Latrea Morrow's List: Misinformation Debate Research - Team B

• Perhaps most important, the breadth of information that flows from Internet search engines requires that students cultivate a discerning eye. It's not enough to Google something; the trick is to filter the reliable information from the digital flotsam.
• "If we don't start helping kids to slow down and think, they could get overwhelmed and not read deeply at all," says Julie Coiro, an assistant professor at the University of Rhode Island who specializes in new literacies and online reading comprehension. "I think there should be very much a conscious, strategic moving back and forth between rapid locating (of information) and deep reading."
• In other words, she adds, kids need to be taught when to stop clicking and start thinking more carefully.
• Still, for some who didn't grow up with this generation of technology, the concept can trigger what Knobel calls a "false memory" of deeper engagement with the written word.

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• As technology has played a bigger role in our lives, our skills in critical thinking and analysis have declined, while our visual skills have improved, according to research by Patricia Greenfield, UCLA distinguished professor of psychology and director of the Children's Digital Media Center, Los Angeles.
• Her research was published this month in the journal Science.
• Reading for pleasure, which has declined among young people in recent decades, enhances thinking and engages the imagination in a way that visual media such as video games and television do not, Greenfield said.
• "However, most visual media are real-time media that do not allow time for reflection, analysis or imagination — those do not get developed by real-time media such as television or video games. Technology is not a panacea in education, because of the skills that are being lost.
• "Studies show that reading develops imagination, induction, reflection and critical thinking, as well as vocabulary," Greenfield said. "Reading for pleasure is the key to developing these skills. Students today have more visual literacy and less print literacy. Many students do not read for pleasure and have not for decades."
• Among the studies Greenfield analyzed was a classroom study showing that students who were given access to the Internet during class and were encouraged to use it during lectures did not process what the speaker said as well as students who did not have Internet access.
• These and other studies show that multi-tasking "prevents people from getting a deeper understanding of information," Greenfield said.

    
• "On the other hand, if you're trying to solve a complex problem, you need sustained concentration. If you are doing a task that requires deep and sustained thought, multi-tasking is detrimental."

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• A pressing social problem is the prevalence of violent video games, leading to desensitization,  aggressive behavior, and gender inequity in opportunities to develop visual-spatial skills.
• compensating for new weaknesses in higher-order  cognitive processes: abstract vocabulary, mindfulness, reflection, inductive problem solving, critical thinking, and imagination.
• These develop through the use of an older technology, reading, which, along with audio media such as radio, also stimulates  imagination.

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• 1. Elevated Exasperation

   
• 2. Deteriorated Patience

• 3. Declining Writing Skills

   
• 4. Lack of Physical Interactivity

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• But the truth is, while multitasking may allow us to do many things, it does not allow us to do them well. The problem is, we really only have one main attentional channel, and adding another task onto the mental plate (even if it’s as seemingly negligible as texting) clogs up that channel so that you can’t do any of the tasks really well.
• Even if that’s true, information heard is not necessarily information deeply embedded and synthesized with deeper knowledge.
• You’ve heard of learning styles, but have you heard of distraction styles? If this New York Times Article, Growing up Digital, Wired for Distraction, is any indication, the exact manifestation each student’s digital distraction takes can vary widely. Social butterflies, for example, could easily spend their days texting and posting to social media, while other students are all about gaming.
• No matter what approach you take, the takeaway here is that your solution to digital distraction should be as individualized as your approach to teaching.
•  Engage students with projects that challenge them and give them creative autonomy.
• digital devices is that they provide instant gratification.
• teaching grit to ensure students also know how to dig down deep.
• In fact, if there’s any way students are going to learn to focus and control their impulses both on their devices and outside of them, grit is especially crucial and worth both lesson time, coaching and follow-up.
• potential pitfalls, like having their students become so habituated to stimulation that they can’t focus on lower-stimulation tasks, or becoming so keyed up they can no longer sleep.
• nascent

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• -In the Pew Research Center findings, nearly 90% of 2,462 teachers said that digital technologies were creating “an easily distracted generation with short attention spans.”

  -In the Common Sense study, 71% of 685 teachers said they thought technology was hurting attention span “somewhat” or “a lot.”

• -About 60% said it hindered students’ ability to write and communicate in person.

  -Almost half said it hurt critical thinking and homework skills.

• The likelihood that someone will be a passenger of a texting driver decreases dramatically with age. While one in three (75%) Millennials say they have been passengers in a car with a texting driver, 59% of Gen Xers, 37% of Boomers and just 18% of adults age 65 and older say they have had that experience.
• 44% of all adults say they have been in a car when the driver used the cell phone in a way that put themselves or others in danger

• Men are more likely than women to report being passengers of cell-distracted drivers (48% vs. 40%). 

   
• Of the 82% of American adults who own cell phones, fully 17% say they have bumped into another person or an object because they were distracted by talking or texting on their mobile phones. That amounts to 14% of all American adults who have been so engrossed in talking, texting or otherwise using their cell phones that they bumped into something or someone.
• Millennials who own cell phones are by far the most likely to have bumped into someone or something: 33% have done so, compared with 15% of cell owners in GenX, 8% of Baby Boomers who have handhelds, and 3% of those over age 65 who own cells.
• The physically-distracted crowd is also slightly more urban and well-educated than others. Cell owners who live in cities are more likely than rural residents to bump into other people and things (20% vs. 13%). And cell owners with college degrees are more likely than those with high school diplomas to be looking at their screens when they should be looking at their surroundings (20% vs. 14%).

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• The Distracted Generation

   
   
  • Reading is in decline – 48% of adults read for pleasure, but only 33% of college students do
   
  • The percentage of Americans who read the paper has declined in the past 10 years from 41% to 23%
   
  • 43% of American adults read at below the ‘basic’ level
   
  • SAT scores are the lowest in three decades