoolwork.\u003c/p>\n\u003cp>“We were amazed at how frequently they multitasked, even though they knew someone was watching,” Rosen says. “It really seems that they could not go for 15 minutes without engaging their devices,” adding, “It was kind of scary, actually.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don’t care if a kid wants to tweet while she’s watching \u003cem>American Idol\u003c/em>, or have music on while he plays a video game. But when students are doing serious work with their minds, they have to have focus.”\u003c/strong>\u003c/aside>\n\u003cp>Concern about young people’s use of technology is nothing new, of course. But \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0747563212003305\">Rosen’s study\u003c/a>, published in the May issue of\u003cem> \u003ca href=\"http://www.journals.elsevier.com/computers-in-human-behavior/\">Computers in Human Behavior\u003c/a>\u003c/em>, is part of a growing body of research focused on a very particular use of technology: media multitasking \u003cem>while learning\u003c/em>. Attending to multiple streams of information and entertainment while studying, doing homework, or even sitting \u003c!--more-->in class has become common behavior among young people—so common that many of them rarely write a paper or complete a problem set any other way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But evidence from psychology, cognitive science, and neuroscience suggests that when students multitask while doing schoolwork, their learning is far spottier and shallower than if the work had their full attention. They understand and remember less, and they have greater difficulty transferring their learning to new contexts. So detrimental is this practice that some researchers are proposing that a new prerequisite for academic and even professional success—the new \u003ca href=\"http://en.wikipedia.org/wiki/Stanford_marshmallow_experiment\">marshmallow test\u003c/a> of self-discipline—is the ability to resist a blinking inbox or a buzzing phone.\u003c/p>\n\u003cp>The media multitasking habit starts early. In “\u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\">Generation M\u003csup>2\u003c/sup>: Media in the Lives of 8- to 18-Year-Olds\u003c/a>,” a survey conducted by the Kaiser Family Foundation and published in 2010, almost a third of those surveyed said that when they were doing homework, “most of the time” they were also watching TV, texting, listening to music, or using some other medium. The lead author of the study was Victoria Rideout, then a vice president at Kaiser and now an independent research and policy consultant. Although the study looked at all aspects of kids’ media use, Rideout told me she was particularly troubled by its findings regarding media multitasking while doing schoolwork.\u003c/p>\n\u003cp>“This is a concern we should have distinct from worrying about how much kids are online or how much kids are media multitasking overall. It’s multitasking while learning that has the biggest potential downside,” she says. “I don’t care if a kid wants to tweet while she’s watching \u003cem>American Idol\u003c/em>, or have music on while he plays a video game. But when students are doing serious work with their minds, they have to have focus.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Parents can draw a line when it comes to homework and studying—telling their kids, ‘This is a time when you will concentrate on just one thing.’ ”\u003c/strong>\u003c/aside>\n\u003cp>For older students, the media multitasking habit extends into the classroom. While most middle and high school students don’t have the opportunity to text, email, and surf the Internet during class, studies show the practice is nearly universal among students in college and professional school. \u003ca href=\"http://www.unh.edu/news/docs/UNHtextingstudy.pdf\">One large survey found\u003c/a> that 80 percent of college students admit to texting during class; 15 percent say they send 11 or more texts in a single class period.\u003c/p>\n\u003cp>During the first meeting of his courses, Rosen makes a practice of calling on a student who is busy with his phone. “I ask him, ‘What was on the slide I just showed to the class?’ The student always pulls a blank,” Rosen reports. “Young people have a wildly inflated idea of how many things they can attend to at once, and this demonstration helps drive the point home: If you’re paying attention to your phone, you’re not paying attention to what’s going on in class.” Other professors have taken a more surreptitious approach, installing electronic spyware or planting human observers to record whether students are taking notes on their laptops or using them for other, unauthorized purposes.\u003c/p>\n\u003cp>Such steps may seem excessive, even paranoid: After all, isn’t technology increasingly becoming an intentional part of classroom activities and homework assignments? Educators are using social media sites like Facebook and Twitter as well as social sites created just for schools, such as Edmodo, to communicate with students, take class polls, assign homework, and have students collaborate on projects. But researchers are concerned about the use of laptops, tablets, cell phones, and other technology for purposes quite apart from schoolwork. Now that these devices have been admitted into classrooms and study spaces, it has proven difficult to police the line between their approved and illicit use by students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">The Pitfalls and Promises of Facebook, Social Media, and Kids\u003c/a>]\u003c/p>\n\u003cp>In \u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ893903&ERICExtSearch_SearchType_0=no&accno=EJ893903\">the study involving spyware\u003c/a>, for example, two professors of business administration at the University of Vermont found that “students engage in substantial multitasking behavior with their laptops and have non course-related software applications open and active about 42 percent of the time.” The professors, \u003ca href=\"http://www.uvm.edu/business/?Page=profile.php&id=53\">James Kraushaar\u003c/a> and \u003ca href=\"http://www.uvm.edu/business/?Page=profile.php&id=318\">David Novak\u003c/a>, obtained students’ permission before installing the monitoring software on their computers—so, as in Rosen’s study, the students were engaging in flagrant multitasking even though they knew their actions were being recorded.\u003c/p>\n\u003cp>\u003ca href=\"http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1805107\">Another study\u003c/a>, carried out at St. John’s University in New York, used human observers stationed at the back of the classroom to record the technological activities of law students. The spies reported that 58 percent of second- and third-year law students who had laptops in class were using them for “non-class purposes” more than half the time. (First-year students were far more likely to use their computers for taking notes, although an observer did note one first-year student texting just 17 minutes into her very first class—the beginning of her law school career.)\u003c/p>\n\u003cp>\u003cstrong>CAN THE BRAIN MULTITASK?\u003c/strong>\u003c/p>\n\u003cp>Texting, emailing, and posting on Facebook and other social media sites are by far the most common digital activities students undertake while learning, according to Rosen. That’s a problem, because these operations are actually quite mentally complex, and they draw on the same mental resources—using language, parsing meaning—demanded by schoolwork.\u003c/p>\n\u003cp>\u003ca href=\"http://www-personal.umich.edu/~smeyer/demeyer/\">David Meyer\u003c/a>, a psychology professor at the University of Michigan who’s studied the effects of divided attention on learning, takes a firm line on the brain’s ability to multitask: “Under most conditions, the brain simply cannot do two complex tasks at the same time. It can happen only when the two tasks are both very simple and when they don’t compete with each other for the same mental resources. An example would be folding laundry and listening to the weather report on the radio. That’s fine. But listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”\u003c/p>\n\u003cp>Young people think they can perform two challenging tasks at once, Meyer acknowledges, but “they are deluded,” he declares. It’s difficult for anyone to properly evaluate how well his or her own mental processes are operating, he points out, because most of these processes are unconscious. And, Meyer adds, “there’s nothing magical about the brains of so-called ‘digital natives’ that keeps them from suffering the inefficiencies of multitasking. They may like to do it, they may even be addicted to it, but there’s no getting around the fact that it’s far better to focus on one task from start to finish.”\u003c/p>\n\u003cfigure id=\"attachment_28576\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28576\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/IMG_8516-300x450.jpg\" alt=\"IMG_8516\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Researchers have documented a cascade of negative outcomes that occurs when students multitask while doing schoolwork. First, the assignment takes longer to complete, because of the time spent on distracting activities and because, upon returning to the assignment, the student has to re-familiarize himself with the material.\u003c/p>\n\u003cp>Second, the mental fatigue caused by repeatedly dropping and picking up a mental thread leads to more mistakes. The cognitive cost of such task-switching is especially high when students alternate between tasks that call for different sets of expressive “rules”—the formal, precise language required for an English essay, for example, and the casual, friendly tone of an email to a friend.\u003c/p>\n\u003cp>Third, students’ subsequent memory of what they’re working on will be impaired if their attention is divided. Although we often assume that our memories fail at the moment we can’t recall a fact or concept, the failure may actually have occurred earlier, at the time we originally saved, or encoded, the memory. The moment of encoding is what matters most for retention, and dozens of laboratory studies have demonstrated that \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/10868332\">when our attention is divided during encoding\u003c/a>, we remember that piece of information less well—or not at all. As the unlucky student spotlighted by Rosen can attest, we can’t remember something that never really entered our consciousness in the first place. And a study last month showed that \u003ca href=\"http://anniemurphypaul.com/2013/04/classroom-laptop-users-distract-others-as-well-as-themselves/\">students who multitask on laptops in class distract not just themselves but also their peers\u003c/a> who see what they’re doing.\u003c/p>\n\u003cp>Fourth, some research has suggested that when we’re distracted, our brains actually process and store information in different, less useful ways. In \u003ca href=\"http://www.poldracklab.org/Publications/pdf/Proc%20Natl%20Acad%20Sci%20USA%202006%20Foerde-1.pdf\">a 2006 study\u003c/a> in the \u003cem>Proceedings of the National Academy of Sciences\u003c/em>, \u003ca href=\"https://www.irc.utexas.edu/poldrack.html\">Russell Poldrack\u003c/a> of the University of Texas-Austin and two colleagues asked participants to engage in a learning activity on a computer while also carrying out a second task, counting musical tones that sounded while they worked. Study subjects who did both tasks at once appeared to learn just as well as subjects who did the first task by itself. But upon further probing, the former group proved much less adept at extending and extrapolating their new knowledge to novel contexts—a key capacity that psychologists call transfer.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"This is not some universal norm that students and parents can’t buck. This is not an unreasonable thing to ask of your kid.”\u003c/strong>\u003c/aside>\n\u003cp>Brain scans taken during Poldrack’s experiment revealed that different regions of the brain were active under the two conditions, indicating that the brain engages in a different form of memory when forced to pay attention to two streams of information at once. The results suggest, the scientists wrote, that “even if distraction does not decrease the overall level of learning, it can result in the acquisition of knowledge that can be applied less flexibly in new situations.”\u003c/p>\n\u003cp>Finally, researchers are beginning to demonstrate that media multitasking while learning is negatively associated with students’ grades. In Rosen’s study, students who used Facebook during the 15-minute observation period had lower grade-point averages than those who didn’t go on the site. And two recent studies by \u003ca href=\"http://cyber.law.harvard.edu/people/rjunco\">Reynol Junco\u003c/a>, a faculty associate at Harvard’s \u003ca href=\"http://cyber.law.harvard.edu/\">Berkman Center for Internet & Society\u003c/a>, found that texting and using Facebook—in class and while doing\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/\">Doomed or Lucky? Predicting the Future of the Internet Generation\u003c/a>]\u003c/p>\n\u003cp>homework—were negatively correlated with college students’ GPAs. “Engaging in Facebook use or texting while trying to complete schoolwork may tax students’ capacity for cognitive processing and preclude deeper learning,” write Junco and a coauthor. (Of course, it’s also plausible that the texting and Facebooking students are those with less willpower or motivation, and thus likely to have lower GPAs even aside from their use of technology.)\u003c/p>\n\u003ch4>HELPING KIDS PRIORITIZE\u003c/h4>\n\u003cp>Meyer, of the University of Michigan, worries that the problem goes beyond poor grades. “There’s a definite possibility that we are raising a generation that is learning more shallowly than young people in the past,” he says. “The depth of their processing of information is considerably less, because of all the distractions available to them as they learn.”\u003c/p>\n\u003cp>Given that these distractions aren’t going away, academic and even professional achievement may depend on the ability to ignore digital temptations while learning—a feat akin to the famous marshmallow test. In a series of experiments conducted more than 40 years ago, psychologist \u003ca href=\"http://www.columbia.edu/cu/psychology/indiv_pages/mischel/Walter_Mischel.html\">Walter Mischel\u003c/a> tempted young children with a marshmallow, telling them they could have two of the treats if they put off eating one right away. Follow-up studies performed years later found that the kids who were better able to delay gratification not only achieved higher grades and test scores but were also more likely to succeed in school and their careers.\u003c/p>\n\u003cp>Two years ago, Rosen and his colleagues conducted an information-age version of the marshmallow test. College students who participated in the study were asked to watch a 30-minute videotaped lecture, during which some were sent eight text messages while others were sent four or zero text messages. Those who were interrupted more often scored worse on a test of the lecture’s content; more interestingly, those who responded to the experimenters’ texts right away scored significantly worse than those participants who waited to reply until the lecture was over.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>\"Listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”\u003c/strong>\u003c/aside>\n\u003cp>This ability to resist the lure of technology can be consciously cultivated, Rosen maintains. \u003ca href=\"http://hechingered.org/content/how-a-tech-break-can-help-students-refocus_4556/\">He advises students to take “tech breaks”\u003c/a> to satisfy their cravings for electronic communication: After they’ve labored on their schoolwork uninterrupted for 15 minutes, they can allow themselves two minutes to text, check websites, and post to their hearts’ content. Then the devices get turned off for another 15 minutes of academics.\u003c/p>\n\u003cp>Over time, Rosen says, students are able extend their working time to 20, 30, even 45 minutes, as long as they know that an opportunity to get online awaits. “Young people’s technology use is really about quelling anxiety,” he contends. “They don’t want to miss out. They don’t want to be the last person to hear some news, or the ninth person to ‘like’ someone’s post.” Device-checking is a compulsive behavior that must be managed, he says, if young people are to learn and perform at their best.\u003c/p>\n\u003cp>Rideout, director of the Kaiser study on kids and media use, sees an upside for parents in the new focus on multitasking while learning. “The good thing about this phenomenon is that it’s a relatively discrete behavior that parents actually can do something about,” she says. “It would be hard to enforce a total ban on media multitasking, but parents can draw a line when it comes to homework and studying—telling their kids, ‘This is a time when you will concentrate on just one thing.’ ”\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">\u003cstrong>[RELATED:\u003c/strong> How Meditating Helps With Multitasking]\u003c/a>\u003c/p>\n\u003cp>Parents shouldn’t feel like ogres when they do so, she adds. “It’s important to remember that while a lot of kids do media multitask while doing homework, a lot of them don’t. One out of five kids in our study said they ‘never’ engage in other media while doing homework, and another one in five said they do so only ‘a little bit.’ This is not some universal norm that students and parents can’t buck. This is not an unreasonable thing to ask of your kid.”\u003c/p>\n\u003cp>So here’s the takeaway for parents of Generation M: Stop fretting about how much they’re on Facebook. Don’t harass them about how much they play video games. The digital native boosters are right that this is the social and emotional world in which young people live. Just make sure when they’re doing schoolwork, the cell phones are silent, the video screens are dark, and that every last window is closed but one.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by MindShift in conjunction with \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, nonpartisan education-news outlet based at Teachers College, Columbia University and \u003ca href=\"http://www.slate.com\">Slate\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "Using tech tools that students are familiar with and already enjoy using is attractive to educators, but getting students focused on the project at hand might be more difficult because of it. Living rooms, dens, kitchens, even bedrooms: Investigators followed students into the spaces where homework gets done. Pens poised over their “study observation forms,”",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28572\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/bennyseidelman/5103679466/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28572\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/5103679466_287d32457e_z-620x392.jpg\" alt=\"5103679466_287d32457e_z\" width=\"620\" height=\"392\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cem>Using tech tools that students are familiar with and already enjoy using is attractive to educators, but getting students focused on the project at hand might be more difficult because of it.\u003c/em>\u003c/h4>\n\u003cp class=\"dropcap-serif\">Living rooms, dens, kitchens, even bedrooms: Investigators followed students into the spaces where homework gets done. Pens poised over their “study observation forms,” the observers watched intently as the students—in middle school, high school, and college, 263 in all—opened their books and turned on their computers.\u003c/p>\n\u003cp>For a quarter of an hour, the investigators from the lab of Larry Rosen, a psychology professor at California State University-Dominguez Hills, marked down once a minute what the students were doing as they studied. A checklist on the form included: reading a book, writing on paper, typing on the computer—and also using email, looking at Facebook, engaging in instant messaging, texting, talking on the phone, watching television, listening to music, surfing the web. Sitting unobtrusively at the back of the room, the observers counted the number of windows open on the students’ screens and noted whether the students were wearing ear-buds.\u003c/p>\n\u003cp>Although the students had been told at the outset that they should “study something important, including homework, an upcoming examination or project, or reading a book for a course,” it wasn’t long before their attention drifted: Students’ “on-task behavior” started declining around the two-minute mark as they began responding to arriving texts or checking their Facebook feeds. By the time the 15 minutes were up, they had spent only about 65 percent of the observation period actually doing their schoolwork.\u003c/p>\n\u003cp>“We were amazed at how frequently they multitasked, even though they knew someone was watching,” Rosen says. “It really seems that they could not go for 15 minutes without engaging their devices,” adding, “It was kind of scary, actually.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don’t care if a kid wants to tweet while she’s watching \u003cem>American Idol\u003c/em>, or have music on while he plays a video game. But when students are doing serious work with their minds, they have to have focus.”\u003c/strong>\u003c/aside>\n\u003cp>Concern about young people’s use of technology is nothing new, of course. But \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0747563212003305\">Rosen’s study\u003c/a>, published in the May issue of\u003cem> \u003ca href=\"http://www.journals.elsevier.com/computers-in-human-behavior/\">Computers in Human Behavior\u003c/a>\u003c/em>, is part of a growing body of research focused on a very particular use of technology: media multitasking \u003cem>while learning\u003c/em>. Attending to multiple streams of information and entertainment while studying, doing homework, or even sitting \u003c!--more-->in class has become common behavior among young people—so common that many of them rarely write a paper or complete a problem set any other way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But evidence from psychology, cognitive science, and neuroscience suggests that when students multitask while doing schoolwork, their learning is far spottier and shallower than if the work had their full attention. They understand and remember less, and they have greater difficulty transferring their learning to new contexts. So detrimental is this practice that some researchers are proposing that a new prerequisite for academic and even professional success—the new \u003ca href=\"http://en.wikipedia.org/wiki/Stanford_marshmallow_experiment\">marshmallow test\u003c/a> of self-discipline—is the ability to resist a blinking inbox or a buzzing phone.\u003c/p>\n\u003cp>The media multitasking habit starts early. In “\u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\">Generation M\u003csup>2\u003c/sup>: Media in the Lives of 8- to 18-Year-Olds\u003c/a>,” a survey conducted by the Kaiser Family Foundation and published in 2010, almost a third of those surveyed said that when they were doing homework, “most of the time” they were also watching TV, texting, listening to music, or using some other medium. The lead author of the study was Victoria Rideout, then a vice president at Kaiser and now an independent research and policy consultant. Although the study looked at all aspects of kids’ media use, Rideout told me she was particularly troubled by its findings regarding media multitasking while doing schoolwork.\u003c/p>\n\u003cp>“This is a concern we should have distinct from worrying about how much kids are online or how much kids are media multitasking overall. It’s multitasking while learning that has the biggest potential downside,” she says. “I don’t care if a kid wants to tweet while she’s watching \u003cem>American Idol\u003c/em>, or have music on while he plays a video game. But when students are doing serious work with their minds, they have to have focus.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Parents can draw a line when it comes to homework and studying—telling their kids, ‘This is a time when you will concentrate on just one thing.’ ”\u003c/strong>\u003c/aside>\n\u003cp>For older students, the media multitasking habit extends into the classroom. While most middle and high school students don’t have the opportunity to text, email, and surf the Internet during class, studies show the practice is nearly universal among students in college and professional school. \u003ca href=\"http://www.unh.edu/news/docs/UNHtextingstudy.pdf\">One large survey found\u003c/a> that 80 percent of college students admit to texting during class; 15 percent say they send 11 or more texts in a single class period.\u003c/p>\n\u003cp>During the first meeting of his courses, Rosen makes a practice of calling on a student who is busy with his phone. “I ask him, ‘What was on the slide I just showed to the class?’ The student always pulls a blank,” Rosen reports. “Young people have a wildly inflated idea of how many things they can attend to at once, and this demonstration helps drive the point home: If you’re paying attention to your phone, you’re not paying attention to what’s going on in class.” Other professors have taken a more surreptitious approach, installing electronic spyware or planting human observers to record whether students are taking notes on their laptops or using them for other, unauthorized purposes.\u003c/p>\n\u003cp>Such steps may seem excessive, even paranoid: After all, isn’t technology increasingly becoming an intentional part of classroom activities and homework assignments? Educators are using social media sites like Facebook and Twitter as well as social sites created just for schools, such as Edmodo, to communicate with students, take class polls, assign homework, and have students collaborate on projects. But researchers are concerned about the use of laptops, tablets, cell phones, and other technology for purposes quite apart from schoolwork. Now that these devices have been admitted into classrooms and study spaces, it has proven difficult to police the line between their approved and illicit use by students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">The Pitfalls and Promises of Facebook, Social Media, and Kids\u003c/a>]\u003c/p>\n\u003cp>In \u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ893903&ERICExtSearch_SearchType_0=no&accno=EJ893903\">the study involving spyware\u003c/a>, for example, two professors of business administration at the University of Vermont found that “students engage in substantial multitasking behavior with their laptops and have non course-related software applications open and active about 42 percent of the time.” The professors, \u003ca href=\"http://www.uvm.edu/business/?Page=profile.php&id=53\">James Kraushaar\u003c/a> and \u003ca href=\"http://www.uvm.edu/business/?Page=profile.php&id=318\">David Novak\u003c/a>, obtained students’ permission before installing the monitoring software on their computers—so, as in Rosen’s study, the students were engaging in flagrant multitasking even though they knew their actions were being recorded.\u003c/p>\n\u003cp>\u003ca href=\"http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1805107\">Another study\u003c/a>, carried out at St. John’s University in New York, used human observers stationed at the back of the classroom to record the technological activities of law students. The spies reported that 58 percent of second- and third-year law students who had laptops in class were using them for “non-class purposes” more than half the time. (First-year students were far more likely to use their computers for taking notes, although an observer did note one first-year student texting just 17 minutes into her very first class—the beginning of her law school career.)\u003c/p>\n\u003cp>\u003cstrong>CAN THE BRAIN MULTITASK?\u003c/strong>\u003c/p>\n\u003cp>Texting, emailing, and posting on Facebook and other social media sites are by far the most common digital activities students undertake while learning, according to Rosen. That’s a problem, because these operations are actually quite mentally complex, and they draw on the same mental resources—using language, parsing meaning—demanded by schoolwork.\u003c/p>\n\u003cp>\u003ca href=\"http://www-personal.umich.edu/~smeyer/demeyer/\">David Meyer\u003c/a>, a psychology professor at the University of Michigan who’s studied the effects of divided attention on learning, takes a firm line on the brain’s ability to multitask: “Under most conditions, the brain simply cannot do two complex tasks at the same time. It can happen only when the two tasks are both very simple and when they don’t compete with each other for the same mental resources. An example would be folding laundry and listening to the weather report on the radio. That’s fine. But listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”\u003c/p>\n\u003cp>Young people think they can perform two challenging tasks at once, Meyer acknowledges, but “they are deluded,” he declares. It’s difficult for anyone to properly evaluate how well his or her own mental processes are operating, he points out, because most of these processes are unconscious. And, Meyer adds, “there’s nothing magical about the brains of so-called ‘digital natives’ that keeps them from suffering the inefficiencies of multitasking. They may like to do it, they may even be addicted to it, but there’s no getting around the fact that it’s far better to focus on one task from start to finish.”\u003c/p>\n\u003cfigure id=\"attachment_28576\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28576\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/IMG_8516-300x450.jpg\" alt=\"IMG_8516\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Researchers have documented a cascade of negative outcomes that occurs when students multitask while doing schoolwork. First, the assignment takes longer to complete, because of the time spent on distracting activities and because, upon returning to the assignment, the student has to re-familiarize himself with the material.\u003c/p>\n\u003cp>Second, the mental fatigue caused by repeatedly dropping and picking up a mental thread leads to more mistakes. The cognitive cost of such task-switching is especially high when students alternate between tasks that call for different sets of expressive “rules”—the formal, precise language required for an English essay, for example, and the casual, friendly tone of an email to a friend.\u003c/p>\n\u003cp>Third, students’ subsequent memory of what they’re working on will be impaired if their attention is divided. Although we often assume that our memories fail at the moment we can’t recall a fact or concept, the failure may actually have occurred earlier, at the time we originally saved, or encoded, the memory. The moment of encoding is what matters most for retention, and dozens of laboratory studies have demonstrated that \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/10868332\">when our attention is divided during encoding\u003c/a>, we remember that piece of information less well—or not at all. As the unlucky student spotlighted by Rosen can attest, we can’t remember something that never really entered our consciousness in the first place. And a study last month showed that \u003ca href=\"http://anniemurphypaul.com/2013/04/classroom-laptop-users-distract-others-as-well-as-themselves/\">students who multitask on laptops in class distract not just themselves but also their peers\u003c/a> who see what they’re doing.\u003c/p>\n\u003cp>Fourth, some research has suggested that when we’re distracted, our brains actually process and store information in different, less useful ways. In \u003ca href=\"http://www.poldracklab.org/Publications/pdf/Proc%20Natl%20Acad%20Sci%20USA%202006%20Foerde-1.pdf\">a 2006 study\u003c/a> in the \u003cem>Proceedings of the National Academy of Sciences\u003c/em>, \u003ca href=\"https://www.irc.utexas.edu/poldrack.html\">Russell Poldrack\u003c/a> of the University of Texas-Austin and two colleagues asked participants to engage in a learning activity on a computer while also carrying out a second task, counting musical tones that sounded while they worked. Study subjects who did both tasks at once appeared to learn just as well as subjects who did the first task by itself. But upon further probing, the former group proved much less adept at extending and extrapolating their new knowledge to novel contexts—a key capacity that psychologists call transfer.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"This is not some universal norm that students and parents can’t buck. This is not an unreasonable thing to ask of your kid.”\u003c/strong>\u003c/aside>\n\u003cp>Brain scans taken during Poldrack’s experiment revealed that different regions of the brain were active under the two conditions, indicating that the brain engages in a different form of memory when forced to pay attention to two streams of information at once. The results suggest, the scientists wrote, that “even if distraction does not decrease the overall level of learning, it can result in the acquisition of knowledge that can be applied less flexibly in new situations.”\u003c/p>\n\u003cp>Finally, researchers are beginning to demonstrate that media multitasking while learning is negatively associated with students’ grades. In Rosen’s study, students who used Facebook during the 15-minute observation period had lower grade-point averages than those who didn’t go on the site. And two recent studies by \u003ca href=\"http://cyber.law.harvard.edu/people/rjunco\">Reynol Junco\u003c/a>, a faculty associate at Harvard’s \u003ca href=\"http://cyber.law.harvard.edu/\">Berkman Center for Internet & Society\u003c/a>, found that texting and using Facebook—in class and while doing\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/\">Doomed or Lucky? Predicting the Future of the Internet Generation\u003c/a>]\u003c/p>\n\u003cp>homework—were negatively correlated with college students’ GPAs. “Engaging in Facebook use or texting while trying to complete schoolwork may tax students’ capacity for cognitive processing and preclude deeper learning,” write Junco and a coauthor. (Of course, it’s also plausible that the texting and Facebooking students are those with less willpower or motivation, and thus likely to have lower GPAs even aside from their use of technology.)\u003c/p>\n\u003ch4>HELPING KIDS PRIORITIZE\u003c/h4>\n\u003cp>Meyer, of the University of Michigan, worries that the problem goes beyond poor grades. “There’s a definite possibility that we are raising a generation that is learning more shallowly than young people in the past,” he says. “The depth of their processing of information is considerably less, because of all the distractions available to them as they learn.”\u003c/p>\n\u003cp>Given that these distractions aren’t going away, academic and even professional achievement may depend on the ability to ignore digital temptations while learning—a feat akin to the famous marshmallow test. In a series of experiments conducted more than 40 years ago, psychologist \u003ca href=\"http://www.columbia.edu/cu/psychology/indiv_pages/mischel/Walter_Mischel.html\">Walter Mischel\u003c/a> tempted young children with a marshmallow, telling them they could have two of the treats if they put off eating one right away. Follow-up studies performed years later found that the kids who were better able to delay gratification not only achieved higher grades and test scores but were also more likely to succeed in school and their careers.\u003c/p>\n\u003cp>Two years ago, Rosen and his colleagues conducted an information-age version of the marshmallow test. College students who participated in the study were asked to watch a 30-minute videotaped lecture, during which some were sent eight text messages while others were sent four or zero text messages. Those who were interrupted more often scored worse on a test of the lecture’s content; more interestingly, those who responded to the experimenters’ texts right away scored significantly worse than those participants who waited to reply until the lecture was over.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>\"Listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”\u003c/strong>\u003c/aside>\n\u003cp>This ability to resist the lure of technology can be consciously cultivated, Rosen maintains. \u003ca href=\"http://hechingered.org/content/how-a-tech-break-can-help-students-refocus_4556/\">He advises students to take “tech breaks”\u003c/a> to satisfy their cravings for electronic communication: After they’ve labored on their schoolwork uninterrupted for 15 minutes, they can allow themselves two minutes to text, check websites, and post to their hearts’ content. Then the devices get turned off for another 15 minutes of academics.\u003c/p>\n\u003cp>Over time, Rosen says, students are able extend their working time to 20, 30, even 45 minutes, as long as they know that an opportunity to get online awaits. “Young people’s technology use is really about quelling anxiety,” he contends. “They don’t want to miss out. They don’t want to be the last person to hear some news, or the ninth person to ‘like’ someone’s post.” Device-checking is a compulsive behavior that must be managed, he says, if young people are to learn and perform at their best.\u003c/p>\n\u003cp>Rideout, director of the Kaiser study on kids and media use, sees an upside for parents in the new focus on multitasking while learning. “The good thing about this phenomenon is that it’s a relatively discrete behavior that parents actually can do something about,” she says. “It would be hard to enforce a total ban on media multitasking, but parents can draw a line when it comes to homework and studying—telling their kids, ‘This is a time when you will concentrate on just one thing.’ ”\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">\u003cstrong>[RELATED:\u003c/strong> How Meditating Helps With Multitasking]\u003c/a>\u003c/p>\n\u003cp>Parents shouldn’t feel like ogres when they do so, she adds. “It’s important to remember that while a lot of kids do media multitask while doing homework, a lot of them don’t. One out of five kids in our study said they ‘never’ engage in other media while doing homework, and another one in five said they do so only ‘a little bit.’ This is not some universal norm that students and parents can’t buck. This is not an unreasonable thing to ask of your kid.”\u003c/p>\n\u003cp>So here’s the takeaway for parents of Generation M: Stop fretting about how much they’re on Facebook. Don’t harass them about how much they play video games. The digital native boosters are right that this is the social and emotional world in which young people live. Just make sure when they’re doing schoolwork, the cell phones are silent, the video screens are dark, and that every last window is closed but one.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by MindShift in conjunction with \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, nonpartisan education-news outlet based at Teachers College, Columbia University and \u003ca href=\"http://www.slate.com\">Slate\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_19511\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/275691675_c575e2c118_z-3/\" rel=\"attachment wp-att-19511\">\u003cimg class=\"size-full wp-image-19511\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg\" alt=\"\" width=\"600\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-400x260.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-320x208.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Looking into the proverbial crystal ball, a slew of technology experts weighed in on the \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">Future of the Internet V \u003c/a>survey conducted by Pew Research and Elon University, and came up with a predictably mixed scenario: It's complicated.\u003c/p>\n\u003cp>Asked to consider the future of the Internet-connected world between now and 2020 and to choose from two statements, of the total 1,021 responses, 55% agreed with this optimistic view:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020 the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields helpful results. They do not suffer notable cognitive shortcomings as they multitask and cycle quickly through personal- and work-related tasks. Rather, they are learning more and they are more adept at finding answers to deep questions, in part because they can search effectively and access collective intelligence via the Internet. In sum, the changes in learning behavior and cognition among the young generally produce positive outcomes.\"\u003c/p>\n\u003cp>But 42% were less enthusiastic about the impact of wired life:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020, the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields baleful results. They do not retain information; they spend most of their energy sharing short social messages, being entertained, and being distracted away from deep engagement with people and knowledge. They lack deep-thinking \u003c!--more-->capabilities; they lack face-to-face social skills; they depend in unhealthy ways on the Internet and mobile devices to function. In sum, the changes in behavior and cognition among the young are generally negative outcomes.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These points of view are presented in the context of statistics that show Internet and media use completely permeating young people's lives. From the Pew Internet Project: \"95% of teens ages 12-17 are online, 76% use social networking sites, and 77% have cell phones. Moreover, 96% of those ages 18-29 are internet users, 84% use social networking sites, and 97% have cell phones. Well over half of those in that age cohort have smartphones and 23% own tablet computers like iPads.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/aside>\n\u003cp>Focusing the work of educators on shaping students' use of and attitude towards technology is crucial in paving the way for a more positive outcome, many respondents said. “The changes in behavior and cognition in the future depend heavily upon how we adapt our pre-school-through-college curricula to encompass new techniques of learning and teaching,” wrote Hugh F. Cline, an adjunct professor of sociology and education at Columbia University who was formerly a senior research scientist at a major educational testing company based in Princeton, NJ. “If we simply continue to use technologies to enhance the current structure and functioning of education, our young people will use the technologies to entertain themselves and engage in online socializing and shopping. We will have missed enormous opportunities to produce independent life-long learners.”\u003c/p>\n\u003cp>Some educators who took the survey were critical of the effect of technology on their students \"hyper-connected\" lives.\u003c/p>\n\u003cp>\"I have seen a general decline in higher-order thinking skills in my students over the past decade,\" wrote one respondent. \"What I generally see is an over-dependence on technology, an emphasis on social technologies as opposed to what I'll call ‘comprehension technologies,’ and a general disconnect from deeper thinking. I’m not sure that I attribute this to the so-called ‘re-wiring’ of teenage brains, but rather to a deeper intellectual laziness that the Web has also made possible with the rise of more video-based information resources (as opposed to textual resources).”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-19477\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Elon.jpg\" alt=\"\" width=\"240\" height=\"187\">Another respondent who has been a college-level professor for 12 years weighed in: \"Students do not know how to frame a problem or challenge. They do not know how to ask questions, and how to provide enough detail to support their answers (from credible sources). Technology is playing a big part in students not only not being able to perform as well in class, but also not having the desire to do so.”\u003c/p>\n\u003cp>But the writers of the survey posed an important question about why educators noted these negative impacts: \"Is this at least partially due to the fact that they are still trying to educate these highly connected young people through antiquated approaches? Perhaps those who have argued for education reform would think so.\"\u003c/p>\n\u003cp>The need for instant gratification and shallow learning and interactions were the main negative points made about impacts of tech-dependent lives. \"Technology is taking our collective consciousness and ability to conduct critical analysis and thinking, and, in effect, individual determinism in modern society,” said cyber-security expert Richard Forno. “My sense is that society is becoming conditioned into dependence on technology in ways that, if that technology suddenly disappears or breaks down, will render people functionally useless. What does that mean for individual and social resiliency?”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"How we can help today's kids to prepare for the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/aside>\n\u003cp>Alexandra Samuel, director of the Social + Media Centre in Vancouver, Canada, offered a less tentative, more proactive approach and thinking about the issues: “If we can stop fretting about what we’re losing we can make room to get excited about what we’re gaining: the ability to multitask, to feel connected to ‘strangers’ as well as neighbours, to create media unselfconsciously, to live in a society of producers rather than consumers,” she said. “The question we face as individuals, organizations, educators and perhaps especially as parents is how we can help today's kids to prepare for that world—the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/p>\n\u003cp>Other highlights from the study:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Barry Chudakov, a Florida-based consultant and a research fellow in the McLuhan Program in Culture and Technology at the University of Toronto\u003c/strong>: \"Technology will be so seamlessly integrated into our lives that it will effectively disappear. The cognitive challenge children and youth will face (as we are beginning to face now) is integrity, the state of being whole and undivided. There will be a premium on the skill of maintaining presence, of mindfulness, of awareness in the face of persistent and pervasive tool extensions and incursions into our lives. Is this my intention, or is the tool inciting me to feel and think this way? That question, more than multitasking or brain atrophy due to accessing collective intelligence via the internet, will be the challenge of the future.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Alvaro Retana, a technologist with Hewlett-Packard.\u003c/strong> “The people who will strive and lead the charge will be the ones able to disconnect themselves to focus on specific problems.”\u003c/li>\n\u003cli>\u003cstrong>Jessica Clark, a media strategist and senior fellow for two U.S. communications technology research centers:\u003c/strong> “Every new generation finds creative and groundbreaking ways to use the new technologies to explore and illuminate human truths and to make dumb, sexist, horrifying schlock. Multitasking young adults and teens will be fine; they'll be better at certain types of tasks and worse at others. Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/li>\n\u003cli>\u003cstrong>Communications scholar Sandra Braman of the University of Wisconsin:\u003c/strong> \"Are the deep skills acquired by those with a lot of gaming experience transferable to the meat flesh world? That is, do those who can track multiple narratives simultaneously practice that same skill in environments that aren't animations and have buttons to push? The second is will. Do those who can, to stick with the same example, track and engage with multiple narratives simultaneously choose to do the same with the meat-flesh political environment? The incredibly important research stream that we have not seen yet would look at the relationship between gaming and actual political activity in the meat-flesh world. My hypothesis is that high activity in online environments, particularly games, expends any political will or desire to effectively shape the environment so that there is none of that will left for engaging in our actual political environment.”\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>REGARDING THE DIGITAL DIVIDE:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Tin Tan Wee, an internet expert based at the National University of Singapore:\u003c/strong>\u003c/em> \"Current educational methods evolved to their current state mostly pre-internet. The same goes for a generation of teachers who will continue to train yet another generation of kids the old way. The same goes for examination systems, which carry out assessment based on pre-internet skills. This mismatch will cause declension in a few generations of cohorts. Those who are educated and re-educable in the internet way will reap the benefits of the first option. Most of the world will suffer the consequence of the second. The intellectual divide will increase. This in turn fuels the educational divide because only the richer can afford internet access with mobile devices at effective speeds.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING WIRING OF THE BRAIN\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Communications professor Jeff Jarvis:\u003c/strong>\u003c/em> “I do not believe technology will change our brains and how we are ‘wired.’ But it can change how we cognate and navigate our world. We will adapt and find the benefits in this change.”\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>REGARDING THE NOTION OF DIGITAL NATIVES\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Ellis, director of communications studies at York University in Toronto:\u003c/strong>\u003c/em> “I don’t think there’s anything inherently bad or anti-social about smartphones, laptops, or any other technology. I do, however, believe we are entering an era in which young adults are placing an inordinately high priority on being unfailingly responsive and dedicated participants in the web of personal messaging that surrounds them in their daily lives. For now, it seems, addictive responses to peer pressure, boredom, and social anxiety are playing a much bigger role in wiring Millennial brains than problem-solving or deep thinking.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING HUMAN EVOLUTION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Weinberger, senior researcher at Harvard University’s Berkman Center for Internet & Society\u003c/strong>\u003c/em>: “Whatever happens, we won't be able to come up with an impartial value judgment because the change in intellect will bring about a change in values as well.” Alex Halavais, an associate professor and internet researcher at Quinnipiac University: “We will think differently, and a large part of that will be as a result of being capable of exploiting a new communicative environment,” he noted.\u003c/p>\n\u003cp>It's a fascinating read, with lots of thought-provoking perspectives from experts, students, and educators. Be sure to read the report in \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">full here\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19511\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/275691675_c575e2c118_z-3/\" rel=\"attachment wp-att-19511\">\u003cimg class=\"size-full wp-image-19511\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg\" alt=\"\" width=\"600\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-400x260.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-320x208.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Looking into the proverbial crystal ball, a slew of technology experts weighed in on the \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">Future of the Internet V \u003c/a>survey conducted by Pew Research and Elon University, and came up with a predictably mixed scenario: It's complicated.\u003c/p>\n\u003cp>Asked to consider the future of the Internet-connected world between now and 2020 and to choose from two statements, of the total 1,021 responses, 55% agreed with this optimistic view:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020 the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields helpful results. They do not suffer notable cognitive shortcomings as they multitask and cycle quickly through personal- and work-related tasks. Rather, they are learning more and they are more adept at finding answers to deep questions, in part because they can search effectively and access collective intelligence via the Internet. In sum, the changes in learning behavior and cognition among the young generally produce positive outcomes.\"\u003c/p>\n\u003cp>But 42% were less enthusiastic about the impact of wired life:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020, the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields baleful results. They do not retain information; they spend most of their energy sharing short social messages, being entertained, and being distracted away from deep engagement with people and knowledge. They lack deep-thinking \u003c!--more-->capabilities; they lack face-to-face social skills; they depend in unhealthy ways on the Internet and mobile devices to function. In sum, the changes in behavior and cognition among the young are generally negative outcomes.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These points of view are presented in the context of statistics that show Internet and media use completely permeating young people's lives. From the Pew Internet Project: \"95% of teens ages 12-17 are online, 76% use social networking sites, and 77% have cell phones. Moreover, 96% of those ages 18-29 are internet users, 84% use social networking sites, and 97% have cell phones. Well over half of those in that age cohort have smartphones and 23% own tablet computers like iPads.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/aside>\n\u003cp>Focusing the work of educators on shaping students' use of and attitude towards technology is crucial in paving the way for a more positive outcome, many respondents said. “The changes in behavior and cognition in the future depend heavily upon how we adapt our pre-school-through-college curricula to encompass new techniques of learning and teaching,” wrote Hugh F. Cline, an adjunct professor of sociology and education at Columbia University who was formerly a senior research scientist at a major educational testing company based in Princeton, NJ. “If we simply continue to use technologies to enhance the current structure and functioning of education, our young people will use the technologies to entertain themselves and engage in online socializing and shopping. We will have missed enormous opportunities to produce independent life-long learners.”\u003c/p>\n\u003cp>Some educators who took the survey were critical of the effect of technology on their students \"hyper-connected\" lives.\u003c/p>\n\u003cp>\"I have seen a general decline in higher-order thinking skills in my students over the past decade,\" wrote one respondent. \"What I generally see is an over-dependence on technology, an emphasis on social technologies as opposed to what I'll call ‘comprehension technologies,’ and a general disconnect from deeper thinking. I’m not sure that I attribute this to the so-called ‘re-wiring’ of teenage brains, but rather to a deeper intellectual laziness that the Web has also made possible with the rise of more video-based information resources (as opposed to textual resources).”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-19477\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Elon.jpg\" alt=\"\" width=\"240\" height=\"187\">Another respondent who has been a college-level professor for 12 years weighed in: \"Students do not know how to frame a problem or challenge. They do not know how to ask questions, and how to provide enough detail to support their answers (from credible sources). Technology is playing a big part in students not only not being able to perform as well in class, but also not having the desire to do so.”\u003c/p>\n\u003cp>But the writers of the survey posed an important question about why educators noted these negative impacts: \"Is this at least partially due to the fact that they are still trying to educate these highly connected young people through antiquated approaches? Perhaps those who have argued for education reform would think so.\"\u003c/p>\n\u003cp>The need for instant gratification and shallow learning and interactions were the main negative points made about impacts of tech-dependent lives. \"Technology is taking our collective consciousness and ability to conduct critical analysis and thinking, and, in effect, individual determinism in modern society,” said cyber-security expert Richard Forno. “My sense is that society is becoming conditioned into dependence on technology in ways that, if that technology suddenly disappears or breaks down, will render people functionally useless. What does that mean for individual and social resiliency?”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"How we can help today's kids to prepare for the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/aside>\n\u003cp>Alexandra Samuel, director of the Social + Media Centre in Vancouver, Canada, offered a less tentative, more proactive approach and thinking about the issues: “If we can stop fretting about what we’re losing we can make room to get excited about what we’re gaining: the ability to multitask, to feel connected to ‘strangers’ as well as neighbours, to create media unselfconsciously, to live in a society of producers rather than consumers,” she said. “The question we face as individuals, organizations, educators and perhaps especially as parents is how we can help today's kids to prepare for that world—the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/p>\n\u003cp>Other highlights from the study:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Barry Chudakov, a Florida-based consultant and a research fellow in the McLuhan Program in Culture and Technology at the University of Toronto\u003c/strong>: \"Technology will be so seamlessly integrated into our lives that it will effectively disappear. The cognitive challenge children and youth will face (as we are beginning to face now) is integrity, the state of being whole and undivided. There will be a premium on the skill of maintaining presence, of mindfulness, of awareness in the face of persistent and pervasive tool extensions and incursions into our lives. Is this my intention, or is the tool inciting me to feel and think this way? That question, more than multitasking or brain atrophy due to accessing collective intelligence via the internet, will be the challenge of the future.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Alvaro Retana, a technologist with Hewlett-Packard.\u003c/strong> “The people who will strive and lead the charge will be the ones able to disconnect themselves to focus on specific problems.”\u003c/li>\n\u003cli>\u003cstrong>Jessica Clark, a media strategist and senior fellow for two U.S. communications technology research centers:\u003c/strong> “Every new generation finds creative and groundbreaking ways to use the new technologies to explore and illuminate human truths and to make dumb, sexist, horrifying schlock. Multitasking young adults and teens will be fine; they'll be better at certain types of tasks and worse at others. Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/li>\n\u003cli>\u003cstrong>Communications scholar Sandra Braman of the University of Wisconsin:\u003c/strong> \"Are the deep skills acquired by those with a lot of gaming experience transferable to the meat flesh world? That is, do those who can track multiple narratives simultaneously practice that same skill in environments that aren't animations and have buttons to push? The second is will. Do those who can, to stick with the same example, track and engage with multiple narratives simultaneously choose to do the same with the meat-flesh political environment? The incredibly important research stream that we have not seen yet would look at the relationship between gaming and actual political activity in the meat-flesh world. My hypothesis is that high activity in online environments, particularly games, expends any political will or desire to effectively shape the environment so that there is none of that will left for engaging in our actual political environment.”\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>REGARDING THE DIGITAL DIVIDE:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Tin Tan Wee, an internet expert based at the National University of Singapore:\u003c/strong>\u003c/em> \"Current educational methods evolved to their current state mostly pre-internet. The same goes for a generation of teachers who will continue to train yet another generation of kids the old way. The same goes for examination systems, which carry out assessment based on pre-internet skills. This mismatch will cause declension in a few generations of cohorts. Those who are educated and re-educable in the internet way will reap the benefits of the first option. Most of the world will suffer the consequence of the second. The intellectual divide will increase. This in turn fuels the educational divide because only the richer can afford internet access with mobile devices at effective speeds.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING WIRING OF THE BRAIN\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Communications professor Jeff Jarvis:\u003c/strong>\u003c/em> “I do not believe technology will change our brains and how we are ‘wired.’ But it can change how we cognate and navigate our world. We will adapt and find the benefits in this change.”\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>REGARDING THE NOTION OF DIGITAL NATIVES\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Ellis, director of communications studies at York University in Toronto:\u003c/strong>\u003c/em> “I don’t think there’s anything inherently bad or anti-social about smartphones, laptops, or any other technology. I do, however, believe we are entering an era in which young adults are placing an inordinately high priority on being unfailingly responsive and dedicated participants in the web of personal messaging that surrounds them in their daily lives. For now, it seems, addictive responses to peer pressure, boredom, and social anxiety are playing a much bigger role in wiring Millennial brains than problem-solving or deep thinking.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING HUMAN EVOLUTION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Weinberger, senior researcher at Harvard University’s Berkman Center for Internet & Society\u003c/strong>\u003c/em>: “Whatever happens, we won't be able to come up with an impartial value judgment because the change in intellect will bring about a change in values as well.” Alex Halavais, an associate professor and internet researcher at Quinnipiac University: “We will think differently, and a large part of that will be as a result of being capable of exploiting a new communicative environment,” he noted.\u003c/p>\n\u003cp>It's a fascinating read, with lots of thought-provoking perspectives from experts, students, and educators. Be sure to read the report in \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">full here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/new-etiquette-for-using-tech-in-and-out-of-class/10_11-15_newtech_0654-3/\" rel=\"attachment wp-att-17516\">\u003cimg class=\"size-medium wp-image-17516\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.pbs.org/mediashift/doug-ward/\">By Doug Ward\u003c/a>\u003c/h5>\n\u003cp>If you want to see a teacher fume, just bring up the topic of cell phones in class.\u003c/p>\n\u003cp>Technology, especially social media and text messaging, competes for students' attention as never before. When half of social media users say they \u003ca href=\"http://news.cnet.com/8301-27083_3-10469162-247.html\">check messages from bed\u003c/a>, and 11 percent of those 25 or younger are willing to interrupt sex for a Twitter or Facebook message, what chance do teachers have of keeping students' attention in class?\u003c/p>\n\u003cp>Then again, teachers often have their own problems paying attention.\u003c/p>\n\u003cp>We chide students for texting in class but then encourage them to tweet. We force students to put away their phones when we lead class discussions but then immerse ourselves in our own screens when colleagues speak. At meetings of all sorts, we have accepted a new posture: heads down, fingers tapping out words, eyes awaiting responses. Faculty members have adopted many of the same habits they condemn in their students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">We want students to be engaged because it fosters learning. And yet the rules of engagement are changing -- in education, in business, in life.\u003c/aside>\n\u003cp>It seems, then, that everyone, teachers and students alike, need to find new ground rules on how to engage when real and online life collide.\u003c!--more-->\u003c/p>\n\u003ch5>WHAT ARE WE GAINING AND LOSING?\u003c/h5>\n\u003cp>At the recent \u003ca href=\"http://journalisminteractive.com/2011/\">Journalism Interactive\u003c/a> conference, for instance, an array of speakers grappled with the role of technology in the classroom, with the use of tech in the news media, its influence on teaching and learning, and its opportunities and frustrations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Audience members -- mostly professors -- sat heads down, eyes trained on smartphones, tablets and laptops. At the front of the room, panel members tweeted, checked messages from the audience, and followed the conference Twitter stream. It was hard to tell whether anyone was paying attention.\u003c/p>\n\u003cp>None of this was surprising. Promos for the conference encouraged participants to bring their gadgets. And this was, after all, a gathering of journalists, who crave constant information. With my own iPad and keyboard, I took copious notes and occasionally checked the live blog, the electronic schedule and, uh-hum, my email.\u003c/p>\n\u003cp>I began to wonder whether in our haste to share and record we haven't lost something. When we live tweet, are we truly paying attention? Has technology focused us so much on the 140-character sound bite that we miss the bigger message or even \u003ca href=\"https://www.nytimes.com/2009/05/27/dining/27text.html?pagewanted=all\">the dinner table conversation\u003c/a>? Are we becoming so hooked on the thrill of speed and immediacy that we are losing our sense of context?\u003c/p>\n\u003cp>More broadly, have we lost the ability to be present, to listen and pay attention -- really pay attention -- to make connections and ponder ramifications?\u003c/p>\n\u003ch5>VALUE OF ENGAGEMENT OF ALL KINDS\u003c/h5>\n\u003cp>I have no intention of condemning technology. Tweeting and live blogging during events can \u003ca href=\"https://chronicle.com/article/A-Social-Network-Can-Be-a/129609/\">create a broader conversation\u003c/a>, and can allow audience members to participate more easily and to ask questions and make observations that might otherwise fade away. They can be excellent tools for teaching and learning. They also create a potentially valuable archive.\u003c/p>\n\u003cp>And yet, the \u003ca href=\"http://chronicle.com/blogs/profhacker/developing-a-digital-etiquette-policy/35406\">rules of etiquette have grown murky\u003c/a>, in the classroom, the auditorium and nearly everywhere else that people gather. A recent conversation with a colleague about how students engaged with a guest speaker in a class drove that point home for me. The colleague had asked students to live tweet the event, something that made one student seem especially uncomfortable. As classmates and even the speaker tweeted, that lone student sat and watched, looking disturbed, even pained.\u003c/p>\n\u003cp>To a degree, I understood. The student was being asked to do the very thing most professors had warned about not doing in other classes. As professors, we expect our students to pay attention to classroom conversations rather than monitor their phones or \u003ca href=\"https://chronicle.com/blogs/wiredcampus/students-passing-notes-in-class-via-text-message/2523\">pass personal notes via text\u003c/a> message. Some professors have asked students to \u003ca href=\"https://chronicle.com/article/Thoreaus-Cellphone-Experiment/125962/\">check in their cell phones before class.\u003c/a> Some \u003ca href=\"https://chronicle.com/blogs/brainstorm/digital-doubts/35261\">don't even allow laptop computers\u003c/a> because students have trouble resisting the siren song of Facebook.\u003c/p>\n\u003cp>Students themselves have expressed concern about the boundaries and \u003ca href=\"https://chronicle.com/article/No-Cellphone-No-Internet-So/127391/\">ramifications of technology\u003c/a>. At my own university, the Student Senate recently polled faculty members about classroom technology use and asked about the usefulness of policy recommendations that professors could add to syllabuses. The announcement for the poll said students were confused by a wide variety of policies and practices across campus.\u003c/p>\n\u003ch5>REDRAWING THE BOUNDARIES\u003c/h5>\n\u003cp>We want our students to be engaged because engagement fosters learning. And yet the rules of engagement are changing -- in education, \u003ca href=\"http://www.inc.com/guides/how-to-create-a-cell-phone-policy.html\">in business\u003c/a>, in life. We once knew and accepted the unwritten standards of etiquette: When a speaker spoke, we paid attention. We may have taken notes, but we listened respectfully, eyes forward. Being present and attentive was simple courtesy.\u003c/p>\n\u003cp>Now, though, we're redrawing boundaries without discussing why the original ones existed in the first place -- or understanding what impact the new boundaries may have. Our tolerance and our culture are changing one tweet at a time.\u003c/p>\n\u003cp>It's something we need to pay attention to.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003cem>Doug Ward is an associate professor of journalism and the Budig Professor of Writing at the University of Kansas. He is the author of \"A New Brand of Business: Charles Coolidge Parlin, Curtis Publishing Company, and the Origins of Market Research\" and a former editor at The New York Times. \u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/new-etiquette-for-using-tech-in-and-out-of-class/pbs-mediashift-logo-final-10/\" rel=\"attachment wp-att-17515\">\u003cimg class=\"alignleft size-thumbnail wp-image-17515\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"41\" height=\"41\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/new-etiquette-for-using-tech-in-and-out-of-class/10_11-15_newtech_0654-3/\" rel=\"attachment wp-att-17516\">\u003cimg class=\"size-medium wp-image-17516\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.pbs.org/mediashift/doug-ward/\">By Doug Ward\u003c/a>\u003c/h5>\n\u003cp>If you want to see a teacher fume, just bring up the topic of cell phones in class.\u003c/p>\n\u003cp>Technology, especially social media and text messaging, competes for students' attention as never before. When half of social media users say they \u003ca href=\"http://news.cnet.com/8301-27083_3-10469162-247.html\">check messages from bed\u003c/a>, and 11 percent of those 25 or younger are willing to interrupt sex for a Twitter or Facebook message, what chance do teachers have of keeping students' attention in class?\u003c/p>\n\u003cp>Then again, teachers often have their own problems paying attention.\u003c/p>\n\u003cp>We chide students for texting in class but then encourage them to tweet. We force students to put away their phones when we lead class discussions but then immerse ourselves in our own screens when colleagues speak. At meetings of all sorts, we have accepted a new posture: heads down, fingers tapping out words, eyes awaiting responses. Faculty members have adopted many of the same habits they condemn in their students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">We want students to be engaged because it fosters learning. And yet the rules of engagement are changing -- in education, in business, in life.\u003c/aside>\n\u003cp>It seems, then, that everyone, teachers and students alike, need to find new ground rules on how to engage when real and online life collide.\u003c!--more-->\u003c/p>\n\u003ch5>WHAT ARE WE GAINING AND LOSING?\u003c/h5>\n\u003cp>At the recent \u003ca href=\"http://journalisminteractive.com/2011/\">Journalism Interactive\u003c/a> conference, for instance, an array of speakers grappled with the role of technology in the classroom, with the use of tech in the news media, its influence on teaching and learning, and its opportunities and frustrations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Audience members -- mostly professors -- sat heads down, eyes trained on smartphones, tablets and laptops. At the front of the room, panel members tweeted, checked messages from the audience, and followed the conference Twitter stream. It was hard to tell whether anyone was paying attention.\u003c/p>\n\u003cp>None of this was surprising. Promos for the conference encouraged participants to bring their gadgets. And this was, after all, a gathering of journalists, who crave constant information. With my own iPad and keyboard, I took copious notes and occasionally checked the live blog, the electronic schedule and, uh-hum, my email.\u003c/p>\n\u003cp>I began to wonder whether in our haste to share and record we haven't lost something. When we live tweet, are we truly paying attention? Has technology focused us so much on the 140-character sound bite that we miss the bigger message or even \u003ca href=\"https://www.nytimes.com/2009/05/27/dining/27text.html?pagewanted=all\">the dinner table conversation\u003c/a>? Are we becoming so hooked on the thrill of speed and immediacy that we are losing our sense of context?\u003c/p>\n\u003cp>More broadly, have we lost the ability to be present, to listen and pay attention -- really pay attention -- to make connections and ponder ramifications?\u003c/p>\n\u003ch5>VALUE OF ENGAGEMENT OF ALL KINDS\u003c/h5>\n\u003cp>I have no intention of condemning technology. Tweeting and live blogging during events can \u003ca href=\"https://chronicle.com/article/A-Social-Network-Can-Be-a/129609/\">create a broader conversation\u003c/a>, and can allow audience members to participate more easily and to ask questions and make observations that might otherwise fade away. They can be excellent tools for teaching and learning. They also create a potentially valuable archive.\u003c/p>\n\u003cp>And yet, the \u003ca href=\"http://chronicle.com/blogs/profhacker/developing-a-digital-etiquette-policy/35406\">rules of etiquette have grown murky\u003c/a>, in the classroom, the auditorium and nearly everywhere else that people gather. A recent conversation with a colleague about how students engaged with a guest speaker in a class drove that point home for me. The colleague had asked students to live tweet the event, something that made one student seem especially uncomfortable. As classmates and even the speaker tweeted, that lone student sat and watched, looking disturbed, even pained.\u003c/p>\n\u003cp>To a degree, I understood. The student was being asked to do the very thing most professors had warned about not doing in other classes. As professors, we expect our students to pay attention to classroom conversations rather than monitor their phones or \u003ca href=\"https://chronicle.com/blogs/wiredcampus/students-passing-notes-in-class-via-text-message/2523\">pass personal notes via text\u003c/a> message. Some professors have asked students to \u003ca href=\"https://chronicle.com/article/Thoreaus-Cellphone-Experiment/125962/\">check in their cell phones before class.\u003c/a> Some \u003ca href=\"https://chronicle.com/blogs/brainstorm/digital-doubts/35261\">don't even allow laptop computers\u003c/a> because students have trouble resisting the siren song of Facebook.\u003c/p>\n\u003cp>Students themselves have expressed concern about the boundaries and \u003ca href=\"https://chronicle.com/article/No-Cellphone-No-Internet-So/127391/\">ramifications of technology\u003c/a>. At my own university, the Student Senate recently polled faculty members about classroom technology use and asked about the usefulness of policy recommendations that professors could add to syllabuses. The announcement for the poll said students were confused by a wide variety of policies and practices across campus.\u003c/p>\n\u003ch5>REDRAWING THE BOUNDARIES\u003c/h5>\n\u003cp>We want our students to be engaged because engagement fosters learning. And yet the rules of engagement are changing -- in education, \u003ca href=\"http://www.inc.com/guides/how-to-create-a-cell-phone-policy.html\">in business\u003c/a>, in life. We once knew and accepted the unwritten standards of etiquette: When a speaker spoke, we paid attention. We may have taken notes, but we listened respectfully, eyes forward. Being present and attentive was simple courtesy.\u003c/p>\n\u003cp>Now, though, we're redrawing boundaries without discussing why the original ones existed in the first place -- or understanding what impact the new boundaries may have. Our tolerance and our culture are changing one tweet at a time.\u003c/p>\n\u003cp>It's something we need to pay attention to.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003cem>Doug Ward is an associate professor of journalism and the Budig Professor of Writing at the University of Kansas. He is the author of \"A New Brand of Business: Charles Coolidge Parlin, Curtis Publishing Company, and the Origins of Market Research\" and a former editor at The New York Times. \u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/new-etiquette-for-using-tech-in-and-out-of-class/pbs-mediashift-logo-final-10/\" rel=\"attachment wp-att-17515\">\u003cimg class=\"alignleft size-thumbnail wp-image-17515\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"41\" height=\"41\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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