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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16916\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp>Our love-hate relationship with technology is the subject of research psychologist Dr. Larry D. Rosen's new book \u003cem>iDisorder\u003c/em>. From his perspective, \"tech gadgets and applications are turning us into basket-cases suffering from versions of obsessive-compulsive disorder and attention-deficit syndrome,\" according to a recent \u003ca href=\"http://hechingered.org/content/how-a-tech-break-can-help-students-refocus_4556/\">HechingerEd blog\u003c/a>.\u003c/p>\n\u003cp>Rosen also spoke at last year's \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference,\u003c/a> along with Dr. Gary Small, author of the book \u003cem>\u003ca href=\"http://www.amazon.com/iBrain-Surviving-Technological-Alteration-Modern/dp/0061340332\">iBrain\u003c/a>\u003c/em>:\u003ca href=\"http://www.amazon.com/iBrain-Surviving-Technological-Alteration-Modern/dp/0061340332\"> \u003cem>Surviving the Technological Alteration of the Modern Mind.\u003c/em>\u003c/a> (Yes, the similarity of the titles are noted.)\u003c/p>\n\u003cp>The two authors bring their own experiences and perspectives to the table, some on opposite spectrums, but some quite similar. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">This MindShift article, How Technology Wires the Learning Brain\u003c/a> describes Small's point of view about one specific tactic he agrees with Rosen: scratch the technology itch in intervals, then set it aside.\u003c/p>\n\u003cp>Here's that original post:\u003c/p>\n\u003cp>Kids between the ages of 8 and 18 spend 11.5 hours a day using technology -- whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/aside>\n\u003cp>But does that spell doom for the next generation? Not necessarily, according to \u003ca href=\"http://drgarysmall.com/\">Dr. Gary Small,\u003c/a> a neuroscientist and professor at UCLA, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Young people are born into technology, and they’re used to using it 24/7,” Small said. “Their brains are wired to use it elegantly.”\u003c!--more-->\u003c/p>\n\u003cp>The downside of such immersion in technological devices, he said, is that they’re not having conversations, looking people in the eye, or noticing verbal cues. “These are important 'technologies,' so to speak, that have evolved over centuries and are tremendously powerful.”\u003c/p>\n\u003cp>But that’s not the headline here. Small’s main point was this: “The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/p>\n\u003cp>Video games, for example, aren’t just about repetitive tasks – many of them have built-in social components that allow kids to communicate. Texting isn’t about using a gadget -- it’s about connecting with someone else.\u003c/p>\n\u003cp>“Texting is an expression of what it means to be human,” Small said. “We love being connected to other people. It’s a very compelling emotional urge, and it’s hard to give up moment to moment.”\u003c/p>\n\u003cp>\u003cstrong>That’s why one well-liked teacher Small knows gives her students a five-minute texting break in the middle of class. Educators also use \u003ca href=\"http://www.abcactionnews.com/dpp/news/region_pasco/wesley_chapel/teacher-welcomes-texting-in-class\">texting in class \u003c/a>as a means to gauge understanding of the subject and take instant polls, for example.\u003c/strong>\u003c/p>\n\u003cp>It might seem odd, but Small suggests also carving out time for face-to-face emotional exercises and in-person conversations to counterbalance all the inevitable gadget-communication.\u003c/p>\n\u003cp>“We \u003cem>can\u003c/em> train empathic behavior,” he said.\u003c/p>\n\u003ch5>\u003cstrong>TECH AND CREATIVITY\u003c/strong>\u003c/h5>\n\u003cp>Is technology making us less creative? Parents and educators have been worried about this issue, wondering whether hours of playing video games will zap their inclination to write or paint or sing.\u003c/p>\n\u003cp>Small said the Internet trains our minds to have a “staccato” train of thought, jumping from idea to idea, like we do from Web site to Web site. But is that the most creative way to think? Do we have time to sit back and be thoughtful?\u003c/p>\n\u003caside class=\"pullquote alignleft\">There is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge.\u003c/aside>\n\u003cp>On one hand, we’re trained not to think deeply about subjects when we text quick snippets, Tweet short thoughts, or click on a simple thumbs up or thumbs down on a link. We experience information overload and have no time for reflection or problem solving.\u003c/p>\n\u003cp>On the other hand, technology trains the brain to be nimble and to process new ideas quickly. We become more open to new ideas, and communicate more freely and frequently.\u003c/p>\n\u003cp>“The brain is complex,” he said. “The answers are not straightforward.”\u003c/p>\n\u003ch5>\u003cstrong>IS THE INTERNET MAKING US SMARTER?\u003c/strong>\u003c/h5>\n\u003cp>In a study called \u003ca href=\"http://journals.lww.com/ajgponline/Abstract/2009/02000/Your_Brain_on_Google__Patterns_of_Cerebral.4.aspx\">“Your Brain on Google,”\u003c/a> Small and his peers tested the brain activity of two groups -- “Internet-naïve” (mostly 65 and older who had very little experience online) and “Internet smart”-- while reading a book versus conducting a Google search.\u003c/p>\n\u003cp>In the “Internet savvy” group, there was twice as much brain activity in all parts of the brain while they were conducting a Google search than while they were reading a book. And in the “Internet-naïve” group, after a week of Googling subjects online, there was a significant burst in frontal lobe activity, which controls short-term memory and decision-making.\u003c/p>\n\u003cp>Small’s conclusion? “Google is making us smart,” he said. “Searching online is brain exercise.”\u003c/p>\n\u003cp>Technology can train our brains in positive ways, he added. Surgeons who play video games, for example, make fewer surgical errors. Those who play video games have improved reaction time, better peripheral vision.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It’s a matter of finding balance,” he said. “Upgrade the technology skills of older ‘digital immigrants,’ and help young kids improve social skills.”\u003c/p>\n\u003ch5>Other interesting nuggets from Small’s talk:\u003c/h5>\n\u003cul>\n\u003cli>Is technology addictive? Another complex question. Small said the American Psychiatric Group doesn’t think so. But there is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge. For example, if you’re addicted to shopping, is e-Bay to blame? When triggered, dopamine creates powerful urges to keep it flowing. “The consequence of a certain behavior reinforces a behavior,” Small said.\u003c/li>\n\u003cli>Brains are malleable, much like computers. If we spend a lot of time engaged in a repeated mental task, the neural circuits will strengthen. Conversely, if we neglect those tasks, the neural circuits will weaken.\u003c/li>\n\u003cli>The “thinking brain” – seeing the big picture – is not fully developed in children. Empathy and the ability to perceive and understand emotional point of view and communicate that understanding has not kicked in.\u003c/li>\n\u003cli>The term “use it or lose it” applies to brain functions: 60% of synaptic connections are pruned away when not used.\u003c/li>\n\u003cli>What will happen to brain development as result of the evolution of the handheld tool? Genetic variants that adapt best to environment are most likely to survive.\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16916\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp>Our love-hate relationship with technology is the subject of research psychologist Dr. Larry D. Rosen's new book \u003cem>iDisorder\u003c/em>. From his perspective, \"tech gadgets and applications are turning us into basket-cases suffering from versions of obsessive-compulsive disorder and attention-deficit syndrome,\" according to a recent \u003ca href=\"http://hechingered.org/content/how-a-tech-break-can-help-students-refocus_4556/\">HechingerEd blog\u003c/a>.\u003c/p>\n\u003cp>Rosen also spoke at last year's \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference,\u003c/a> along with Dr. Gary Small, author of the book \u003cem>\u003ca href=\"http://www.amazon.com/iBrain-Surviving-Technological-Alteration-Modern/dp/0061340332\">iBrain\u003c/a>\u003c/em>:\u003ca href=\"http://www.amazon.com/iBrain-Surviving-Technological-Alteration-Modern/dp/0061340332\"> \u003cem>Surviving the Technological Alteration of the Modern Mind.\u003c/em>\u003c/a> (Yes, the similarity of the titles are noted.)\u003c/p>\n\u003cp>The two authors bring their own experiences and perspectives to the table, some on opposite spectrums, but some quite similar. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">This MindShift article, How Technology Wires the Learning Brain\u003c/a> describes Small's point of view about one specific tactic he agrees with Rosen: scratch the technology itch in intervals, then set it aside.\u003c/p>\n\u003cp>Here's that original post:\u003c/p>\n\u003cp>Kids between the ages of 8 and 18 spend 11.5 hours a day using technology -- whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/aside>\n\u003cp>But does that spell doom for the next generation? Not necessarily, according to \u003ca href=\"http://drgarysmall.com/\">Dr. Gary Small,\u003c/a> a neuroscientist and professor at UCLA, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Young people are born into technology, and they’re used to using it 24/7,” Small said. “Their brains are wired to use it elegantly.”\u003c!--more-->\u003c/p>\n\u003cp>The downside of such immersion in technological devices, he said, is that they’re not having conversations, looking people in the eye, or noticing verbal cues. “These are important 'technologies,' so to speak, that have evolved over centuries and are tremendously powerful.”\u003c/p>\n\u003cp>But that’s not the headline here. Small’s main point was this: “The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/p>\n\u003cp>Video games, for example, aren’t just about repetitive tasks – many of them have built-in social components that allow kids to communicate. Texting isn’t about using a gadget -- it’s about connecting with someone else.\u003c/p>\n\u003cp>“Texting is an expression of what it means to be human,” Small said. “We love being connected to other people. It’s a very compelling emotional urge, and it’s hard to give up moment to moment.”\u003c/p>\n\u003cp>\u003cstrong>That’s why one well-liked teacher Small knows gives her students a five-minute texting break in the middle of class. Educators also use \u003ca href=\"http://www.abcactionnews.com/dpp/news/region_pasco/wesley_chapel/teacher-welcomes-texting-in-class\">texting in class \u003c/a>as a means to gauge understanding of the subject and take instant polls, for example.\u003c/strong>\u003c/p>\n\u003cp>It might seem odd, but Small suggests also carving out time for face-to-face emotional exercises and in-person conversations to counterbalance all the inevitable gadget-communication.\u003c/p>\n\u003cp>“We \u003cem>can\u003c/em> train empathic behavior,” he said.\u003c/p>\n\u003ch5>\u003cstrong>TECH AND CREATIVITY\u003c/strong>\u003c/h5>\n\u003cp>Is technology making us less creative? Parents and educators have been worried about this issue, wondering whether hours of playing video games will zap their inclination to write or paint or sing.\u003c/p>\n\u003cp>Small said the Internet trains our minds to have a “staccato” train of thought, jumping from idea to idea, like we do from Web site to Web site. But is that the most creative way to think? Do we have time to sit back and be thoughtful?\u003c/p>\n\u003caside class=\"pullquote alignleft\">There is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge.\u003c/aside>\n\u003cp>On one hand, we’re trained not to think deeply about subjects when we text quick snippets, Tweet short thoughts, or click on a simple thumbs up or thumbs down on a link. We experience information overload and have no time for reflection or problem solving.\u003c/p>\n\u003cp>On the other hand, technology trains the brain to be nimble and to process new ideas quickly. We become more open to new ideas, and communicate more freely and frequently.\u003c/p>\n\u003cp>“The brain is complex,” he said. “The answers are not straightforward.”\u003c/p>\n\u003ch5>\u003cstrong>IS THE INTERNET MAKING US SMARTER?\u003c/strong>\u003c/h5>\n\u003cp>In a study called \u003ca href=\"http://journals.lww.com/ajgponline/Abstract/2009/02000/Your_Brain_on_Google__Patterns_of_Cerebral.4.aspx\">“Your Brain on Google,”\u003c/a> Small and his peers tested the brain activity of two groups -- “Internet-naïve” (mostly 65 and older who had very little experience online) and “Internet smart”-- while reading a book versus conducting a Google search.\u003c/p>\n\u003cp>In the “Internet savvy” group, there was twice as much brain activity in all parts of the brain while they were conducting a Google search than while they were reading a book. And in the “Internet-naïve” group, after a week of Googling subjects online, there was a significant burst in frontal lobe activity, which controls short-term memory and decision-making.\u003c/p>\n\u003cp>Small’s conclusion? “Google is making us smart,” he said. “Searching online is brain exercise.”\u003c/p>\n\u003cp>Technology can train our brains in positive ways, he added. Surgeons who play video games, for example, make fewer surgical errors. Those who play video games have improved reaction time, better peripheral vision.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s a matter of finding balance,” he said. “Upgrade the technology skills of older ‘digital immigrants,’ and help young kids improve social skills.”\u003c/p>\n\u003ch5>Other interesting nuggets from Small’s talk:\u003c/h5>\n\u003cul>\n\u003cli>Is technology addictive? Another complex question. Small said the American Psychiatric Group doesn’t think so. But there is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge. For example, if you’re addicted to shopping, is e-Bay to blame? When triggered, dopamine creates powerful urges to keep it flowing. “The consequence of a certain behavior reinforces a behavior,” Small said.\u003c/li>\n\u003cli>Brains are malleable, much like computers. If we spend a lot of time engaged in a repeated mental task, the neural circuits will strengthen. Conversely, if we neglect those tasks, the neural circuits will weaken.\u003c/li>\n\u003cli>The “thinking brain” – seeing the big picture – is not fully developed in children. Empathy and the ability to perceive and understand emotional point of view and communicate that understanding has not kicked in.\u003c/li>\n\u003cli>The term “use it or lose it” applies to brain functions: 60% of synaptic connections are pruned away when not used.\u003c/li>\n\u003cli>What will happen to brain development as result of the evolution of the handheld tool? Genetic variants that adapt best to environment are most likely to survive.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003cp>\u003cimg class=\"size-medium wp-image-8651\" title=\"brain\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Screen-shot-2011-02-22-at-4.04.36-PM-300x317.png\" alt=\"\" width=\"300\" height=\"317\">\u003c/p>\n\u003cp>Kids between the ages of 8 and 18 spend 11.5 hours a day using technology -- whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours.\u003c/p>\n\u003cp>But does that spell doom for the next generation? Not necessarily, according to \u003ca href=\"http://drgarysmall.com/\">Dr. Gary Small,\u003c/a> a neuroscientist and professor at UCLA, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference\u003c/a> last week.\u003c/p>\n\u003cp>“Young people are born into technology, and they’re used to using it 24/7,” Small said. “Their brains are wired to use it elegantly.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/aside>\n\u003cp>The downside of such immersion in technological devices, he said, is that they’re not having conversations, looking people in the eye, or noticing verbal cues. “These are important 'technologies,' so to speak, that have evolved over centuries and are tremendously powerful.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But that’s not the headline here. Small’s main point was this: “The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/p>\n\u003cp>Video games, for example, aren’t just about repetitive tasks – many of them have built-in social components that allow kids to communicate. Texting isn’t about using a gadget -- it’s about connecting with someone else.\u003c/p>\n\u003cp>“Texting is an expression of what it means to be human,” Small said. “We love being connected to other people. It’s a very compelling emotional urge, and it’s hard to give up moment to moment.”\u003c/p>\n\u003cp>That’s why one well-liked teacher Small knows gives her students a five-minute texting break in the middle of class. Educators also use \u003ca href=\"http://www.abcactionnews.com/dpp/news/region_pasco/wesley_chapel/teacher-welcomes-texting-in-class\">texting in class \u003c/a>as a means to gauge understanding of the subject and take instant polls, for example.\u003c/p>\n\u003cp>It might seem odd, but Small suggests also carving out time for face-to-face emotional exercises and in-person conversations to counterbalance all the inevitable gadget-communication.\u003c/p>\n\u003cp>“We \u003cem>can\u003c/em> train empathic behavior,” he said.\u003c/p>\n\u003ch5>\u003cstrong>TECH AND CREATIVITY\u003c/strong>\u003c/h5>\n\u003cp>Is technology making us less creative? Parents and educators have been worried about this issue, wondering whether hours of playing video games will zap their inclination to write or paint or sing.\u003c/p>\n\u003cp>Small said the Internet trains our minds to have a “staccato” train of thought, jumping from idea to idea, like we do from Website to Website. Is that the most creative way to think? Do we have time to sit back and be thoughtful?\u003c/p>\n\u003caside class=\"pullquote alignleft\">There is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge.\u003c/aside>\n\u003cp>On one hand, we’re trained not to think deeply about subjects when we text quick snippets, Tweet short thoughts, or click on a simple thumbs up or thumbs down on a link. We experience information overload and have no time for reflection or problem solving.\u003c/p>\n\u003cp>On the other hand, technology trains the brain to be nimble and to process new ideas quickly. We become more open to new ideas, and communicate more freely and frequently.\u003c/p>\n\u003cp>“The brain is complex,” he said. “The answers are not straightforward.”\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003ch5>\u003cstrong>IS THE INTERNET MAKING US SMARTER?\u003c/strong>\u003c/h5>\n\u003cp>In a study called \u003ca href=\"http://journals.lww.com/ajgponline/Abstract/2009/02000/Your_Brain_on_Google__Patterns_of_Cerebral.4.aspx\">“Your Brain on Google,”\u003c/a> Small and his peers tested the brain activity of two groups -- “Internet-naïve” (mostly 65 and older who had very little experience online) and “Internet smart”-- while reading a book versus conducting a Google search.\u003c/p>\n\u003cp>In the “Internet savvy” group, there was twice as much brain activity in all parts of the brain while they were conducting a Google search than while they were reading a book. And in the “Internet-naïve” group, after a week of Googling subjects online, there was a significant burst in frontal lobe activity, which controls short-term memory and decision-making.\u003c/p>\n\u003cp>Small’s conclusion? “Google is making us smart,” he said. “Searching online is brain exercise.”\u003c!--more-->\u003c/p>\n\u003cp>Technology can train our brains in positive ways, he added. Surgeons who play video games, for example, make fewer surgical errors. Those who play video games have improved reaction time, better peripheral vision.\u003c/p>\n\u003cp>“It’s a matter of finding balance,” he said. “Upgrade the technology skills of older ‘digital immigrants,’ and help young kids improve social skills.”\u003c/p>\n\u003ch5>Other interesting nuggets from Small’s talk:\u003c/h5>\n\u003cul>\n\u003cli>Is technology addictive? Another complex question. Small said the American Psychiatric Group doesn’t think so. But there is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge. For example, if you’re addicted to shopping, is e-Bay to blame? When triggered, dopamine creates powerful urges to keep it flowing. “The consequence of a certain behavior reinforces a behavior,” Small said.\u003c/li>\n\u003cli>Brains are malleable, much like computers. If we spend a lot of time engaged in a repeated mental task, the neural circuits will strengthen. Conversely, if we neglect those tasks, the neural circuits will weaken.\u003c/li>\n\u003cli>The “thinking brain” – seeing the big picture – is not fully developed in children. 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"description": "Kids between the ages of 8 and 18 spend 11.5 hours a day using technology -- whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours. But does that spell doom for the next generation? Not",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003cp>\u003cimg class=\"size-medium wp-image-8651\" title=\"brain\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Screen-shot-2011-02-22-at-4.04.36-PM-300x317.png\" alt=\"\" width=\"300\" height=\"317\">\u003c/p>\n\u003cp>Kids between the ages of 8 and 18 spend 11.5 hours a day using technology -- whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours.\u003c/p>\n\u003cp>But does that spell doom for the next generation? Not necessarily, according to \u003ca href=\"http://drgarysmall.com/\">Dr. Gary Small,\u003c/a> a neuroscientist and professor at UCLA, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference\u003c/a> last week.\u003c/p>\n\u003cp>“Young people are born into technology, and they’re used to using it 24/7,” Small said. “Their brains are wired to use it elegantly.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/aside>\n\u003cp>The downside of such immersion in technological devices, he said, is that they’re not having conversations, looking people in the eye, or noticing verbal cues. “These are important 'technologies,' so to speak, that have evolved over centuries and are tremendously powerful.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But that’s not the headline here. Small’s main point was this: “The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/p>\n\u003cp>Video games, for example, aren’t just about repetitive tasks – many of them have built-in social components that allow kids to communicate. Texting isn’t about using a gadget -- it’s about connecting with someone else.\u003c/p>\n\u003cp>“Texting is an expression of what it means to be human,” Small said. “We love being connected to other people. It’s a very compelling emotional urge, and it’s hard to give up moment to moment.”\u003c/p>\n\u003cp>That’s why one well-liked teacher Small knows gives her students a five-minute texting break in the middle of class. Educators also use \u003ca href=\"http://www.abcactionnews.com/dpp/news/region_pasco/wesley_chapel/teacher-welcomes-texting-in-class\">texting in class \u003c/a>as a means to gauge understanding of the subject and take instant polls, for example.\u003c/p>\n\u003cp>It might seem odd, but Small suggests also carving out time for face-to-face emotional exercises and in-person conversations to counterbalance all the inevitable gadget-communication.\u003c/p>\n\u003cp>“We \u003cem>can\u003c/em> train empathic behavior,” he said.\u003c/p>\n\u003ch5>\u003cstrong>TECH AND CREATIVITY\u003c/strong>\u003c/h5>\n\u003cp>Is technology making us less creative? Parents and educators have been worried about this issue, wondering whether hours of playing video games will zap their inclination to write or paint or sing.\u003c/p>\n\u003cp>Small said the Internet trains our minds to have a “staccato” train of thought, jumping from idea to idea, like we do from Website to Website. Is that the most creative way to think? Do we have time to sit back and be thoughtful?\u003c/p>\n\u003caside class=\"pullquote alignleft\">There is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge.\u003c/aside>\n\u003cp>On one hand, we’re trained not to think deeply about subjects when we text quick snippets, Tweet short thoughts, or click on a simple thumbs up or thumbs down on a link. We experience information overload and have no time for reflection or problem solving.\u003c/p>\n\u003cp>On the other hand, technology trains the brain to be nimble and to process new ideas quickly. We become more open to new ideas, and communicate more freely and frequently.\u003c/p>\n\u003cp>“The brain is complex,” he said. “The answers are not straightforward.”\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003ch5>\u003cstrong>IS THE INTERNET MAKING US SMARTER?\u003c/strong>\u003c/h5>\n\u003cp>In a study called \u003ca href=\"http://journals.lww.com/ajgponline/Abstract/2009/02000/Your_Brain_on_Google__Patterns_of_Cerebral.4.aspx\">“Your Brain on Google,”\u003c/a> Small and his peers tested the brain activity of two groups -- “Internet-naïve” (mostly 65 and older who had very little experience online) and “Internet smart”-- while reading a book versus conducting a Google search.\u003c/p>\n\u003cp>In the “Internet savvy” group, there was twice as much brain activity in all parts of the brain while they were conducting a Google search than while they were reading a book. And in the “Internet-naïve” group, after a week of Googling subjects online, there was a significant burst in frontal lobe activity, which controls short-term memory and decision-making.\u003c/p>\n\u003cp>Small’s conclusion? “Google is making us smart,” he said. “Searching online is brain exercise.”\u003c!--more-->\u003c/p>\n\u003cp>Technology can train our brains in positive ways, he added. Surgeons who play video games, for example, make fewer surgical errors. Those who play video games have improved reaction time, better peripheral vision.\u003c/p>\n\u003cp>“It’s a matter of finding balance,” he said. “Upgrade the technology skills of older ‘digital immigrants,’ and help young kids improve social skills.”\u003c/p>\n\u003ch5>Other interesting nuggets from Small’s talk:\u003c/h5>\n\u003cul>\n\u003cli>Is technology addictive? Another complex question. Small said the American Psychiatric Group doesn’t think so. But there is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge. For example, if you’re addicted to shopping, is e-Bay to blame? When triggered, dopamine creates powerful urges to keep it flowing. “The consequence of a certain behavior reinforces a behavior,” Small said.\u003c/li>\n\u003cli>Brains are malleable, much like computers. If we spend a lot of time engaged in a repeated mental task, the neural circuits will strengthen. Conversely, if we neglect those tasks, the neural circuits will weaken.\u003c/li>\n\u003cli>The “thinking brain” – seeing the big picture – is not fully developed in children. 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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/wwworks/1046033437/\">\u003cimg class=\"size-medium wp-image-2498\" title=\"handwriting\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/handwriting-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Popular wisdom might tell us that learning how to write by hand -- creating letters and shapes -- is an anachronism in the age of keyboards and touchscreens, but a \u003ca href=\"http://online.wsj.com/article/SB10001424052748704631504575531932754922518.html?KEYWORDS=bounds\">Wall Street Journal article\u003c/a> and \u003ca href=\"http://blogs.wsj.com/juggle/2010/10/04/in-digital-age-does-handwriting-still-matter/\">accompanying blog\u003c/a> beg to differ.\u003c/p>\n\u003cp>Highlights from the article:\u003c/p>\n\u003cul>\n\u003cli>\"The practice helps with learning letters and shapes, can improve idea composition and expression, and may aid fine motor-skill development.\"\u003c/li>\n\u003cli>\"In children who had practiced printing by hand, the neural activity was far more enhanced and \"adult-like\" than in those who had simply looked at letters.\"\u003c/li>\n\u003cli>\"Handwriting differs from typing because it requires executing sequential strokes to form a letter, whereas keyboarding involves selecting a whole letter by touching a key...Pictures of the brain have illustrated that sequential finger movements activated massive regions involved in thinking, language and working memory—the system for temporarily storing and managing information.\"\u003c/li>\n\u003c/ul>\n\u003cp>The accompanying blog adds some excellent tech resources that help with handwriting skills:\u003c/p>\n\u003cblockquote>\u003cp>Ironically, it may be modern technology that gives a boost to handwriting’s resurgence. For anyone whose kids balk at or \u003ca title=\"http://www.nytimes.com/2010/02/25/fashion/25Therapy.html?_r=1&pagewanted=1&em\" href=\"http://www.nytimes.com/2010/02/25/fashion/25Therapy.html?_r=1&pagewanted=1&em\">have trouble\u003c/a> with traditional handwriting instruction, the arrival of new educational games for the iPhone, iPod, iPad and other touch screen devices may come as a welcome teaching aid.\u003c/p>\u003c/blockquote>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/wwworks/1046033437/\">\u003cimg class=\"size-medium wp-image-2498\" title=\"handwriting\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/handwriting-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Popular wisdom might tell us that learning how to write by hand -- creating letters and shapes -- is an anachronism in the age of keyboards and touchscreens, but a \u003ca href=\"http://online.wsj.com/article/SB10001424052748704631504575531932754922518.html?KEYWORDS=bounds\">Wall Street Journal article\u003c/a> and \u003ca href=\"http://blogs.wsj.com/juggle/2010/10/04/in-digital-age-does-handwriting-still-matter/\">accompanying blog\u003c/a> beg to differ.\u003c/p>\n\u003cp>Highlights from the article:\u003c/p>\n\u003cul>\n\u003cli>\"The practice helps with learning letters and shapes, can improve idea composition and expression, and may aid fine motor-skill development.\"\u003c/li>\n\u003cli>\"In children who had practiced printing by hand, the neural activity was far more enhanced and \"adult-like\" than in those who had simply looked at letters.\"\u003c/li>\n\u003cli>\"Handwriting differs from typing because it requires executing sequential strokes to form a letter, whereas keyboarding involves selecting a whole letter by touching a key...Pictures of the brain have illustrated that sequential finger movements activated massive regions involved in thinking, language and working memory—the system for temporarily storing and managing information.\"\u003c/li>\n\u003c/ul>\n\u003cp>The accompanying blog adds some excellent tech resources that help with handwriting skills:\u003c/p>\n\u003cblockquote>\u003cp>Ironically, it may be modern technology that gives a boost to handwriting’s resurgence. For anyone whose kids balk at or \u003ca title=\"http://www.nytimes.com/2010/02/25/fashion/25Therapy.html?_r=1&pagewanted=1&em\" href=\"http://www.nytimes.com/2010/02/25/fashion/25Therapy.html?_r=1&pagewanted=1&em\">have trouble\u003c/a> with traditional handwriting instruction, the arrival of new educational games for the iPhone, iPod, iPad and other touch screen devices may come as a welcome teaching aid.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"image module half left\">\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=571\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/08/cogdogblog.jpg\" alt=\"cogdogblog\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"credit\">Flickr: CogDogBlog\u003c/p>\n\u003c/div>\n\u003cp>Busy people with busy lives depend on their mobile devices to connect them to the many obligations they're accountable for: responding to emails, remembering appointments, checking in with family and friends.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.nytimes.com/2010/08/25/technology/25brain.html?src=me&ref=general\">New York Times article\u003c/a>, \"Digital Devices Deprive Brain of Needed Downtime,\" argues that spending every spare minute -- whether it's standing in line at the coffee shop or waiting for the water to boil at home -- fidgeting with our gadgets prevents our brains from processing information in order to be creative and come up new ideas.\u003c/p>\n\u003cp>My question: are digital devices the culprit, or can old-fashioned books and magazines count as obstacles that \"prevent the learning process\"?\u003c!--more-->\u003c/p>\n\u003cp>The writer cites a recent study:\u003c/p>\n\u003cblockquote>\u003cp>At the \u003ca title=\"More articles about the University of California.\" href=\"http://topics.nytimes.com/topics/reference/timestopics/organizations/u/university_of_california/index.html?inline=nyt-org\">University of California, San Francisco\u003c/a>, scientists have found that when rats have a new experience, like exploring an unfamiliar area, their brains show new patterns of activity. But only when the rats take a break from their exploration do they process those patterns in a way that seems to create a persistent memory of the experience.\u003c/p>\n\u003cp>The researchers suspect that the findings also apply to how humans learn.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>“Almost certainly, downtime lets the brain go over experiences it’s had, solidify them and turn them into permanent long-term memories,” said Loren Frank, assistant professor in the department of physiology at the university, where he specializes in learning and memory. He said he believed that when the brain was constantly stimulated, “you prevent this learning process.”\u003c/p>\u003c/blockquote>\n\u003cp>The writer interviews gym-goers who rely on watching TV on their exercise machines, making the point that they're not allowing their brain to experience necessary downtime. But what if they're reading magazines or books? What if they're talking on the phone, or chatting with an exerciser next to them?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>My point is this: yes, we have become dependent on our gadgets and on technology and we probably spend too much time looking at screens, but sometimes digital devices are used as scapegoats for what's simply the nature of our busy lives.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"image module half left\">\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=571\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/08/cogdogblog.jpg\" alt=\"cogdogblog\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"credit\">Flickr: CogDogBlog\u003c/p>\n\u003c/div>\n\u003cp>Busy people with busy lives depend on their mobile devices to connect them to the many obligations they're accountable for: responding to emails, remembering appointments, checking in with family and friends.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.nytimes.com/2010/08/25/technology/25brain.html?src=me&ref=general\">New York Times article\u003c/a>, \"Digital Devices Deprive Brain of Needed Downtime,\" argues that spending every spare minute -- whether it's standing in line at the coffee shop or waiting for the water to boil at home -- fidgeting with our gadgets prevents our brains from processing information in order to be creative and come up new ideas.\u003c/p>\n\u003cp>My question: are digital devices the culprit, or can old-fashioned books and magazines count as obstacles that \"prevent the learning process\"?\u003c!--more-->\u003c/p>\n\u003cp>The writer cites a recent study:\u003c/p>\n\u003cblockquote>\u003cp>At the \u003ca title=\"More articles about the University of California.\" href=\"http://topics.nytimes.com/topics/reference/timestopics/organizations/u/university_of_california/index.html?inline=nyt-org\">University of California, San Francisco\u003c/a>, scientists have found that when rats have a new experience, like exploring an unfamiliar area, their brains show new patterns of activity. But only when the rats take a break from their exploration do they process those patterns in a way that seems to create a persistent memory of the experience.\u003c/p>\n\u003cp>The researchers suspect that the findings also apply to how humans learn.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>“Almost certainly, downtime lets the brain go over experiences it’s had, solidify them and turn them into permanent long-term memories,” said Loren Frank, assistant professor in the department of physiology at the university, where he specializes in learning and memory. He said he believed that when the brain was constantly stimulated, “you prevent this learning process.”\u003c/p>\u003c/blockquote>\n\u003cp>The writer interviews gym-goers who rely on watching TV on their exercise machines, making the point that they're not allowing their brain to experience necessary downtime. But what if they're reading magazines or books? What if they're talking on the phone, or chatting with an exerciser next to them?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>My point is this: yes, we have become dependent on our gadgets and on technology and we probably spend too much time looking at screens, but sometimes digital devices are used as scapegoats for what's simply the nature of our busy lives.\u003c/p>\n\n\u003c/div>\u003c/p>",
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