Jul 17 2006
Are Computers Making Kids Dumber?
We’ve all heard/said it; too much time in front of the TV makes you loose IQ points. Does that same logic transfer to the computer screen? Yes, it does according to Waine Lawton in an article by David Powles.
He [Lawton] fears children are no longer being asked to challenge the facts they find or consider and discuss the issues they cover.
Instead, he worries that pupils spend too much time regurgitating facts and figures from the internet, transferring them to their exercise books or exam papers and ensuring good grades will follow.
He believes increased use of computers means children are neglecting to read books, while he even told of his fears that youngsters minds are being so under-taxed that many would not be able to answer the simple questions about the community in which they live.
The notion has me thinking. As a recovering middle school computer teacher, I have seen first-hand the impact of technology in the classroom. I always believed computers were an asset in the classroom; providing three keys were in place:
- The kids knew how to use them. They could start the appropriate program, create/edit files, and save/open/print them as needed.
- The teacher knew how to use them instructionally. This does not mean that the teacher is a Computer Science major, it means they now how to utilize technology to satisfy the curriculum requirements for their subject area. Too often, teachers are expected to be desktop support agents instead of trained instructional professionals. Factor in an ever growing list of instruction objectives with 22-30 kids, and then we’re going expect a teacher to problem-solve a printer communication issue? That’s like asking your boss to figure-out the budget, manage personnel, and trouble-shoot the latest calendaring issue. It cannot happen.
- All the computers WORK. By that I mean the computers come on, the monitors display images, all workstations have the appropriate (and legal) versions of the required software, all have the same set-up, and there is some way to save work to be shared and/or recovered again in the future. Seems basic right? Go visit your local school and see if their labs work.
If any of these cannot be met, don’t bother. You will spend more time fighting technology than using it for sound instruction.
Now, the contention is, computers make us dumber. Hmmmm. Well, yes, I use a calculator or spreadsheet to do math. Does that mean I don’t understand the basic math principles? I think not. Anyone who has gone to battle with Bill Gates via Excel knows you have to understand a lot of basic math to get the results you want.
Another point, we are getting lazy and not remembering basic information and just depending on the technology to provide the answers. I’m a history major and have a fairly solid grasp on things that have happened in the past. In fact, my grasp is so solid that I understand that history is not only written by the victorious, but it is almost always one-sided. With the advent of global communications, we now that the opportunity to hear from the other side of the issues. Besides, I can’t tell you the exact date of every historical event, but I know where to find it.
Kids are not spending time reading. Well, it’s fair to say that what kids are reading is changing. I don’t read much in print anymore, but I’m reading more now than I ever have by getting information online. There is so much information out there that what I read changes on a daily basis. Yes, you need to make sure your kids know what a book looks and feels like and make sure they know books don’t require batteries or a memory card.
I guess the bottom line is, like anything, moderation. Yes, sitting for hours text messaging and playing video games will turn your brain to mush. But, anyone who would let their kids do that is already swimming in the shallow end of the intelligence-pool.
July 17th, 2006 at 6:18 pm
I disagree with Powles’ contention that students just accept facts without question. In my own experience, I’ve found that students are quite diligent about double- and triple-checking information that they discover on the Internet. They know that anyone and everyone can have a website, so publication alone doesn’t make a thing true.