Week 9

This generation of children and adolescents, otherwise known as “Net Gen,” relies nearly entirely on their technologies. These technologies include computers, internet, cell phones, instant messaging, video chatting, ipods, video games, etc. The list goes on and on. The effect that these technologies have, both good and bad, on students’ brains is discussed in the book, “Brain-Based Teaching in the Digital Age.”

Technology is good for these students because the brain craves novelty, excitement, and innovation, and these technologies hugely involve and support each of those. Using the internet and other technologies helps students be keyed in visually to what they are reading. They might not spend time reading an entire article, like those without as much technological experience. They can skim and pick out the key words they are looking for and then read closer. Students’ efficiency with technology can come in handy when working on school projects, and also when the get to college they will already be familiar with, to say the least, how to explore new technologies and find their way around. Lastly, having to use technologies and communicating with them often might make students appreciate face to face interaction.

However, all this technology may be having a negative effect on students’ brains as well. The whole world has not changed so children and adolescents still need to know how to communicate with others in a traditional manner. Their brain growth, social skills, language development, emotional intelligence, and physical health may be at risk. Students have a much shorter attention span, which can negatively effect their learning capabilities while in the classroom for an hour at a time. When always communicating via texting, skyping, or emailing, students do not learn essential skills needed for social interaction, i.e., reading nonverbal language/gestures, listening, relating to others, because their frontal lobe growth is stunted. Another negative possibility is that technologies may be affecting the comprehension skills of our students. When always skimming through things and trying to rush on to the next text message or video game level, students may not efficiently learn how to comprehend and reflect on what they’ve learned or encountered. Lastly, students might believe that they can multitask between text conversations, background music, and homework, when in reality multitasking is impossible. (No matter how tech-savvy you are.) In the worst case scenario, students may even become addicted to these technologies, which can affect their social lives, academics, and both sleeping and eating habits.