High-tech, a barrier to think deeply?

In Tarlow and Spangler’s article, they discuss issues that surround the question of whether or not the conveniences of technology have been beneficial in increasing our ability to reflect and think critically. They prefer conventional learning practices, e.g. reading, writing, drawing, singing, etc. Tarlow and Spangler (2001)state: "We must also redouble our efforts to be sure that the children still get the benefits of our oral and literate traditions through plenty of physical activity, singing, making things with the hands, listening to and reading literature, drawing pictures with crayons and paints,…".

I partly agree with Tarlow's assertion that people are much less likely to consider the possible choices and decisions made as they buzz through information quickly. How can you expect students playing with computers and watching television to think deeply about the complicated questions of post-modernity? Tarlow suggests a pedagogical consideration in the substitution of technology in which children learn to read and write after being immersed in written form—mostly by being read to and falling in love with children’s literature (Tarlow & Spangler, 2001). Some conventional practices, like note-taking, are still the most important skills students can use to improve their understanding and retention of material that they read and are taught in class. Yet, they might be the most erratic and unmonitored student activities that occur in the classroom (Teaching today, 2005).

The word “literacy” traditionally refers to one's ability to read and write print-based media sources such as books and newspapers. This new century demands that we expand our definition of literacy to include a wide variety of media, including computers, video games, television, and the Internet. All of us can practice "reading" messages and stories across multiple media platforms, as well as "writing" our own media in multiple forms. As a result, literacy is not disappearing or being replaced by technology usage and its surrounding cultural practices, but instead it is enhanced.

Some people may argue that one does not necessarily always think deeply when one has access to the rapid, easy information. But as educators in the field of instructional design, we all need to think deeply about what is an appropriate solution when incorporating technology. Truly, critical thinking does require time to develop awareness and process perspectives, consider effects, and build relationships (Gokhale, 1995). It means deep thought requires time to reach a level of ability for students to conceptualize abstract connections between experience and areas of unique interests, or new applications of connecting new and old knowledge bases. However, as we all know neither time nor presentation means ensured deep thought, comprehension, and critical thinking because individual differences in learning style or media preferences. So either the two-dimensional quality of linear thinking or the multi-dimensional approach can utilize technologies to facilitate learning and enable access to previously unreachable information.

[References]

Gokhale. A.A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1), 22-30.

Tarlow. M., & Spangler, K. L. (2001). Now more than ever: will high-tech kids still think deeply? The Education Digest, 67(3), 23-27.

Teaching Today (2005), Note-taking: an essential skill to help students focus and think deeply. Available: URL http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/28