Chapter Three, “Screen Time,” pp. 70-110, scratches at the enamel of the glitz and gadgetry of technology, the lauding of techno-rich environments, and the promise of intellectual greatness that Web 2.0 seems to promise. Screen time of all kinds has its advocates; statistics and experts connect increased IQ scores with digital interactions, better spatial reasoning, and the increase in ability to multi-task in digital natives’ brains. The experts speak of new kinds of intelligence that have been created, including “distributive cognition” and “transmedia navigation.” They also praise the “collective intelligence” that has been created, as well as unsurpassed global collaboration.
The author of the book also shares statistics that belie these effects of Web 2.0 on our youth. The IQ scores may show greater spatial intelligence, but there is not this increase in reading and mathematics. Statistics continue to show that the greatest increase in homework scores comes from reading, not more screen time. And although incredibly able to connect globally, the students of today have less knowledge of civics, math, science, and foreign affairs. As the author states, “In an average young person’s online experience, the senses may be stimulated and the ego touched, but vocabulary doesn’t expand, memory doesn’t improve, analytic talents don’t develop, and erudition doesn’t ensue.”
This section notes that the Web hasn't made most of the youth better writers and readers. Too much of their day is spent watching TV, on the computer, playing video games and social networking. Books aren't as exciting as screens of all types. Bauerlein does state that "Some young users excel, of coarse, and the Web does spark their intellects with fresh challenges, but that's the most we can say right now about digital technology's
ReplyDeleteintellectual consequences."(p.109-110) So, he did have one positive note to add near the end of this section.
This chapter also talks about how television, DVDs, computers, etc are all used as baybysitters and while kids are learning from some of these programs it is still not the same as reading. The author and statistics say that reading for fun helps scores.
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