OK, I know, it's too early for another rant on Amairkuhn Edgykayshun and the billionaire busybodies like Bill Gates who want to hurry the process of ruination and dumbing down even more, by more injections of technology. But I have to rant anyway, and you'll probably want to join me after you finish reading this study that was sent to me by Mr. S.D.H. Only in this case, we're talking not just about the dumbing down of Amairkuhn edgykayshun, but also about its numbing down:
What do I mean by numbing down? Well, the above report, while lengthy, says it all, and I cite here a lengthy section from this article to drive the point home:
Impaired cognitive functioning:Imaging studies have found less efficient information processing and reduced impulse inhibition (Dong & Devito 2013), increased sensitivity to rewards and insensitivity to loss (Dong & Devito 2013), and abnormal spontaneous brain activity associated with poor task performance (Yuan 2011).In short, excessive screen-time appears to impair brain structure and function. Much of the damage occurs in the brain’s frontal lobe, which undergoes massive changes from puberty until the mid-twenties. Frontal lobe development, in turn, largely determines success in every area of life—from sense of well-being to academic orcareer success to relationship skills.
Last fall, the Organization for Economic Co-operation and Development published its first-ever, and one of the largest-ever, international analyses of student access to computers and how that relates to student learning. "Students who use computers very frequently at school do a lot worse in most learning outcomes, even after controlling for social background and student demographics."That's right. Lots of computer time meant worse school performance — by a lot.A little bit of computer use was modestly positive, the authors found. But countries that invested the most in technology for education in recent years showed "no appreciable results" in student achievement. And, striking at the root of one of the biggest claims made about tech in education, "perhaps the most disappointing finding in the report is that technology is of little help in bridging the skills divide between advantaged and disadvantaged students."(A) study published in July looked at high-achieving eighth-graders across North Carolina who had the opportunity to take Algebra I online. The study found that they did much worse than students who took the course face-to-face — about a third of a letter grade worse, in fact. The study author, Jennifer Heissel, a doctoral student at Northwestern University, noted that across education research, "There's not a lot of cases where you see these big of drops in high-achieving students. Usually you can throw a lot at them."
“Children learn to talk and communicate through interactions with other people. That’s the way it has always been and that’s the way it will continue to be, despite any new technology that comes our way. The first several years of life are crucial for your child’s language development. It is when their brain is the most receptive to learning new language and is building communication pathways that will be with them for the rest of their lives. Once that window closes, it is much more difficult for someone to learn and develop language skills. “Every minute that your child spends in front of a screen is one fewer minute that he could spend learning from your interactions with him or practicing his interactions with you. Screen time takes away from time that could (and should) be spent on person-to-person interactions. “Communication is about interacting with others, the give and take. The speaker responds to the listener’s body language and responses to change and adapt what they are saying. The listener uses non-verbal cues to gain deeper meaning from the speaker’s message. There is so much more going on than the list of vocabulary words that the lady in the video is teaching. Videos do not replaceperson-to-person interactions for teaching language or communication.”
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