philadelphia council 4 9-11
DESCRIPTION
A presentation to the Philadelphia Reading Council, a local council of the Keystone State Reading Association and the International Reading Association.TRANSCRIPT
- 1. Teaching Reading in a Digital World
Philadelphia Reading Council
Eric C. MacDonald, Ed.D.
Benchmark School
April 9, 2011
2. I Need My Teacher to Learn
3. Every two days we create as much information as we did from the
dawn of time until 2003.
Eric Schmidt
CEO, Google
4. Exactly How Much Are Times A-Changin? (Newsweek.com)
5. Exactly How Much Are Times A-Changin? (Newsweek.com)
6. World Internet Usage
7. Todays Students
93% of teens are online
89% of teens say the Internet and other digital media/devices make
their lives easier
94% of 12-17 year olds use the Internet for research
78% feel it helps with school work
Teen Internet use grew 45% between 2000 and 2005.
(Hitlin & Rainie, 2005; Lenhart, Simon, & Graziamo,
2001)
8. Todays Students
93% of teens surveyed use the Internet for social interaction
39% showcase artistic creations
33% work on web pages or blogs for others
28% have created their own blog or online journal
27% have their own web page
55% have created a profile on MySpace, Facebook or other social
networking site
(Lenhart, Madden, Macgill, Smith, 2007)
9. Students Online
Students spend an average of:
27 hours online at home
15 minutes at school
(Miners & Pascopella, 2007)
10. Infowhelm
Are you feeling overwhelmed with information?
11. Brain Freeze (Newsweek.com)
Newsweek Headline:
I Cant Think! The Twitterization of our culture has revolutionized
our lives, but with an unintended consequence our overloaded brains
freeze when we have to make decisions.
12. Brain Freeze Consequences
Oxford English Dictionary
information fatigue
Added in 2009
But as information finds more ways to reach us, more often, more
insistently than ever before, another consequence is becoming
alarmingly clear: trying to drink from a firehose of information
has harmful cognitive effects. And nowhere are those effects more
worrying, than in our ability to make smart, creative, successful
decisions. (30)
13. Brain Freeze Too Much Information!
It is possible to have too much information
With more information we actually make worse decisions.
We tend to give more weight to recent information, even if it is
not salient.
How do we help our students (and ourselves) manage information to
think smart?
14. Brain Freeze Think Time
We need time to think
Our unconscious (think gut feeling) makes an important contribution
to good decision-making.
If emotions are shut out of the decision-making process, were
likely to overthink a decision, and that has been shown to produce
worse outcomes on even the simplest tasks. (33)
15. Brain Freeze Step Away
Experts advise dealing with emails and texts in batches, rather
than in real time; that should let your unconscious decision-making
system kick in. Avoid the trap of thinking that a decision
requiring you to assess a lot of complex information is best made
methodically and consciously; you will do better, and regret less
if you let your unconscious turn it over by removing yourself from
the influx. Set priorities; if a choice turns on only a few
criteria, focus consciously on those. (33)
16. Brain Freeze - Strategies
We can become more organized in how we access, organize and assess
information.
We can be more strategic in our approach to information-rich
tasks.
We can emphasize the importance of prioritizing, synthesizing, and
even time-management as important 21st century strategies.
17. Brain Freeze Classroom Implications
Metacognition
Critical Thinking
Strategic Reading
Print Text
Digital Text
18. The Internet & Reading
The Internet is a reading comprehension issue, not a technology
issue.
- Don Leu
19. As a field we have been very slow to adopt
technology.
- Michael Kamil, Stanford University