You Know, You Grow

iamlittlei:

Preach

(Source: inothernews)

Concern about young people’s use of technology is nothing new, of course. But Rosen’s study, published in the May issue of Computers in Human Behavior, is part of a growing body of research focused on a very particular use of technology: media multitasking while learning. Attending to multiple streams of information and entertainment while studying, doing homework, or even sitting 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.

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 marshmallow test of self-discipline—is the ability to resist a blinking inbox or a buzzing phone.

(Source: gjmueller)

First, there’s got to be a willingness to find out why it isn’t working and that question needs to be approached with an open mind. This means not looking for the reason while already suspecting you know what it is. It also means being willing to pursue the answer wherever it leads, even if that ends up being your front porch. Finding out why some aspect of instruction isn’t working is easier when others are involved. You may want to solicit feedback from students. You may benefit from input provided by colleagues—those who can offer wise pedagogical counsel. Finally, this task must be approached with a firm belief that the vast majority of things that aren’t working in our courses can be fixed. The “vast majority” doesn’t mean all and “fixed” means made better (generally significantly better), but not perfect.

(Source: gjmueller)