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ERIC Number: EJ889151
Record Type: Journal
Publication Date: 2010
Pages: 7
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0148-432X
Have Technology and Multitasking Rewired How Students Learn?
Willingham, Daniel T.
American Educator, v34 n2 p23-28, 42 Sum 2010
Cognitive science is an interdisciplinary field of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology who seek to understand the mind. In this article, the author considers findings from this field that are strong and clear enough to merit classroom application. He examines how technology has changed the way students think and how it might influence classroom practice. The author contends that classroom technology can increase student engagement, but using it effectively is complicated. And, although multitasking seems efficient, focusing on one task at a time is actually more efficient. (Contains 33 endnotes.)
American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A