Will Reflection Be Lost with Technology?

Literacy allowed the storage of our ever-expanding, collective knowledge over time, a hallmark of civilization. Yet, literacy also changed our way of thinking so that it was more linear and logical than it had been before we developed any written language. In fact, the authors state that “historically literacy has had the greatest impact on the way people think” (Tarlow & Spangler, 2001, p 23) and they go on to discuss how computers also have the potential to greatly impact how we think. They note that a “multi-dimensional” quality has already developed in our thinking and they attribute this change to the relentless speed with which information is available to us today. They suggest that we monitor our collective thinking and control our futures by focusing on exactly what is being learned by today's "high-tech kids" and how additional changes in technology are affecting their thinking and learning for better or for worse (p. 24).

In related research, Clariana & Koul observed that most computer-based instruction (CBI) stimulated verbatim learning, a by-product of lower-order thinking. However, when they used multiple-try feedback (MTF), the participating students were forced to consider why their first answers were wrong and this difference stimulated more "meaningful learning" and higher-order thinking (Clariana & Koul, 2005, p 240).

Technology's effects on thinking and learning is further complicated by Howard Gardner’s “multiple intelligences theory” which states that people can be grouped into eight distinct groups based on their specific type of intelligence (audio, physical, social etc.). Learning is best accomplished by using an instructional tool geared closely to a specific area(s) of strength for that particular learner (Snowman & Biehler, 2006). It would follow then that any one instructional tool can help only some of the learners, while possibly hindering others from truly understanding the material.

Tarlow & Spangler worry that technology may be responsible for the noted unwillingness of some children to reflect on material or learn in more traditional ways. They fear that these negative changes “may be hastening the deterioration of our civilization” (Tarlow & Spangler, 2001, p. 27). This article is a much-needed cry for caution; I feel it's crucial for us to slow down and consider how we are being changed by our technological “advances.” We need to determine if the specific effects of various technology on thinking and learning are ultimately helpful or harmful to our civilizations and then decide how best to compensate for any harmful effects. This is especially important before we race to place even more computers into our schools and further accelerate the pace of change.


[References]

Clariana R.B. & Koul, R. (2005). Multiple-Try Feedback and Higher-Order Learning Outcomes, International Journal of Instructional Media. 32(3), 239-245

Snowman, J. & Biehler, R. (2006). Psychology Applied to Teaching. Boston, MA: Houghton Mifflin Company.

Tarlow, M. & Spangler, K.L. (2001) Now More Than Ever: Will High-Tech Kids Still Think Deeply? Educational Digest, 67(3), 23-27.