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21st Century Concepts- Educational Neuroscience
A list of resources and articles on psychology and learning
Curated by Tom Perran
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Rescooped by Tom Perran from 21st Century Learning and Teaching

How Technology is Changing the Way Children Think and Focus | Psychology Today

How Technology is Changing the Way Children Think and Focus | Psychology Today | 21st Century Concepts- Educational Neuroscience | Scoop.it


 By Jim Taylor, Ph. D.


"There is...a growing body of research that technology can be both beneficial and harmful to different ways in which children think. Moreover, this influence isn’t just affecting children on the surface of their thinking. Rather, because their brains are still developing and malleable, frequent exposure by so-called digital natives to technology is actually wiring the brain in ways very different than in previous generations. What is clear is that, as with advances throughout history, the technology that is available determines how our brains develops. For example, as the technology writer Nicholas Carr has observed, the emergence of reading encouraged our brains to be focused and imaginative. In contrast, the rise of the Internet is strengthening our ability to scan information rapidly and efficiently.


"The effects of technology on children are complicated, with both benefits and costs. Whether technology helps or hurts in the development of your children’s thinking depends on what specific technology is used and how and what frequency it is used. At least early in their lives, the power to dictate your children’s relationship with technology and, as a result, its influence on them, from synaptic activity to conscious thought.


"Over the next several weeks, I’m going to focus on the areas in which the latest thinking and research has shown technology to have the greatest influence on how children think: attention, information overload, decision making, and memory/learning. Importantly, all of these areas are ones in which you can have a counteracting influence on how technology affects your children."

Via Deborah McNelis, M.Ed, Terry Doherty, Meryl Jaffe, PhD, Jim Lerman, Lynnette Van Dyke, Gust MEES
Linda Buckmaster's comment, December 17, 2012 5:44 PM
Thanks for the rescoop.
Jim Siders's curator insight, March 20, 2013 12:06 PM

to tech or not to tech........that is the question. Not just a casual question if this report is accurate.

sarah's curator insight, May 31, 2013 2:04 AM

Très intéressant.

Rescooped by Tom Perran from 21st Century Learning and Teaching

Cognitive And Affective Variables That Should Rule Education

Cognitive And Affective Variables That Should Rule Education | 21st Century Concepts- Educational Neuroscience | Scoop.it
Education must focus on the quality of teaching and learning.

Via Gust MEES
Lynnette Van Dyke's curator insight, January 1, 2013 3:24 PM

Cognitive Variables

Metacognition as knowledge of ways of thinking, thought structures and the capacity to control and modify cognitive learning processes.Systematized general and specific knowledge.Understanding the languages of science and the humanities.Retention of knowledge.Transfer of knowledge: transdisciplinary and interdisciplinary approaches.Transfer of skills: practical application of knowledge.Capacity for generalization and discrimination of contents.Capacity for symbolic and abstract exchange.Capacity to evaluate results.Capacity to develop concepts and categories.Development of imagination to simulate objects and processes.Capacity to formulate problems and take decisions to solve them.Capacity to search for and process information.Capacity to evaluate information to reduce uncertainty.Knowledge of the value of making mistakes as an aid to rectification.Capacity to grasp the whole and act on the parts.

Affective Variables

Development of thought and ethical behavior.Full and responsible exercise of human rights.Democratic cooperative behavior.Simultaneous exercise of rights and obligations for the practice of freedom.Multicultural, intercultural and international understanding.Development of aesthetic sensitivity.Critical sense and spirit of dialogue with full respect for the ideas of others.Flexibility and tolerance.Development of self-criticism.Ability to listen.Fostering sharing attitudes.Capacity to compete with oneself and not with others.To permanently strive to be free from mental and social prejudices.Motivation to learn and cultivation of learning habits.Development of attitudes conducive to creativity and innovation.Capacity for risk-taking and accepting responsibility for learning.Fostering the inquiring spirit to keep curiosity alive.Moderation of superfluous elements.Learning for enterprise: sense of enterprise and initiative.Learning to care: sense of living in harmony with nature and fellow human beings.Learning to carry on learning: sense of living in harmony with knowledge.

These are variables for the «learning persons» i.e. for students and professors. The selective sample of quality variables drawn from the cognitive and affective areas presup­poses the condition of diversification which any educational institution must exhibit in order to comply with the criteria which identify learning which embraces the different areas of thought and action.

All quality variables must be stimulated from the earliest pre-school age.  Other­wise it is a very difficult, almost impossible, task for the university. However, at any age, the world of knowledge and of feeling is always open to exploration and individual growth. If this has not been achieved at the previous levels of the education system or it has not been attempted, it is never too late to learn, and in no event should this be an ex­cuse for the university institution not to fulfill its obligations. In short, what is required is schools and universities prepared to take risks, which will offer a formative education which transcends the mere acquisition of knowledge. That is to say, educational institutions that turns the subject transmitted into a freely available, spiritually fecund element which stimulates the development of thought and action.

[1] This list of learning variables is based in my research on cultural learning presented in my book, The Psychosocial and Cultural Nature of Education  (2004). Boston: Pearson.

 ©2012 Miguel Angel Escotet. All rights reserved. Permission to reprint with appropriate citing.

Renee VanDamme Marcus's curator insight, June 2, 2014 8:42 PM

Affective qualities should be developed using rich inquiries

Rescooped by Tom Perran from 21st Century Learning and Teaching

Change Your Words... Change Your World

A powerful clip relaying the how effective the right words can be ...it will change your world, your classrooms, your students, your children.






WOW! That video touched me! I nearly had tears in my eyes, a MUST watch!

Keywords: Empathy, Emotional Intelligence, Human, Society, Daniel GOLEMAN, Howard GARDNER...




Via Meryl Jaffe, PhD, Gust MEES
Jose Luis Yañez's curator insight, June 29, 2013 9:21 AM


Mary Perfitt-Nelson's curator insight, August 4, 2013 7:51 PM

Changing how you view your world can simply change your world.  

Prunetti Beatrice's comment, August 11, 2013 8:18 AM
really true. This is marketing