Thanks Margaux (HVM) for the following article to complement the article posted recently on this blog:
Serious reading takes a hit from online scanning and skimming, researchers say
And also the following from Margaux (thanks again!):
Lynda Barry: The 20 stages of reading
Saskia (and Margaux)
Comprehension results in screen versus print reading: how the internet is making it harder to read books
This is a snippet from a very fascinating article from an Australian newspaper last month. The whole article is well worth a read for 21st Century educators.
A 2012 Israeli study of engineering students – who grew up in the world of screens – looked at their comprehension while reading the same text on screen and in print when under time pressure to complete the task.
The students believed they did better on screen. They were wrong. Their comprehension and learning was better on paper.
Researchers say that the differences between text and screen reading should be studied more thoroughly and that the differences should be dealt with in education, particularly with school-aged children. There are advantages to both ways of reading. There is potential for a bi-literate brain.
"We can't turn back," Wolf said. "We should be simultaneously reading to children from books, giving them print, helping them learn this slower mode, and at the same time steadily increasing their immersion into the technological, digital age. It's both. We have to ask the question: What do we want to preserve?"
These three articles are interesting in terms of where we ourselves and our students are coming from. The main point seems to be what place does technology have in our collective lives? The implications are interesting for our next steps in their education.
ARTICLE: Little brains suffer with too much screen play
"Too much time in front of the screen playing the wrong kind of computer games can delay a child's development or lead to serious damage in adults, according to new research on the impact of media and technology on the brain."
Read more: http://www.smh.com.au/digital-life/digital-life-news/little-brains-suffer-with-too-much-screen-play-20131003-2uxh5.html
ARTICLE: Children reading less - apps, games
... "It's hugely impacting on teenagers: 11-17 year-olds are actually dropping their participation in quite a broad range of activities in order to play game apps," said Henry."
Read more: http://www.theguardian.com/technology/appsblog/2013/sep/26/children-reading-less-apps-games
ARTICLE: Ubiquity and temptation
"The ease and frequency of access to the resources and tools I need, when I need them has streamlined much of my working and social life. However, I am also very aware of the compulsion that can come with such convenience. I am more present in the moment when I don’t have the option to check or contribute to my channel feed. Even writing this blog post, I had to deliberately close my email and Twitter tabs. The temptation to snack on tidbits of information; to chip away at other projects, the habitual scanning of articles, posts, comments, etc from a variety of streams is all part of striking a balance with the new ‘infotention’. It’s almost like we are attending a race where we are constantly scanning the track to see who to cheer for. In the same motion, we also have to filter out the information that is irrelevant and identify what is not worth paying attention to. I believe we can do this more effectively by drawing a clear line between when we engage with technology and when we switch it off. (Remember when we used to actually turn off our technology? Now we just put it to sleep and/or charge it - in a constant state of readiness!). Knowing when to extract ourselves from our digital spaces enables us to be more present in our face to face experiences, relationships, and even the flow of our own thoughts. Celebrating the ubiquity of personalised devices is not to be undermined here. Rather, being more mindful of achieving a better balance between our technology and attention is key. If information is not given a sustained and meaningful context, it quickly downgrades to nothing more than a diversion."
Read more: http://schools.natlib.govt.nz/blogs/libraries-and-learning/13-09/ubiquity-and-temptation
"Technology is only technology to those who were born before it."
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