Media literacy
3.4K views | +0 today
Follow
 
Rescooped by Reijo Kupiainen from Radical Compassion
onto Media literacy
Scoop.it!

8 Common Mistakes in How Our Brains Think and How to Prevent Them - Belle Beth Cooper

8 Common Mistakes in How Our Brains Think and How to Prevent Them - Belle Beth Cooper | Media literacy | Scoop.it

Get ready to have your mind blown.

 

I was seriously shocked at some of these mistakes in thinking that I subconsciously make all the time. Obviously, none of them are huge, life-threatening mistakes, but they are really surprising and avoiding them could help us to make more rational, sensible decisions.

 

Being aware of the mistakes we naturally have in our thinking can make a big difference in avoiding them. Unfortunately, most of these occur subconsciously, so it will also take time and effort to avoid them—if you even want to.

 

Regardless, I think it’s fascinating to learn more about how we think and make decisions every day, so let’s take a look at some of these thinking habits we didn’t know we had.

 

1. We surround ourselves with information that matches our beliefs

We tend to like people who think like us. If we agree with someone’s beliefs, we’re more likely to be friends with them. While this makes sense, it means that we subconsciously begin to ignore or dismiss anything that threatens our world views, since we surround ourselves with people and information that confirm what we already think.

 

This is called confirmation bias. If you’ve ever heard of the frequency illusion, this is very similar. The frequency illusion occurs when you buy a new car, and suddenly you see the same car everywhere. Or when a pregnant woman suddenly notices other pregnant women all over the place. It’s a passive experience, where our brains seek out information that’s related to us, but we believe there’s been an actual increase in the frequency of those occurrences.

 

Confirmation bias is a more active form of the same experience. It happens when we proactively seek out information that confirms our existing beliefs.

 

Not only do we do this with the information we take in, but we approach our memories this way, as well. In an experiment in 1979 at the University of Minnesota, participants read a story about a women called Jane who acted extroverted in some situations and introverted in others. When the participants returned a few days later, they were divided into two groups. One group was asked if Jane would be suited to a job as a librarian, the other group were asked about her having a job as a real-estate agent. The librarian group remembered Jane as being introverted and later said that she would not be suited to a real-estate job. The real-estate group did the exact opposite: they remembered Jane as extroverted, said she would be suited to a real-estate job and when they were later asked if she would make a good librarian, they said no.

 

In 2009, a study at Ohio State showed that we will spend 36 percent more time reading an essay if it aligns with our opinions. "Whenever your opinions or beliefs are so intertwined with your self-image you couldn’t pull them away without damaging your core concepts of self, you avoid situations which may cause harm to those beliefs." – David McRaney

 

This trailer for David McRaney’s book, You are Now Less Dumb, explains this concept really well with a story about how people used to think geese grew on trees (seriously), and how challenging our beliefs on a regular basis is the only way to avoid getting caught up in the confirmation bias.

 

2. We believe in the “swimmer’s body” illusion

 

This has to be one of my favorite thinking mistakes I came across. In Rolf Dobelli’s book, The Art of Thinking Clearly, he explains how our ideas about talent and extensive training are well off-track: "Professional swimmers don’t have perfect bodies because they train extensively. Rather, they are good swimmers because of their physiques. How their bodies are designed is a factor for selection and not the result of their activities."

 

The “swimmer’s body illusion” occurs when we confuse selection factors with results. Another good example is top performing universities: are they actually the best schools, or do they choose the best students, who do well regardless of the school’s influence?

 

What really jumped out at me when researching this section was this particular line from Dobelli’s book: "Without this illusion, half of advertising campaigns would not work."

 

It makes perfect sense, when you think about it. If we believed that we were predisposed to be good at certain things (or not), we wouldn’t buy into ad campaigns that promised to improve our skills in areas where it’s unlikely we’ll ever excel.

 

3. We worry about things we’ve already lost

 

No matter how much I pay attention to the sunk cost fallacy, I still naturally gravitate towards it.

 

The term sunk cost refers to any cost (not just monetary, but also time and effort) that has been paid already and cannot be recovered. So, a payment of time or money that’s gone forever, basically.

 

The reason we can’t ignore the cost, even though it’s already been paid, is that we wired to feel loss far more strongly than gain. Psychologist Daniel Kahneman explains this in his book, Thinking Fast and Slow: "Organisms that placed more urgency on avoiding threats than they did on maximizing opportunities were more likely to pass on their genes. So, over time, the prospect of losses has become a more powerful motivator on your behavior than the promise of gains. The sunk cost fallacy plays on this tendency of ours to emphasize loss over gain."

 

This research study is a great example of how it works: Hal Arkes and Catehrine Blumer created an experiment in 1985 which demonstrated your tendency to go fuzzy when sunk costs come along. They asked subjects to assume they had spent $100 on a ticket for a ski trip in Michigan, but soon after found a better ski trip in Wisconsin for $50 and bought a ticket for this trip too. They then asked the people in the study to imagine they learned the two trips overlapped and the tickets couldn’t be refunded or resold. Which one do you think they chose, the $100 good vacation, or the $50 great one?

Over half of the people in the study went with the more expensive trip. It may not have promised to be as fun, but the loss seemed greater.

 

So, just like the other mistakes I’ve explained in this post, the sunk cost fallacy leads us to miss or ignore the logical facts presented to us, and instead make irrational decisions based on our emotions—without even realizing we’re doing so:

 

The fallacy prevents you from realizing the best choice is to do whatever promises the better experience in the future, not which negates the feeling of loss in the past.

 

Being such a subconscious reaction, it’s hard to avoid this one. Our best bet is to try to separate the current facts we have from anything that happened in the past. For instance, if you buy a movie ticket only to realize the movie is terrible, you could either:

a) stay and watch the movie, to “get your money’s worth” since you’ve already paid for the ticket (sunk cost fallacy)

or
b) leave the cinema and use that time to do something you’ll actually enjoy.

The thing to remember is this: you can’t get that investment back. It’s gone.

 

Don’t let it cloud your judgement in whatever decision you’re making in this moment—let it remain in the past.

 

4. We incorrectly predict odds

 

Imagine you’re playing Heads or Tails with a friend. You flip a coin, over and over, each time guessing whether it will turn up heads or tails. You have a 50/50 chance of being right each time.

 

Now suppose you’ve flipped the coin five times already and it’s turned up heads every time. Surely, surely, the next one will be tails, right? The chances of it being tails must be higher now, right?

Well, no. The chances of tails turning up are 50/50. Every time. Even if you turned up heads the last twenty times. The odds don’t change.

 

The gambler’s fallacy is a glitch in our thinking—once again, we’re proven to be illogical creatures. The problem occurs when we place too much weight on past events, believing that they will have an effect on future outcomes (or, in the case of Heads or Tails, any weight, since past events make absolutely no difference to the odds).

 

Unfortunately, gambling addictions in particular are also affected by a similar mistake in thinking—the positive expectation bias. This is when we mistakenly think that eventually, our luck has to change for the better. Somehow, we find it impossible to accept bad results and give up—we often insist on keeping at it until we get positive results, regardless of what the odds of that happening actually are.

 

5. We rationalize purchases we don’t want

 

I’m as guilty of this as anyone. How many times have you gotten home after a shopping trip only to be less than satisfied with your purchase decisions and started rationalizing them to yourself? Maybe you didn’t really want it after all, or in hindsight you thought it was too expensive. Or maybe it didn’t do what you hoped, and was actually useless to you.

 

Regardless, we’re pretty good at convincing ourselves that those flashy, useless, badly thought-out purchases are necessary after all. This is known as post-purchase rationalization or Buyer’s Stockholm Syndrome.

 

The reason we’re so good at this comes back to psychology: Social psychologists say it stems from the principle of commitment, our psychological desire to stay consistent and avoid a state of cognitive dissonance.

 

Cognitive dissonance is the discomfort we get when we’re trying to hold onto two competing ideas or theories. For instance, if we think of ourselves as being nice to strangers, but then we see someone fall over and don’t stop to help them, we would then have conflicting veiws about ourselves: we are nice to strangers, but we weren’t nice to the stranger who fell over. This creates so much discomfort that we have to change our thinking to match our actions—i.e. we start thinking of ourselves as someone who is not nice to strangers, since that’s what our actions proved.

 

So in the case of our impulse shopping trip, we would need to rationalize the purchases until we truly believe we needed to buy those things, so that our thoughts about ourselves line up with our actions (making the purchases).

The tricky thing in avoiding this mistake is that we generally act before we think, leaving us to rationalize our actions afterwards.

 

Being aware of this mistake can help us avoid it by predicting it before taking action—for instance, as we’re considering a purchase, we often know that we will have to rationalize it to ourselves later. If we can recognize this, perhaps we can avoid it. It’s not an easy one to tackle, though!

 

6. We make decisions based on the anchoring effect

 

Dan Ariely is a behavioural economist who gave one of my favorite TED talks ever about the irrationality of the human brain when it comes to making decisions.

 

He illustrates this particular mistake in our thinking superbly, with multiple examples. The anchoring effect essentially works like this: rather than making a decision based on pure value for investment (time, money, etc.), we factor in comparative value—that is, how much value an option offers when compared to another option.

 

Let’s look at some examples from Dan, to illustrate this effect in practice:

One example is an experiment that Dan conducted using two kinds of chocolates for sale in a booth: Hershey’s Kisses and Lindt Truffles. The Kisses were one penny each, while the Truffles were fifteen cents each. Considering the quality differences between the two kinds of chocolates and the normal prices of both items, the Truffles were a great deal, and the majority of visitors to the booth chose the Truffles.

 

For the next stage of his experiment, Dan offered the same two choices, but lowered the prices by one cent each. So now the Kisses were free, and the Truffles cost fourteen cents each. Of course, the Truffles are even more of a bargain now, but since the Kisses were free, most people chose those instead.

 

Your loss aversion system is always vigilant, waiting on standby to keep you from giving up more than you can afford to spare, so you calculate the balance between cost and reward whenever possible. – You Are Not So Smart

Another example Dan offers in his TED talk is when consumers are given holiday options to choose between. When given a choice of a trip to Rome, all expenses paid, or a similar trip to Paris, the decision is quite hard. Each city comes with its own food, culture and travel experiences that the consumer must choose between.

 

When a third option is added, however, such as the same Rome trip, but without coffee included in the morning, things change. When the consumer sees that they have to pay 2,50 euros for coffee in the third trip option, not only does the original Rome trip suddenly seem superior out of these two, it also seems superior to the Paris trip. Even though they probably hadn’t even considered whether coffee was included or not before the third option was added.

 

Here’s an even better example from another of Dan’s experiments:

Dan found this real ad for subscriptions to The Economist, and used it to see how a seemingly useless choice (like Rome without coffee) affects our decisions.

 

To begin with, there were three choices: subscribe to The Economist web version for $59, the print version for $125, or subscribe to both the print and web versions for $125. It’s pretty clear what the useless option is here. When Dan gave this form to 100 MIT students and asked them which option they would choose, 84% chose the combo deal for $125. 16% chose the cheaper, web-only option, and nobody chose the print-only option for $125.

 

Next, Dan removed the ‘useless’ print-only option which nobody wanted and tried the experiment with another group of 100 MIT students. This time, the majority chose the cheaper, web-only version, and the minority chose the combo deal. So even though nobody wanted the bad-value $125 print-only option, it wasn’t actually useless—in fact, it actually informed the decisions people made between the two other options by making the combo deal seem more valuable in relation.

 

This mistake is called the anchoring effect, because we tend to focus on a particular value and compare it to our other options, seeing the difference between values rather than the value of each option itself.

 

Eliminating the ‘useless’ options ourselves as we make decisions can help us choose more wisely. On the other hand, Dan says that a big part of the problem comes from simply not knowing our own preferences very well, so perhaps that’s the area we should focus on more, instead.

 

7. We believe our memories more than facts

 

Our memories are highly fallible and plastic. And yet, we tend to subconsciously favor them over objective facts. The availability heuristic is a good example of this. It works like this: Suppose you read a page of text and then you’re asked whether the page includes more words that end in “ing” or more words with “n” as the second-last letter. Obviously, it would be impossible for there to be more “ing” words than words with “n” as their penultimate letter (it took me a while to get that—read over the sentence again, carefully, if you’re not sure why that is).However, words ending in “ing” are easier to recall than words like hand, end, or and, which have “n” as their second-last letter, so we would naturally answer that there are more “ing” words.

 

What’s happening here is that we are basing our answer of probability (i.e. whether it’s probable that there are more “ing” words on the page) on how available relevant examples are (i.e. how easily we can recall them). Our troubles in recalling words with “n” as the second last letter make us think those words don’t occur very often, and we subconsciously ignore the obvious facts in front of us.

 

Although the availability heuristic is a natural process in how we think, two Chicago scholars have explained how wrong it can be:

 

Yet reliable statistical evidence will outperform the availability heuristic every time.

The lesson here? Whenever possible, look at the facts. Examine the data. Don’t base a factual decision on your gut instinct without at least exploring the data objectively first.

 

8. We pay more attention to stereotypes than we think

 

The funny thing about lots of these thinking mistakes is that they’re so ingrained, I had to think long and hard about why they’re mistakes at all! This one is a good example—it took me a while to understand how illogical this pattern of thinking is.

It’s another one that explains how easily we ignore actual facts:

 

The human mind is so wedded to stereotypes and so distracted by vivid descriptions that it will seize upon them, even when they defy logic, rather than upon truly relevant facts.

Here’s an example to illustrate the mistake, from researchers Daniel Kahneman and Amos Tversky:

In 1983 Kahneman and Tversky tested how illogical human thinking is by describing the following imaginary person: Linda is thirty-one years old, single, outspoken, and very bright. She majored in philosophy. As a student, she was deeply concerned with issues of discrimination and social justice, and also participated in antinuclear demonstrations.

 

The researchers asked people to read this description, and then asked them to answer this question: Which alternative is more probable?

 

1. Linda is a bank teller.

2. Linda is a bank teller and is active in the feminist movement.

 

Here’s where it can get a bit tricky to understand (at least, it did for me!)—If answer #2 is true, #1 is also true. This means that #2 cannot be the answer to the question of probability.

 

Unfortunately, few of us realize this, because we’re so overcome by the more detailed description of #2. Plus, as the earlier quote pointed out, stereotypes are so deeply ingrained in our minds that subconsciously apply them to others.

 

Roughly 85% of people chose option #2 as the answer.

 

Again, we see here how irrational and illogical we can be, even when the facts are seemingly obvious.

 

I love this quote from researcher Daniel Kahneman on the differences between economics and psychology: I was astonished. My economic colleagues worked in the building next door, but I had not appreciated the profound difference between our intellectual worlds. To a psychologist, it is self-evident that people are neither fully rational nor completely selfish, and that their tastes are anything but stable.

 

Clearly, it’s normal for us to be irrational and to think illogically, even though we rarely realize we’re doing it. Still, being aware of the pitfalls we often fall into when making decisions can help us to at least recognize them, if not avoid them.


Via Jim Manske
more...
Troy Crayton's curator insight, October 4, 2013 3:00 PM

Thank you for making us "aware" of this article, Duane....

donhornsby's curator insight, October 7, 2013 9:52 AM

(From the article): Clearly, it’s normal for us to be irrational and to think illogically, especially when language acts as a limitation to how we think, even though we rarely realize we’re doing it. Still, being aware of the pitfalls we often fall into when making decisions can help us to at least recognize them, if not avoid them.

Have you come across any other interesting mistakes we make in the way we think?

Lawrence Lanoff's curator insight, December 30, 2013 12:18 AM

This article is dense, but profound. Worth chomping on if you have some time. 

Media literacy
Talking about media literacy.
Your new post is loading...
Your new post is loading...
Rescooped by Reijo Kupiainen from Educommunication
Scoop.it!

User-Generated Website Explores Contemporary Propaganda

User-Generated Website Explores Contemporary Propaganda | Media literacy | Scoop.it
PROPAGANDA IS
ALL AROUND US.
 
Do you know how to recognize and respond to it?

Via Manuel Pinto
more...
No comment yet.
Scooped by Reijo Kupiainen
Scoop.it!

Meeting of the Media Literacy Expert Group - Digital Agenda for Europe - European Commission

Meeting of the Media Literacy Expert Group - Digital Agenda for Europe - European Commission | Media literacy | Scoop.it
Meeting of the Media Literacy Expert Group - A Europe 2020 Initiative
more...
No comment yet.
Scooped by Reijo Kupiainen
Scoop.it!

How To Analyze a Television Commercial

How To Analyze a Television Commercial | Media literacy | Scoop.it
98.1% (1) of American households have a television, while 99% of people in America can read (2). This means that being able to read barely beats out having a television in your home. Most of us were taught to read when we were very young, but did we ever learn how to watch television?We watch our television shows, and many of us get annoyed when a commercial interrupts our program. But what if we stopped to consider for a moment, that maybe we have it all wrong. Maybe the television show is an i
more...
No comment yet.
Scooped by Reijo Kupiainen
Scoop.it!

"Teaching about Propaganda" by Renee Hobbs and Sandra McGee

"Teaching about Propaganda" by Renee Hobbs and Sandra McGee | Media literacy | Scoop.it
Contemporary propaganda is ubiquitous in our culture today as public relations and marketing efforts have become core dimensions of the contemporary communication system, affecting all forms of personal, social and public expression. To examine the origins of teaching and learning about propaganda, we examine some instructional materials produced in the 1930s by the Institute for Propaganda Analysis (IPA), which popularized an early form of media literacy that promoted critical analysis in responding to propaganda in mass communication, including in radio, film and newspapers. They developed study guides and distributed them widely, popularizing concepts from classical rhetoric and expressing them in an easy-to-remember way. In this paper, we compare the popular list of seven propaganda techniques (with terms like “glittering generalities” and “bandwagon”) to a less well-known list, the ABC’s of Propaganda Analysis. While the seven propaganda techniques, rooted in ancient rhetoric, have endured as the dominant approach to explore persuasion and propaganda in secondary English education, the ABC’s of Propaganda Analysis, with its focus on the practice of personal reflection and life history analysis, anticipates some of the core concepts and instructional practices of media literacy in the 21st century. Following from this insight, we see evidence of the value of social reflection practices for exploring propaganda in the context of formal and informal learning. Crowdsourcing may help create increased informational clarity for consumers because ambiguous, incomplete, blurry and biased information actually inspires us to have conversations, share ideas, and listen to each other as a means to find truth.
more...
No comment yet.
Rescooped by Reijo Kupiainen from Educommunication
Scoop.it!

How Can You Tell Which News to Trust?

How Can You Tell Which News to Trust? | Media literacy | Scoop.it

"This news media literacy class would teach people how to sort the true from the false."


Via Manuel Pinto
more...
No comment yet.
Rescooped by Reijo Kupiainen from Educommunication
Scoop.it!

Drawing for Change: Analyzing and Making Political Cartoons

Drawing for Change: Analyzing and Making Political Cartoons | Media literacy | Scoop.it
How to teach using political cartoons? Use this lesson plan to guide you through the process.

Via Joëlle Acoulon, Manuel Pinto
more...
No comment yet.
Scooped by Reijo Kupiainen
Scoop.it!

The Media and the Message: Media Literacy as Life Skill in Canada

The Media and the Message: Media Literacy as Life Skill in Canada | Media literacy | Scoop.it
Canadian students are taught to look for the real meanings in the daily barrage of information.
more...
No comment yet.
Rescooped by Reijo Kupiainen from Learning Technology News
Scoop.it!

Digital Literacy | Net Literacy

Digital Literacy | Net Literacy | Media literacy | Scoop.it
Why shouldn’t the digital literacy industry harness the power of the Internet to create a single website where the “best practices” of digital inclusion nonprofits from around the could be shared by all?

Via Nik Peachey
more...
Nik Peachey's curator insight, September 3, 2015 12:13 PM

Useful source of relaible research and case studies.

Lewis Walker's curator insight, October 14, 2015 12:26 PM

Newt Literacy has a very good resource to find some of the best practices being used around the world to improve Digital literacy. Share the information it may help another non profit save time and improve service.

Rescooped by Reijo Kupiainen from Tools for Teachers & Learners
Scoop.it!

Fill Your Child's Digital Backpack

Fill Your Child's Digital Backpack | Media literacy | Scoop.it

Today's kids need digital skills to be successful in school and beyond. Help them to develop a healthy relationship with technology by teaching them to use it wisely and appropriately for both schoolwork and fun.


Via Nik Peachey
more...
Nik Peachey's curator insight, August 25, 2015 4:56 AM

Good place to find age appropriate digital tools.

Christine Rounsevell's curator insight, August 26, 2015 1:01 AM

Some great resources in this post. Good site as well.

Joyce Valenza's curator insight, October 13, 2015 8:13 AM

Articles and resources to share with students of all ages.

Rescooped by Reijo Kupiainen from Information Literacy - Education
Scoop.it!

HOW TO INTEGRATE THE NEW LITERACIES INTO OUR CURRICULUM: PART 3- INFORMATION LITERACY | Aysin Alp's Blog

HOW TO INTEGRATE THE NEW LITERACIES INTO OUR CURRICULUM: PART 3- INFORMATION LITERACY | Aysin Alp's Blog | Media literacy | Scoop.it

Via Anthony Beal
more...
Anthony Beal's curator insight, August 24, 2015 11:39 AM

Lots of ideas for teachers to start integrating information literacy into their teaching by @AysinAlp1 |

Rescooped by Reijo Kupiainen from Educommunication
Scoop.it!

The Role of Information Literacy in Higher Education

The Role of Information Literacy in Higher Education | Media literacy | Scoop.it

Via Manuel Pinto
more...
No comment yet.
Scooped by Reijo Kupiainen
Scoop.it!

The Evens Prize for Media Education 2015 | Evens Foundation

The Evens Prize for Media Education 2015 | Evens Foundation | Media literacy | Scoop.it
The Evens Foundation initiates and supports sustainable projects that contribute to respect for the cultural and social diversity of Europe, in the fields of Sustainable Peacebuilding in Europe, Peace Education, Media Education.
more...
No comment yet.
Rescooped by Reijo Kupiainen from Educommunication
Scoop.it!

Renee Hobbs - Fears and hopes about the future of media literacy education - YouTube

Renee Hobbs is an American educator, scholar and advocate for media literacy education. She is a Professor in the Harrington School of Communication and Medi...

Via Manuel Pinto
more...
No comment yet.
Scooped by Reijo Kupiainen
Scoop.it!

MOOC for teachers: why to bring coding to school?

MOOC for teachers: why to bring coding to school? | Media literacy | Scoop.it
This autumn our research group was involved in the design and implementation of a MOOC for Finnish teachers. The Code Alphabet MOOC was designed to help teachers bring coding to their classes, as proposed by the national curriculum framework for primary education in Finland from 2016 onwards. The national curriculum states, for example, that a…
more...
No comment yet.
Rescooped by Reijo Kupiainen from Digital Literacy - Education
Scoop.it!

Student Ambassadors for Digital Literacy at LSE

Student Ambassadors for Digital Literacy at LSE | Media literacy | Scoop.it
It’s the last day of term at LSE today, so I thought it would be great to look back on the SADL programme and our progress since the start of term. It was a lovely, warm start to the year in …

Via Anthony Beal
more...
Anthony Beal's curator insight, December 4, 2015 10:18 AM

Jane Secker blogs about the first term of @LSESADL (Student Ambassadors for Digital Literacy) and signposts a video where students talk about why digital literacy is important.

Scooped by Reijo Kupiainen
Scoop.it!

"The New Curricula" by Tessa Jolls

"The New Curricula" by Tessa Jolls | Media literacy | Scoop.it
As new online and cellular technologies advance, the implications for the traditional textbook model of curricular instruction are profound. The ability to construct, share, collaborate on and publish new instructional materials marks the beginning of a global revolution in curricula development. Research-based media literacy frameworks can be applied to all subjects, and they enable teachers to have confidence that, in employing the frameworks to address academic subjects, themes or projects, students will gain content knowledge. Teaching through media literacy education strategies provides the opportunity to make media literacy central to teaching and learning, since media literacy process skills enable students to become self-directed lifelong learners, capable of addressing any subject. What are characteristics of curricula that use media literacy frameworks? How does such curricula differ from traditionally constructed curricula? And why should administrators and teachers embrace this change? As education is moving from paper-based, face-to-face classwork to technology-enabled curricula that is better, faster and cheaper, educators need new yet proven approaches and curricular resources to delivering effective lessons and outcomes. With media literacy education, this shift is not only possible but also imperative for providing curricula for the globalized classroom.
more...
No comment yet.
Scooped by Reijo Kupiainen
Scoop.it!

Your Guide to Teaching Media Literacy | McGraw-Hill Education Canada School

Your Guide to Teaching Media Literacy | McGraw-Hill Education Canada School | Media literacy | Scoop.it
more...
No comment yet.
Rescooped by Reijo Kupiainen from Learning Technology News
Scoop.it!

Why teachers struggle to harness the learning potential of the iPad

Why teachers struggle to harness the learning potential of the iPad | Media literacy | Scoop.it
Over the last 100 years in teaching, how much has changed? Could you take a teacher from 1915 and drop them into a modern classroom? Apart from the strange haircuts and unfamiliar clothes they’d barely notice the difference, because the majority of school is still lecture driven. The teacher stands at the front, disseminating knowledge to the students. Now undertake the same scenario but with a surgeon. Bring a surgeon forward 100 years and it’s a different story. In a modern operating room our time traveller would be overwhelmed with sights and sounds. This is because technology has revolutionised surgery.

Via Nik Peachey
more...
Eric Rodriguez's curator insight, September 23, 2015 6:34 PM

Interesting take on why the iPad boom is not working for some teachers in Europe. I agree with the article that  kids are far more tech savvy than most of their teachers because the grew up with it. While we had to learn the iPhone and iPad they are given one as early as three years old.

Santos Arturo Gamez's curator insight, October 6, 2015 10:58 PM

Technology should be a tool to enhance education, and not to replace it.  It is time to put off to the side any "scary" predictions of using technology inside the classroom.  It is important for the teachers of today not to be afraid of their students knowing more from technology than they do, but learn how to administer lessons, communication and collaboration using this technology.  This report will indicate important points of view for those who are going through this and how to initiate engagement in the students. 

Viljenka Savli (http://www2.arnes.si/~sopvsavl/)'s curator insight, December 29, 2015 2:40 AM

I agree with your insight about life-long learning for teachers too, Nik. I also strongly stress this fact:  

"This means iPads shouldn’t scare you. They should excite you, because in that device you have literally hundreds of lessons waiting to be delivered. It’s a bold step to embrace the unknown, but your role as teacher is more valued than ever. Students may appear iPad experts in class, but they possess no framework to further their own learning. Without the right guidance, the iPad is only potential."

 

 This means iPads shouldn’t scare you. They should excite you, because in that device you have literally hundreds of lessons waiting to be delivered. It’s a bold step to embrace the unknown, but your role as teacher is more valued than ever. Students may appear iPad experts in class, but they possess no framework to further their own learning. Without the right guidance, the iPad is only potential. This means iPads shouldn’t scare you. They should excite you, because in that device you have literally hundreds of lessons waiting to be delivered. It’s a bold step to embrace the unknown, but your role as teacher is more valued than ever. Students may appear iPad experts in class, but they possess no framework to further their own learning. Without the right guidance, the iPad is only potential.

Scooped by Reijo Kupiainen
Scoop.it!

Media Literacy Now | Policy and Legislation in every state

Media Literacy Now is sparking policy change at the state and national levels to ensure all k-12 students receive the critical thinking and discernment skills
more...
No comment yet.
Rescooped by Reijo Kupiainen from Educommunication
Scoop.it!

Media Literacy concepts

MEDIA LITERACY CONCEPTS. The study and practice of media literacy is based on a number of fundamental concepts about media messages, our media system,

Via Manuel Pinto
more...
No comment yet.
Scooped by Reijo Kupiainen
Scoop.it!

Media literacy in Europe: inspiring ways to involve parents

Media literacy in Europe: inspiring ways to involve parents | Media literacy | Scoop.it
This interdisciplinary research network is dedicated to understanding the opportunities and risks for learning afforded by today's changing media ecology, as well as building new learning environments that support effective learning and educational equity.
more...
No comment yet.
Rescooped by Reijo Kupiainen from Educommunication
Scoop.it!

Facebook Should Pay All of Us - The New Yorker

Facebook Should Pay All of Us - The New Yorker | Media literacy | Scoop.it
We are Facebook’s customers, but we are also its products and we are ultimately resold to others.

Via Manuel Pinto
more...
No comment yet.
Rescooped by Reijo Kupiainen from Educommunication
Scoop.it!

The popularisation of media studies as a factor in media literacy

The popularisation of media studies as a factor in media literacy | Media literacy | Scoop.it
The study of media and communication has not only proved to be rather an attractive field of inquiry in the humanities and social sciences; it has also been accepted and exploited by other academic fields. Furthermore, its results are also applied in many other fields of activity, starting with political communication and advertising and ending up with media education programmes that have become part of the curriculum in elementary and secondary schools in many countries. With the development of the concept of “media literacy”, media and communication studies now faces a rather urgent task: to organise its knowledge and expertise in order to make them useful and understandable to a wider audience, including specific audiences (for instance children and seniors), to communicate chosen facts, concepts and findings in an acceptable way and, last not least, to restructure the academic activities of media studies to meet the needs of the general public.

Via Manuel Pinto
more...
No comment yet.
Scooped by Reijo Kupiainen
Scoop.it!

In the kingdom of the bored, the one-armed bandit is king

In the kingdom of the bored, the one-armed bandit is king | Media literacy | Scoop.it
It still feels a little shameful to admit to the fact, but what engages us more and more is not the content but the mechanism. Kenneth Goldsmith, in a Los Angeles Review of Books essay, writes of a...
more...
No comment yet.
Scooped by Reijo Kupiainen
Scoop.it!

Resources | Media Literacy Now

Resources | Media Literacy Now | Media literacy | Scoop.it
Teaching media literacy is vital. Learn how to teach media literacy to children and youth, find media literacy websites for kids, media literacy programs,
more...
No comment yet.