I think that’s the point.
my teacher makes students sing to the class if their phone beeps
things i didn’t realize i did until socially awkward penguin pointed them out to me
Lip’s Truth or Dare: Single Ladies Dance
This has got to be one of the greatest things ever.
Happy birthday, Steve. Rest in peace ♥
Part I. Review General Materials
Richtel, M. (2010, December 21). Growing up digital, wired for distraction. New York Times. Retrieved from http://www.nytimes.com/2010/11/21/technology/21brain.html.
The article I reviewed stated that teens today are decreasing their cognitive abilities for prolonged concentration. Multiple digital devices are readily available to keep adolescents from focusing on their work. Reading an entire book seems to be impossible to a teen who is repeatedly interrupting the process by checking Facebook, sending a text, or watching a YouTube video. The point that the article emphasizes is that process of interrupting is making various learning processes difficult. Research has shown that there is a rewarding component this behavior, thus why it is repeated.
Also examined is the role that technology plays in an educational setting. Essentially, you have the “old school” educators who do not think that we should be catering to the interests of teens. The other side are the “new wavers” who think we should meet the adolescents where they’re at and incorporate technology, like iPads and specialized classes into the curriculum. As someone who works in education, I personally advocate for a more balanced approach. I like the opportunity that technology can offer, like video chatting with people in other countries. Or that a child who does not have access at home to basic technology can experience using a computer. Children need to be taught that technology has a place.
I do not see things changing in regard to using technology in education- only in that technology will continue to progress and offer new features. I wonder what it would take to create a “technology backlash” wherein we would go back to a books, lined paper and chalk board system. Also, as more and more money is allocated to technology and PSSA-type remediation, it is taken away from other programs, like the arts and certain sports programs. Over time, I would expect to see negative effects from the combination of no arts programs and increased use of digital tools. I suspect things won’t change until we see the true effects these changes are having on the development of children later in their lives. I do not believe this multi-tasking (which I believe is really cognitive overload) is leading to “humans 2.0.” Rather, that, as the article I reviewed stated, the multi-tasking is leading to a generation of individuals who cannot focus for an extended period of time. Social skills? Writing skills? Medical problems? We have to wait to find out.
Pea, R., Nass, C., Meheula, L., Rance, M., Kumar, A., Bamford, H., Nass, M., Simha, A., Stillerman, B., Yang, S., & Zhou, M. (2012, January 23). Media use, face-to-face communication, media multitasking, and social well-being among 8- to 12-year-old girls. Developmental Psychology.
This study examined the effects of various types of media on social well-being. Results indicated negative socioemotional outcomes were correlated with video viewing, online communication, and multimedia multitasking. They made sure to specify that these outcomes were not proven directionally. Meaning, they were NOT trying to say that it was online communication that caused the negative socioemotional outcomes. I appreciated that this was explained. Additionally, they found that younger participants felt more social stress from in-person friends whereas older participants felt more from online communications. This finding was surprising to me. Perhaps it’s explained by the fact that younger participants (closer to 8 years old) wouldn’t have as much exposure to certain forms of media and therefore, be less impacted by it.
These findings did support my thoughts from the first article; that there must be negative “side effects” of prolonged or extreme media use. Although they are not proving that these media tools are causing negative effects, it would be ridiculous think that the connection between the two isn’t important.
Part I- Personal Reflection
When I was 16, I was in a very intense, committed relationship. I remember feelings emotions so intensely, more so than ever before or since. At the end of a date, I cried. Not the “I let a few tears escape”-cry. No- a full out, ugly face, mascara running-cry. Besides feelings of sadness, I also recall intense feelings of anger. One silly mistake (made by someone else, of course) and my levels of irrationality were off the charts. Once, when my boyfriend and I were driving to a dinner date, I remember getting so agitated over the fact that he was driving too close to the curb that I flipped out and made him drive me back home.
The above examples, when compared to my current mode of operation, are meant to illustrate how “not myself” I was during that time. Were “raging hormones” the cause of my actions? Personally, I don’t discount the part that hormones or other biological explanations played in my behaviors. Situational factors influenced the sad emotions, but not the angry ones- at least not logically. Why would I purposefully detonate a relationship that I wanted to continue? No one explanation seems to explain my behavior.
Part II- Find More Information
Maxym, C. (2001). Talking with your teen. PBS: Inside the teen brain. Retrieved from http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/etc/worksheet.html
Adolescents and their parents often struggle with communication. This may be due to the fact that these individuals exist in different worlds. Adults are fully developed, independent humans with careers and responsibilities. Teen, however, are still awaiting full development of their bodies and minds, struggling with being at least partially dependent on their caretakers, and generally are focused on cultivating their social lives (and, in some cases, academics may also get some attention). Certainly hormonal changes are influencing the way an adolescent is experiencing emotions and in turn, the way they communicate them (or do not communicate them, as the case may be).
“Talking with your teen” is an article that recommends a more “scientific” approach to parent-teen communication. It suggests using a few different printouts: an emotions list, a short questionnaire, and a check sheet. As someone who works in a school, I could see how these may be beneficial between a teen and a guidance counselor or medical/mental health professional who may have some questions about how the individual has been feeling during this phase of development. Personally, the idea that a parent would use this amuses me. I would think my dear old mother had packed her bags and headed to crazy town if she tried to sit me down to fill out the sheets the article provides. What would be more useful would be a modification of sensitivity training, given to parents, regarding teen development, emotions, and communication. Specifically, that parents need to listen and stop minimizing the teen’s experience. It may seem dramatized or ridiculous to parents, but to the teen it is real. Approaching a teen in a more understanding and organic way (i.e. not using predesigned worksheets) could yield more fruitful results than more common methods.
Galinsky, E. & Davis, J. (1999). Ask the children: What America’s children really think about working parents. Retrieved from http://books.google.com/books?hl=en&lr=&id=X_LaLFYJ43gC&oi=fnd&pg=PT3&dq=Ellen+Galinsky+ask+the+children&ots=DsjZcJOEXn&sig=lW3Eay5AZovPlSgpkBgbbohjlEw#v=onepage&q=Ellen%20Galinsky%20ask%20the%20children&f=false
* Note: The following article was also used in the PBS: Inside the teen brain series but was not directly cited in the “Talking with your teen” article. *
A. The researchers in this study used a combination of techniques to gather data. Some of the participants were interviewed (some in person, others on the phone), some were given a questionnaire and others, both. Because no variables were manipulated, this is descriptive research. Participants (children and their parents) were asked about how work impacted their familial relationships.
B. Research was done in chunks and combined. Participants were children ages 8-18 and parents. Group sizes varied, with certain cohorts containing up to 1,023 children. This group was said to be “nationally representative.” Generalizations can likely be made to other children who have parents who work similar jobs and hours, but not to those with nonworking parents.
C. The findings (as they apply to the “Talking with teens” article I examined above) reported that children (teen included) and parents both had trouble guessing what the other was thinking. Teens also said that they wanted to spend more time with their parents, but that parents did not seem to see evidence of this. What the study suggests in for parents to spend quality time with teens. This may include being persistent, even when teens seem uninterested or unavailable. Suggestions that did not make the list? Using worksheets to understand your teens. Interesting.