This current collection includes news, resources, and research related to Educational Psychology and Technology. For additional updates and Educator Resource collections, visit http://EduResearcher.com
"When I worked with student teachers on developing effective lesson plans, one thing I always asked them to revise was the phrase “We will discuss.”
We will discuss the video.
We will discuss the story.
We will discuss our results.
Every time I saw it in a lesson plan, I would add a note: “What format will you use? What questions will you ask? How will you ensure that all students participate?” I was pretty sure that We will discuss actually meant the teacher would do most of the talking; He would throw out a couple of questions like “So what did you think about the video?” or “What was the theme of the story?” and a few students would respond, resulting in something that looked like a discussion, but was ultimately just a conversation between the teacher and a handful of extroverted students; a classic case of Fisheye Teaching.
The problem wasn’t them; in most of the classrooms where they’d sat as students, that’s exactly what a class discussion looked like. They didn’t know any other “formats.” I have only ever been familiar with a few myself. But when teachers began contacting me recently asking for a more comprehensive list, I knew it was time to do some serious research.
So here they are: 15 formats for structuring a class discussion to make it more engaging, more organized, more equitable, and more academically challenging."...
Featuring the heartbreaking stories of young people across the country who have been pushed to the brink, educators who are burned out and worried that students aren't developing the skills they need, and parents who are trying to do what's best for their kids, Race to Nowhere points to the silent epidemic in our schools: cheating has become commonplace, students have become disengaged, stress-related illness, depression and burnout are rampant, and young people arrive at college and the workplace unprepared and uninspired.
Race to Nowhere is a call to mobilize families, educators, and policy makers to challenge current assumptions on how to best prepare the youth of America to become healthy, bright, contributing and leading citizens.
In a grassroots sensation already feeding a groundswell for change, hundreds of theaters, schools and organizations nationwide are hosting community screenings during a six month campaign to screen the film nationwide. Tens of thousands of people are coming together, using the film as the centerpiece for raising awareness, radically changing the national dialogue on education and galvanizing change."...
"This collection includes research, updates, and resources related to EMF/RF Radiation and screen time. For an excellent website with extensive documents for safe technology advocacy, please visit the National Association for Children and Safe Technology at http://nacst.org. For additional resources and updates in Education, please visit http://eduresearcher.com.'
"Dr Victoria Dunckley is a Board Certified integrative child psychiatrist and author of "Reset Your Child's Brain: A Four-Week Plan to End Meltdowns, Raise Grades and Boost Social Skills by Reversing the Effects of Electronic Screen Time". She discusses the identification and management of screen-time's physiological effects on mood regulation, cognition, sleep, and behavior in children. She uses the phrase Electronic Screen Syndrome (ESS) to describe a disorder that many parents recognize but often do not know how to address. ESS and electronic addiction are on the rise in many countries. She offers an effective protocol for parents that has been successful for many of her young patients who exhibit the adverse behavioral and mood effects of too much screen time. http://www.drdunckley.com. This speech is part of a Wireless Technology and Public Health conference held Oct 10, 2015 in Mountain View, California sponsored by the Santa Clara County Medical Association Alliance Foundation."
"Step into an American preschool classroom today and you are likely to be bombarded with what we educators call a print-rich environment, every surface festooned with alphabet charts, bar graphs, word walls, instructional posters, classroom rules, calendars, schedules, and motivational platitudes—few of which a 4-year-old can “decode,” the contemporary word for what used to be known as reading.
Because so few adults can remember the pertinent details of their own preschool or kindergarten years, it can be hard to appreciate just how much the early-education landscape has been transformed over the past two decades. The changes are not restricted to the confusing pastiche on classroom walls. Pedagogy and curricula have changed too, most recently in response to the Common Core State Standards Initiative’s kindergarten guidelines. Much greater portions of the day are now spent on what’s called “seat work” (a term that probably doesn’t need any exposition) and a form of tightly scripted teaching known as direct instruction, formerly used mainly in the older grades, in which a teacher carefully controls the content and pacing of what a child is supposed to learn."...
"As art teacher Alisa Leidich sends four vertical lines marching across an oversize drawing pad in paradelike formation, 20 kindergartners put their hands to paper and try their best to mimic her.
It’s not as easy as it might seem.
Local teachers and occupational therapists say an increasing number of children are showing up for kindergarten without the fine motor skills needed to grip a marker, hold their paper still while coloring or cut and glue shapes.
“We’re basically reteaching a lot of things,” says Denver Elementary School’s Denise Young, a teacher for 23 years. “It’s hard to get a lesson accomplished.”
In a typical year, Young and colleague Trisha Pohronezny estimate just two of 20 students arrive with enough hand strength and coordination to use scissors. Only about half can hold a pencil correctly, versus the fisted approach they should have grown out of by age 3.
Near-constant corrections take valuable time from quick-paced academic programs, while individual sessions to build or strengthen skills require students to miss class and cost districts big money.
Denver Elementary Principal Angela Marley says occupational referrals to address such deficits doubled over a three- to four-year period. Districtwide, Cocalico saw its elementary school therapy spending jump from $85,440 in 2011-12 to $208,104 last school year.
“We’ve been questioning, ‘Why is this happening more and more?’’’ says Linda Cunningham, an occupational therapist with Lancaster-Lebanon IU13 who spends four days a week at Denver Elementary.
“It’s just our busy world. There’s real pressure to get your kid involved (in organized activities) earlier and earlier, so there’s less time to play in the backyard. … Kids need to manipulate their environments to understand spatial concepts. They usually learn not by being told, but by doing.”
Cocalico officials this year instituted an art program that aims to improve coordination and concentration. In years past, kindergartners had only sporadic exposure to art. Now they get one 25-minute session each week, working on pre-writing concepts and skills like cutting, coloring and spatial orientation.
Surrounded by Monet prints, the Mona Lisa and bottles of bold tempera paint, Pohronezny’s students meet Mr. Line in mid-October.
Leidich has students hop out of their chairs and imitate the line: They stand tall for vertical, pretend to sleep on the floor for horizontal, and skip for a broken line. The idea is to connect the writing skills to physical activity.
Getting students in the earliest grades to move while focusing on a task helps with sensory integration. It can also help build muscle. In some cases, Cunningham says, young students are unable to stay seated for sustained periods because they don’t have adequate trunk strength.
During the animated lesson, Leidich, Pohronezny and an aide work the room, looking for errors in posture, grip and arm support.
Once they’ve made shapes with Mr. Line, they’re invited to do “World’s Best Coloring,” a verbal cue to focus on the image and use slow, controlled movements to stay within the lines. Students get gentle reminders to keep their “helper hands” on the paper, and when Leidich spots Laiklyn Lloyd closing her fingers around her marker, she takes her hand and shows her how to “pinch the tip and flip it.”
Concerns about physical readiness for school are growing locally and nationally.
Warwick School District has also seen an increase in occupational therapy needs, according to Melanie Calender, director of elementary education and student services.
Calender says the years between birth and 3 are “instrumental in core muscle development” and recommends parents incorporate a mix of gross and fine motor skills into at-home play.
While Warwick kindergarten teachers continue to focus on fine and gross motor skills through center-based and instructional activities, parents shouldn’t stop providing hands-on opportunities once their kids are school-age.
“They can continue to use the activities they’ve worked on in the preschool years, mindful to keep a balance with screen time,” says Calender. In Ephrata Area School District, all early childhood programs include fine motor skill development, according to spokeswoman Sarah McBee. That includes Plant the Seed of Learning, a program that started in partnership with Ephrata Community Hospital in 2002 and now serves eight districts. During sessions, children and their parents work on early literacy and science skills while manipulating play dough or catching bubbles.
The New York Times reported in February that public schools in New York City saw a 30 percent increase in the number of students referred to occupational therapy, with the number jumping 20 percent in three years in Chicago and 30 percent over five years in Los Angeles.
While some of those increases are due in part to an increased diagnoses of sensory or autism spectrum disorders, Marley says the additional need at her school is related to children without cognitive impairment.
Cunningham says many therapists believe the Back to Sleep campaign, which promotes placing infants on their backs to sleep, has delayed muscle development. The problem becomes more pronounced when parents skip wakeful tummy time because their kids don’t like it: toddlers might not be able to hold their bodies upright as well as their peers did years ago.
They might not be as adept at spreading their hands and using their arms to push themselves up, a fundamental base for good seated posture and proper shoulder support when writing. Their eyes also may wander, making focusing on detailed tasks difficult. Today’s children also spend less time outside, where they might have more opportunities to explore how their bodies move through space, learn to balance and figure how to handle toys and tools in relation to one another.
Some parents, says Cunningham, are afraid to let their children engage in physical play or cut with scissors. Others have traded in the messiness of hands-on play dough for a sterile “educational” tablet.
“Rather than sit and color the way they used to do, our kids are part of the burst of technology,” says Cunningham. “It’s amazing to see a kid who can swipe an iPad, but you put a pair of scissors in their hand and they don’t know what to do.”...
Mayor Pedro Segarra of Hartford, Conn., has already offered up his city as a "sanctuary" for Syrian refugees, and Superintendent Beth Schiavino-Narvaez said Thursday that she has appointed a coalition of school staff that will work with Catholic Charities to prepare for Syrian families that might resettle in Hartford and enroll their children in the city schools.
In that city, and elsewhere in America, schools have been accepting refugees from all over the world for years.
Marie Moreno is the principal at Las Americas Newcomer School, a stepping-stone program in Houston that strives to integrate kids from all over the world, up to 32 countries at times, into the American school system and society as a whole. She spoke with Newshour about her program's efforts to help students adjust.
Moreno says that although she knows some of her students are undocumented, she tries to stay out of the polarizing issue of immigration and instead focus her time on making sure her students can come to school every day and improve their schoolwork.
As part of the effort to ease the transition into American culture and education, Moreno's students have lunch and P.E. with students from the public school next door, an effort that also complies with federal requirements that English-language learners are integrated into traditional classes as quickly as possible. In most cases, it takes as little as one year to make the transition.
These reports are part of American Graduate: Let's Make it Happen, a public media initiative made possible by the Corporation for Public Broadcasting.
"Devra Davis PhD MPH delivered the Dean’s Lecture at Melbourne School of Engineering on November 30, 2015 entitled, "The truth about mobile phone and wireless radiation: what we know, what we need to find out, and what you can do now." Speaking before the deans of the colleges of engineering medicine and law at the University of Melbourne on Monday November 30, 2015 visiting professor of medicine from the Hebrew University Hadassah Medical Center Devra Davis PhD, MPH revealed stunning new animations showing the greater exposure of the young developing brain to mobile phone radiation. Current standards for mobile devices are nearly 2 decades old, Davis told the interdisciplinary conference.
Discussing the complex policy history of mobile devices in her newly released book–Disconnect–the truth about mobile phone radiation– Davis explains that the nations of Israel, India and France–and other high tech countries–require that all devices be sold with headsets and safety information. In Belgium, it is against the law to sell or design mobile phones for children ages 7 and younger. 20 countries have enactedvarious precautionary policy to reduce cell phone exposure and protect public health. Secondary insurers will not insure companies against health damages from mobile phones and other wireless devices.
“As recognition grows about the need to produce products that emit the lowest amounts of radiation, opportunities to innovate in design and technology will expand greatly,” she added. Dr. Davis has been giving lectures across Australia this month and most recently was featured in the Australian 9JumpIn Today Show where she shared scientists concerns about children and detailed how families can reduce exposures.
Davis is calling for the creation of major public educational programs to inform the public about why and how to use technology safely. “The public needs to be informed that mobile devices emit a type of radiation which could have serious health consequences. As children are more vulnerable to this radiation, parents need to know how to reduce exposures and in their commmunity. Policy makers worldwide are taking policy actions to lower radiation levels in schools and in the community.” Davis states that a two cents a month fee on every mobile or wireless device user, manufacturer and provider for a period of 8 years would create funding for training in bioelectromagnetics and engineering and would develop and support research.
This Dean’s Lecture was presented by the Melbourne School of Engineering, in partnership with the Faculty of Medicine, Dentistry and Health Sciences, the Faculty of Science and the Melbourne Networked Society Institute, at the University of Melbourne.
"My 5-year-old is bursting at the seams with excitement with the start of kindergarten this year. He tells me he wants to learn to tell time, tie his shoes, learn a new language, play basketball and make new friends. He attends an increasingly rare school that allows a decent amount of time for recess — something research has shown supports academics, healthy friendships and healthy bodies.
The average time Seattle students spend in recess has steadily declined over the past few years, according to a May KUOW investigative story. When the study tracking recess began four years ago, only one Seattle school reported an average recess time of 20 minutes or less per day. During the 2013-2014 school year, some 11 schools offered that sort of a recess.
What’s worse, the schools with the shortest recess times enroll disproportionately more low-income students and students of color.
Unfortunately, Seattle is following a national trend in reducing recess time in primary grades as school districts obsess about raising test scores. This obsession is driven by the federal education policy of the No Child Left Behind Act and the Race to the Top Fund.While students’ ability to interact positively with one another or develop positive self-esteem may not be measured by the next test, these interpersonal skills are the foundation of a fulfilling life and should be the most important feature of our young children’s education. As the American Academy of Pediatrics stated in 2007, “Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth.”
Controlled experiments by researchers Catherine Bohn-Gettler and Anthony Pellegrini show that recess improves children’s attention to academic tasks. Moreover, recess is a critical factor in a student’s social and emotional well-being. Recess facilitates children’s social development by allowing for cooperation and conflict resolution during unstructured free play, critical for helping children develop the necessary qualities for strong friendships.
In addition to the social and emotional benefits, recess plays an important role in the physical health of children. With adequate adult staffing, recess can significantly contribute to increased physical activity to reduce obesity, according to the American Journal of Public Health.
Students of color and low-income students disproportionately miss out on the benefits of recess."...
"Would you like paper or plasma? That's the question book lovers face now that e-reading has gone mainstream. And, as it turns out, our brains process digital reading very differently.
Manoush Zomorodi, managing editor and host of WNYC's New Tech City, recalls a conversation with the Washington Post's Mike Rosenwald, who's researched the effects of reading on a screen. “He found, like I did, that when he sat down to read a book his brain was jumping around on the page. He was skimming and he couldn’t just settle down. He was treating a book like he was treating his Twitter feed," she says.
Neuroscience, in fact, has revealed that humans use different parts of the brain when reading from a piece of paper or from a screen. So the more you read on screens, the more your mind shifts towards "non-linear" reading — a practice that involves things like skimming a screen or having your eyes dart around a web page.
“They call it a ‘bi-literate’ brain,” Zoromodi says. “The problem is that many of us have adapted to reading online just too well. And if you don’t use the deep reading part of your brain, you lose the deep reading part of your brain.”
So what's deep reading? It's the concentrated kind we do when we want to "immerse ourselves in a novel or read a mortgage document,” Zoromodi says. And that uses the kind of long-established linear reading you don't typically do on a computer. “Dense text that we really want to understand requires deep reading, and on the internet we don’t do that.”
Linear reading and digital distractions have caught the attention of academics like Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University.
“I don’t worry that we’ll become dumb because of the Internet,” Wolf says, "but I worry we will not use our most preciously acquired deep reading processes because we’re just given too much stimulation. That’s, I think, the nub of the problem.”
To keep the deep reading part of the brain alive and kicking, Zomorodi says that researchers like Wolf recommend setting aside some time each day to deep read on paper.
And now that children are seemingly growing up with a digital screen in each hand, Wolf says it’s also important that teachers and parents make sure kids are taking some time away from scattered reading. Adults need to ensure that children also practice the deeper, slow reading that we associate with books on paper.
“I think the evidence someday will be able to show us that what we’re after is a discerning ‘bi-literate’ brain,” Wolf says. “That’s going to take some wisdom on our part.”
"Will the U.S. Department of Education take action on recommendations made by scientists and medical doctors who document the need for safety precautions regarding the use of wireless devices in schools? The answer remains to be seen. On Tuesday, January 19th, the U.S. Department of Education held a Public Hearing at UCLA to gather comments for transition to the new ESSA Every Student Succeeds Act. Approximately eighty speakers from a variety of educational institutions and organizations made statements and recommendations related to the new law. Each speaker had five minutes to comment. I spoke during the afternoon session and am posting here an adapted version of the written statement submitted to the regulations page."...
NBER Working Paper No. 21865 Issued in January 2016 NBER Program(s): ED
An extensive theoretical and qualitative literature stresses the promise of instructional practices and content aligned with the cultural experiences of minority students. Ethnic studies courses provide a growing but controversial example of such “culturally relevant pedagogy.” However, the empirical evidence on the effectiveness of these courses is limited. In this study, we estimate the causal effects of an ethnic studies curriculum piloted in several San Francisco high schools. We rely on a “fuzzy” regression discontinuity design based on the fact that several schools assigned students with eighth-grade GPAs below a threshold to take the course in ninth grade. Our results indicate that assignment to this course increased ninth-grade student attendance by 21 percentage points, GPA by 1.4 grade points, and credits earned by 23. These surprisingly large effects are consistent with the hypothesis that the course reduced dropout rates and suggest that culturally relevant teaching, when implemented in a supportive, high-fidelity context, can provide effective support to at-risk students.
"The company Lumosity has agreed to pay $2 million to settle a federal complaint that alleged claims about the benefits of its cognitive games for student and adults were not sufficiently backed up by science.
The settlement with the Federal Trade Commission is part of a stipulated court order for $50 million against Lumosity, a judgment the agency has agreed to suspend as long as the company follows the conditions of the court order.
As part of the agreement, the San Francisco-based company will be barred from stating that its products improve student performance in school or sports, and can help stave off the onset of age-related cognitive decline, unless Lumosity can meet certain thresholds for evidence. Among them: The company’s claims must be shown to be “non-misleading” and backed up by “competent and reliable” scientific research.
The FTC said a federal judge finalized the agreement late last week.
“The decision to settle with the FTC will allow the company to move on and continue delivering its research-based cognitive training platform to its millions of active and future users,” Lumosity said in a statement to Education Week.
Many companies in the ed-tech space boast or imply that their products can play a role in improving students’ performance in school. But in its complaint, the FTC accused Lumosity of going too far in describing the cognitive payoff from its games, thus engaging in unfair or deceptive practices, in violation of federal law."...
"A new paper by EHT researchers exposes glaring inconsistencies and systematic errors in a telecom industry-supported study alleging that the radiation dose to a child’s brain from cell phone use does not differ from adults. According to the study’s lead author, Dr. Robert Morris, Senior Medical Advisor to the Environmental Health Trust,
“Our detailed analysis of this study by two researchers with extensive ties to industry reveals what appears to be a deliberate distortion of the science and a bold-faced effort to downplay potential risks to children using mobile devices. The original study by Ken Foster and CK Chou is deeply flawed and should be retracted.”
“Our paper shows that the published literature supports exactly the opposite conclusion to that reached by Foster and Chou. Children using cell phones absorb higher peak doses of microwave radiation than adults,”states Dr. Devra Davis, Visiting Professor of Medicine at The Hebrew University and President of Environmental Health Trust (EHT), and a co-author of the paper."
FACT #1 Children absorb more of this radiation than adults.
“The average exposure from use of the same mobile phone is higher by a factor of 2 in a child’s brain and higher by a factor of 10 in the bone marrow of the skull.” -The World Health Organization’s International Agency for Research on Cancer’s (IARC) 2011 Monograph on Radio Frequency Fields; the complete monograph is downloadable on the IARC web site. The picture [above] shows how wireless radiation penetrates the brain of a five year old deeper than an adult.
FACT #2 US exposure standards do not protect children. Standards are 18 years old and based on the radiation absorption into a model of 200-pound, 6-foot tall male brain (called the SAM). Wireless radiation standards do not protect the 97% of the population with heads smaller than this adult male SAM model. Read more about children's absorption compared to adults and all about the research that informed the picture above here."
"FACT #7 The United States is lagging behind on protections for children. The governments of France, Belgium, Israel, Finland, Russia, India and the European Union have all taken steps toward reducing children’s exposure to radiation from wireless devices – ranging from banning the marketing of cell phones to children under 14 to restricting wireless routers at schools. The latest nation to join in this precautionary principle is Belgium. As of March 1, 2014, sale and advertising of cell phones especially designed for children under the age of 7 years old is banned, as is advertising for cell phones during children's programs on TV, radio, and the internet. Recently, France's National Assembly passed legislation banning Wi-Fi from nursery schools and strongly recommended wired connections rather than Wi-Fi until safety is proven."
I watched the World Series and saw both New York Mets and Kansas City Royal fans wearing hats, shirts, and displaying signs designed to get their teams to win. I saw similar clothes and painted faces on soccer fans during the World Cup. The belief, the intuition that these caps and jerseys would get their teams to win borders on superstition. And most fans would agree. Yet, yet, yet just maybe wearing the stuff, painting the face, and holding signs aloft would be just the thing that would snatch defeat from the other team. As a recent op-ed put it: fans “have an powerful intuition and, despite its utter implausibility, they can’t just shake it.” The contradiction is aptly caught in the title of the opinion piece: “Believing What You Don’t Believe.”
This is no rant, however, about how emotion trumps reason or how thinking thoughts (or fans waving signs) will produce the desired outcome. Nor will this post elaborate how our cognitive “slow” and “fast” thinking ways do not always work in sync or that our “slow thinking” will correct the impulsive move where we have “trusted our gut.”
In this post, I look at how local, state, and federal policymakers, high-tech entrepreneurs, and CEOs of major corporations engage in “magical thinking.” Inhabiting a technocratic mind-set, these leaders who rely on experts believe that more and more use of high-tech tools will provide the adrenaline shot for U.S. schools to match international rivals’ test scores and lead ultimately to a larger share of the global market for U.S. goods and services.
I offer two examples of high-tech industry and civic leader aspirations to link all public schooling to the job market and larger economy that highlight this phenomenon: MOOCs and every child learning to code and taking computer science courses."...
By Jesse Stommel "The digital humanities is as much about reading humanities texts with digital tools as it is about using human tools to read digital text. We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use). Far too much work in educational technology starts with tools, when what we need to start with is humans."
Dr. Michael Changaris, Adjunct Professor at John F. Kennedy University
Published November 1st, 2015
"This presentation explores the impact of PTSD on learning and education. It offers tools for educators, parents and families to increase learning, growth and development for the 10's of 1000's of children and adolescents who suffer from PTSD."
Neuroscientist Richard Davidson presents his research on how social and emotional learning can affect the brain. Read more about the topic, including how to use social and emotional learning to stop bullying, on the Edutopia website: http://www.edutopia.org/social-emotional-learning
"Are we all spending too much time looking at screens? A question for contributor Paula Poundstone:
Almost everyone in our country is addicted to electronics, and riddled with denial.
When I talk to people about it, they get defensive. They say it's not addiction, it's just something they enjoy.
I love to play ping-pong, I love to practice the drums, I love to tap dance. But I have never, even once, tried to figure out how to do any one of those things, while driving, in such a way that the cops couldn't see. Because I am not addicted to those activities, I just enjoy them, and there's a huge difference.
Screen devices wreak havoc with the brain's frontal lobe. Diagnosis of ADHD in our children has taken a steep rise since the proliferation of screen devices.
Yet, even when presented with that information, parents often won't hear of protecting their kids from the harmful effects of screen devices. "Kids love them!" they say. Yes, they do, and kids would love heroin if we gave it to them. I'm told that after the initial vomiting stage it can be a hoot!
We didn't know this when we first brought these shiny new toys into homes. But, now, we do know. Still, adults aren't doing anything about it. Why? Because we're addicted.
Addiction hampers judgment.
You see it. Everywhere you look people are staring at their flat things. We're terrified of being bored. No one drifts or wonders. If Robert Frost had lived today he would have written, "Whose woods are these? I think I'll Google it."
Screens are tearing away our real connections. Ads for "family cars" show every family member on a different device. Applebees, Chili's, Olive Garden and some IHOPs are putting tablets on their tables. These restaurants claim they are providing tablets just to make ordering easier. Well, gee, if saying, "May I please have chicken fingers?" is too difficult for our young ones, wouldn't we want to work on that?
The tech industry has profited from the "Every child must have a laptop in the classroom" push, but education hasn't. Research shows that the brain retains information better read from paper than from a screen, and students who take notes by hand are more successful on tests than those who type their notes on a computer.
Yet, art, music, sports, play, healthy meals and green space -- things we know help the developing brain -- are on the chopping block of school districts' budgets annually.
Even knowing this, at the suggestion that we get screen devices out of our classrooms and away from our children, people gasp, "But they'll need them for the world of the future!"
Our children will need fully-functioning brains for the world of the future. Let's put that first."...
"There are people who can quickly memorize lists of thousands of numbers, the order of all the cards in a deck (or ten!), and much more. Science writer Joshua Foer describes the technique -- called the memory palace -- and shows off its most remarkable feature: anyone can learn how to use it, including him."
"For those of us who worry that Google might be making us stupid, and that, perhaps, technology and education don’t mix well, here’s a new study to confirm that anxiety.
The Organization for Economic Cooperation and Development (OECD) looked at computer use among 15-year-olds across 31 nations and regions, and found that students who used computers more at school had both lower reading and lower math scores, as measured by PISA or Program for International Student Assessment. The study, published September 15, 2015, was actually conducted back in 2012, when the average student across the world, for example, was using the Internet once a week, doing software drills once a month, and emailing once a month. But the highest-performing students were using computers in the classroom less than that."...
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