Blog Post #2 (Due 2 February 2011)
Research suggests that what many of us refer to as Attention Deficit Disorder (ADD) is really nothing more than a skill developed by some children that have been raised in the digital age. As a result, these research findings are revealing that the learning environment these students are placed in does not match their cognitive or digital learning style, which then affects motivation and achievement. Have some of these students rewired their brains to multitask? Can they can read e-mails, send instant messages and text messages over handheld devices, speak to one another in short sentences, and continue to watch movies and participate in multiple conversations, all while finishing their homework? When we try to place these students in the traditional learning environment, are we working against their cognitive or digital learning style? What are your thoughts about this theory for this new generation of digital kids? Do you see the differences in their learning? What suggestions do you have for reaching them? Give some suggestions and defend your answer.
It does seem that ADD is becoming an "overdose" in many students today. Is it fair to say that it's something we are able to pin down today that before students with ADD were not diagnosed and reached out to? Or are we simply seeing the digital change in our students and missing out on the problem? This is something I often think about, especially when in the classroom with students who face that struggle. Personally, I think it's a little bit of both.
ReplyDeleteIn reality some kids have trouble focusing their attention and communicating their thoughts to others, one student I worked with would just have a hard time expressing without going from one thought to another, back to the first thought, and no one could grasp what it was she was trying to say. I would try getting her to slow down and think about the steps with me when working on her book in writer's workshop, we'd have to talk about how it wasn't connecting. While this helped, she still struggled to monitor herself. When sharing at "show and tell" she would have the same problem, I started to suggest that she thinks about what it is she wants to tell when she shows her item before she would come up (have her plan out more). This was a little bit of a help, but she still had her challenges. So then I think back to other activities and lessons with her, she had to be reminded to stay "on track" and not because she was ready to do too much at once, but it would seem too much at once was too much and she'd sit back and do nothing instead. To me, I don't think that is a student who has trained her brain due to the digital age. I do think other students are emerging out of that. More students are become tech savvy, the computer and internet offer a way to multitask, as a college student I even have more than one browser up and the t.v. on.
So, I do think we need to discern between the two still. I think we also must be aware of the fact that students are very involved with technology in their everyday life, that being the case, we need to involve technology into their learning. Our book talks about it as a motivating factor for our students. Their learning is different, they need more interaction and they need more quick movement. I always think it is hard to expect a student to sit for a long period of time, maybe now with the fast pace of technology it is becoming more prevalent, what I think is we need to find ways to be innovative with technology so students can interact with it. Are we making use of computer labs? Are we giving students the opportunity to explore different educational games that our out there? Are we letting them get creative with the tools on the computer to make a presentation? I think we should be aware that students are excited and interested in technology, and this has changed their pace. I also think in general, all students need a variety in their learning, it keeps them interested and gives them a new way to construct their knowledge. When we think about the digital age of students today, we need to think about implementing technology in positive ways to enhance student learning.
This is a tough situation. ADD and ADHD seem to be popping up quite a bit in the media these days. I am not sure if it is the media's perception of the issue or my own, but it feels like every parent with a child under the age of 16 is rushing their child (or children) to the Doctor crying "ADD, ADD!" In a way, this feels a bit like hysteria. How come all of this is coming out of the wood work now? Are we so influenced by technology that our kids cannot focus on one thing at a time? For this scenario to be true, if we took families and plopped them on a desert island, this problem would be non-existant. Since I have not done extenstive research on the subject, I would like to discover the prevailence of ADD in other cultures across the world. If the connection between ADD and technology is valid than should we be discouraging the use of technology, instead of pumping our kids with Ritalin? On the other hand, is ADD a higher form on the evolutionary chain? Are these kids learning in new and innovative ways? If so, then I ask again, what is the point of medicating them? Should we not be encouraging this increased pace of learning?
ReplyDeleteSo, I do not have ADD and I really cannot say that I have a firm grasp on it (not that I think that all the doctors do either). Therefore, I cannot claim to know its causation or how those afflicted with ADD learn. However, it is a fact of life regardless of its basis. Kids are being diagnosed left and right. These children need extra attention and stimulation. One way to do this could be through technology. These students like to tinker and manipulate things; thus, simulations can be a wonderful tool. Providing an opportunity for movement that coincides with learning can also be beneficial. Students with ADD need motivation to stay focused. Thus, the problems and learning situations should be interesting and authentic, and in today's world, technology is everywhere. You can utilize hands on technology to help understand and alleviate some of the world's problems. Students want to know that the knowledge they are using is applicable to real life, and if the connection between ADD and technology is true, then there is nothing more applicable than technology to those students.
Children today are constantly being bombarded by stimulation whether it be from video games, TV, internet, cell phones, etc. I think that they become accustomed to having so much stimulation and thus may feel bored or unmotivated when placed in a traditional classroom. I feel it is necessary for the teacher to engage the students in stimulating activities and make the content as meaningful to the students’ lives as possible. I do think that the lower attention span may be attributable to the amount of stimulation that students receive. I also think that it is part of current American culture to put a label on a behavior such as that associated with ADD. I do not know a lot about ADD necessarily, but I would imagine that there are some instances of children who have legitimate problems, as well as children who are incorrectly diagnosed.
ReplyDeleteI think that teachers have a responsibility to get to know each of their students, including their learning styles. A teacher will most likely find that some students have a clear digital learning style while others are tactile, kinesthetic, etc. It is then the teacher’s responsibility to utilize a wide variety of teaching styles throughout his or her lessons, so that students can learn most effectively. I would not say that the digital learning style is “bad”. Each person’s brain operates a little bit differently and it is ok if the teacher’s learning style does not match the students’ learning style. The most important thing is that each person is valued and respected, and presented with information/experiences in a way that is most comprehensible for that person.
Attention Deficit Disorder (ADD) is not something I am completely familiar with. I am learning new and more things constantly about this disorder as I gain further experience in the teaching world. I think this growing familiarity is because this label is so prevalent in our current school systems. To say that it is nothing more than a developed skill, however, is a bold suggestion that will have to be further researched.
ReplyDeleteIn my experience as a practicum student as well as a student teacher I have grown more accustomed to students that are labeled as ADD; are there really that many children with this disorder? Or is society a bit too hasty in making these determinations? As far as technology being the culprit, that is debatable and I think it depends on each individual child.
My experience with one boy made me feel that he genuinely had difficulty performing certain tasks due to his lack of attention; he was working on multiple things at once, however, he was only barely starting multiple things at once and finishing nothing. At times, this would overwhelm him and he would shut down and refuse to start or finish anything else. On the other hand, I feel that some students are able to do multiple things at once and finish them (I think many of us college students can attest to this). There have been many situations in which I am on the internet, the TV is on, I am talking on the phone, and someone is texting me all while I am trying to read or write something. I think in this digital age, many students have accommodated themselves as learners to be able to focus on more than one thing at a time (for the good or bad).
I do feel ADD is a very real disorder that some students genuinely have. In addition to these students, I also feel there are students who are learning to genuinely multi-task due to the prevalence of technology in their lives. This new accommodation of the majority of students’ learning can certainly transcend into the classroom. As teachers, we must ensure that true learning is taking place and technology is not being used just for the sake of using technology. We must find innovative ways to engage students who are so engaged in technology itself; I definitely think there is a bridge to be built between home, school, and technology.
I think students who are diagnosed as ADD/ADHD because it has become more pronounced in society. I can remember as a student in elementary school that so many parents did not want to diagnose their child with any type of learning disorder because they felt it would label them in a negative way. Now today every student who shows any sign of attention issues is immediately sent to the doctor to get tested. With television and video games becoming common place in the household many speculate that it is causing shorter attention span. It may cause a shorter attention span or many people are just using it as an excuse that way they are not responsible for the short attention spans in the current generation. I have several students in my current practicum that have been diagnosed with ADD or ADHD and I do not see that technology has done anything to cause this, many of them are just so active that sitting in front of a computer does not hold their attention. I have watched the students type on the computers and then play a game when they finish their assignment. It did not keep the attention span of the students who were diagnosed ADD/ADHD. They were still causing problems because they could not sit still long enough for even the computer to catch their attention. These students are the ones who need to be able to get up and move around the classroom and have the opportunity to chose where they work.
ReplyDeleteI do not think that the class rooms should be changed completely to support short attention spans. The real world is one in which your attention is needed for more than twenty minutes at a time. The classroom should teach students the ability to focus longer than required at home in some situations. It is becoming more common for students to have technology at their fingers that there should be the same opportunity for students to have technology to enhance their learning. Technology is important and it is making a huge impact already on schools. I think students should have it but it should not be their sole means of learning. Technology is important and should still be used as a supporter of learning and sometimes become the main focal point for students to learn from, yet they still need more than just a computer to continue to learn how to function as a person in the world. To reach the students in this world of technology a teacher should use it as a factor in the lessons presented, and the students should be taught how to use technology, but they still need to learn more than just how to work a piece of technology. Students need to learn how to interact and communicate with others not through type but through verbal interactions.
I agree with what Jillian says about how technology is prevalent in the students' everyday lives. A great way to make our lessons meaningful and relevant to students will be to incorporate technology. Kids are often motivated when working with technology so it makes sense to tap into that motivation when exploring and learning new content. It is also important to continue to discern between digital age learning styles, and children who truly have difficulty concentrating on certain tasks. We as teachers need to be careful not to make any assumptions about our students, but instead study their behavior to understand exactly what is going on. We can then continue to fuse technology into our lesson plans (appealing to digital age learning styles) and pursue necessary steps for diagnosing and treating any student with ADD.
ReplyDeleteI am no expert in ADD/ADHD, but my sister was diagnosed with ADD her sophomore year of high school and was put on daily medication. Before this, I would have NEVER thought that medicine was the answer for ADD. When I look at my sister now, I see someone who can sit down and do school work in a normal amount of time. Before, it would take her hours to do something that would normally take someone 30 minutes. This wasn’t because she didn’t understand how to do the work, she just could not make herself focus enough in order to complete it. So even though I do agree that ADD is probably overdiagnosed, I do believe that there are some people who truly suffer from not being able to focus and I don’t believe that it’s all because they were brought up in technology age.
ReplyDeleteWith that being said, I do think that students nowadays have an overload of technological stimulation while at home and in doing so, there are students who are growing up learning how to constantly multi-task. While being a multi-tasker isn’t necessarily a bad thing, it leads to students who end up bored in a classroom where they are expected to be quiet while reading a textbook and simply listening to their teacher speak. This is where it is the teacher’s job to step in and make sure that her classroom is an engaging place where students are motivated to learn. A major way to engage students is through the use of technology. A computer or cell phone is something that they know how to use and they enjoy using it, so why not find a way to allow your students to learn through a tool that they know how to learn from. I do believe that students have some sense of a digital learning style, and I think it’s important that teachers understand this and use this to their advantage in the classroom. A video was made a few years ago about 21st century digital learners, I thought I would share it with you all. I think it clearly sums up the importance of integrating technology into the classrooms. This doesn’t mean though that students shouldn’t learn how to read a book or how to hand-write a paper. It just means that this is a new age and students are learning differently.
In my 5th grade practicum classroom, at least half of the students have cell phones and mp3 players (mostly iPods). And that was just those who had them at school, I’m sure even more have then, they just left them at home. Students clearly have more technology at there hands than what they used to and teachers need to learn how to use this technology to their benefit.
I liked what Jen said about not just using technology for the sake of using technology. As we start reading more with the textbook, it is clear that the use of technology needs to be though through and planned, just like all our lessons. We should be using it to engage our students and want them to be involved. If a student struggles with ADD and we can keep their focus with technology, that is one strategy to help, but I really think it goes beyond that, it can help involve all our students, ADD labeled or not, technology is a part of their lives.
ReplyDeleteI am a little reluctant to believe that ADD is a modern developmental aspect born out of the technological world we live in today because that would subsequently mean that there were no children with ADD before the invention of our contemporary technologies. As with many other students who have already commented, I do not know a great deal about ADD; however, having two cousins with ADD and several friends with it, I do have some experience with the disorder and it is this experience which has led me to conclude that ADD has been around before the advancement of modern technology. One of my cousins who had ADD is now 30 years old and I know for a fact that he did not have any kind of computer or cell phone at home until he was a teenager. He also had limited video gaming experience. Having heard stories about him as a child from my mom, I understand that he always had a great deal of energy and used that energy outside playing sports at all hours of the day. He had a difficult time in school because he was unable to focus his attention and sit still. After he was diagnosed and put on medication, his school studies improved substantially and he became an excellent and responsible student. Because of my cousin's experience with ADD, I do not think that technology is a cause of the disorder. I think students with ADD benefit from technology in the classroom just as much as students without ADD. Technology should be intertwined with other teaching methods to create classes that are exciting and motivating for all children. If teachers do not give students different activities in which to explore class content, then all children (not just those with ADD) will become bored with instruction.
ReplyDeleteThat being said, I can definitely see how technology is creating a population of extreme multi-taskers because it is speeding up society. The wide availability of the internet and other fast paced technology has clearly quickened adults' lives in every way imaginable, but it has also created multi-tasking norms for children. Kids do not think twice about using multiple technologies at once because that is what they have grown up doing. It has always been that way for them. As a result, I think that children can become bored more easily in classrooms that do not use technology in instruction. Technology can challenge students in new ways that teachers were unable to before. At the same time, if technology is being used poorly by teachers, the technology itself could be boring to ADD and other students. Because students have grown up with a lot of different technologies, the technologies do not hold as much excitement as in years before. New technology is an extremely important asset to all teachers because if used well, it can help to advance all students.
I both agree and disagree with these findings about ADD being connected to the vast use of technology among today’s youth. I do think that children who were born and raised in the digital age are probably better at multitasking than those people who were not brought up during this age simply because these children are constantly being over stimulated with a variety of technological tools. Children in this age have learned to use all of the tools effectively and when they are placed in learning environments where technology isn’t really used they will naturally get bored and their attention span will decrease. I believe that this is being diagnosed as ADD when really these children may be able to focus and pay attention if their learning environment was better suited with technology to motivate these children to learn. So, I do not think that being born and raised in the digital age is the cause of children being diagnosed with ADD, I think it is more a combination of lack of motivation and being in a learning environment that is less stimulating than they are used to outside of the classroom as a result of the digital age they live and play in.
ReplyDeleteI think that implementing technology and teaching students how to use this technology to the enhance their learning will allow both ADD and non ADD students to thrive in the classroom because you will be incorporating tools that are enticing to them. As the textbook talked about, technology can be a useful tool to engage students who learn in a variety of ways, so I think teachers should not be afraid of implanting technology in their classrooms, because students will more than likely respond in a positive way. Not only can technology be used as a tool for learning but it can also be an effective tool for assessing student learning. For example, a child is living in the digital age and is “ADD” may do much better if they are using technology to assess their learning as opposed to sitting at a desk taking a multiple choice test. I am not saying that technology should replace every aspect of the learning environment but I do see the benefits of using technology throughout the day to make sure that all children are engaged in the learning process.
I know from my practicum experiences that children who are diagnosed as ADD, can pay attention and focus if they are the right learning environment. There was one student in my last practicum who was always getting in trouble because he couldn’t sit still during class and was usually not paying attention. When I had the chance to teach a math lesson, I used the Smartboard and I noticed that throughout my lesson this student was on task and interested in what I was teaching. During my lesson, I constantly had the student coming up to the board to manipulate and practice their skills and this student seemed to more engaged in the material. So I have seen firsthand how technology can have a positive effect on all students not only the ones diagnosed as ADD simply because it transforms their learning environment into what they are used to outside of the classroom.
I like what Hannah said about how technologies don't hold as much excitement as years before. Kids are definitely getting used to using technology (and even being more technology savvy than us sometimes), so I would agree definitely a different situation from ADD. I do however think that technology still does hold excitement for our students, especially since new things are coming out all the time! But like anything else, when they are used to using technology (as Hannah said) it does loose some excitement (it is still useful,but like anything else the kids can get bored with it if it's not interactive enough), this is where I think about us "shooting at a moving target". Technology will continue to change, and while it can be overwhelming, to keep up excitement not only do we need to implement technology in the right way, we need to introduce (and learn ourselves) the new forms of technology as they continually come out.
ReplyDeleteDuring this age of constant communication and technology, ADD may just be the next step in a long line of problems that are caused from a dependence on more stimulation in childrens' environments. Although, this problem has been seen in schools quite easily at times, seeing this problem at home first can be the first step in creating students who are able to focus in the classroom. Even in adult lives, there is the constant bombardment of ever changing stimuli. If as an adult we can see this and comprehend it, a child and student can only adapt to their ever changing stimuli in their lives. How many new TV shows come out a year? How many new websites or games? What is happening in these TV and games that make it so that children are only exposed to short bursts of concentrating stimul until it changes to a commercial or new problem?
ReplyDeleteAs I have seen in classrooms, there is a way to utilize the way children are stimulated to create a great learning environment and instilling in younger students a growing measure of concentration that could be used at higher levels. We have learned this method as scaffolding and seeing how states are trying to pursue this instructional method to pass information from grade level to grade level. I would go out on a limb and suggest a fluid way for younger learners to be taught in a higher paced fashion where activities are changed with some regularity. As the students pass each grade level, the activities could go on for longer time periods. Could this ween away some of the attributes of ADD? This could be a way to develop cognitive learning styles while still possessing the skills of a digital learner.
Still, many studies will suggest that traditional learning environments will yield higher learning results amoung students. There are many ways which technology will then play a part in a traditional learning environment if the proper accomodations are in place, like a laptop for every student or other media devices, so that there will be no real lapse between cognitive and digital learning styles. If the technology is not available though, educators will need to think of activities that are fluid and changing so that engagement can be sustained through out lessons.
Information can be passed in so many mediums now that you also need to make students aware of validity and to not trust every piece of information that passes in front of them. Perhaps even a technology class in every other grade level to teach technology compentency. Not only will this give students new technological skills and how to use them in the classroom, it will give teachers options on new methods on delivering the content.
Jen Carper:
ReplyDeleteI have a student similar to the one you have talked about in your class. He also would start many things and he was diagnosed ADHD. Most of his problem was that he could not keep himself organized and actually having a computer readily available to him to type his assignments has made his organization a hundred times better. This is one instance where I saw that technology has truly benefited this new generation of learners. He has been able to get his grades up to A's and B's because of his ability to have this computer available to him when he needs it.
Nick D.:
ReplyDeleteI think your idea of scaffolding could actually help the students who need time to adjust to the slower pace of their world when in the classrooms. It is near impossible to replicate their home environments with all the stimuli around them. Giving students the tools to help them focus longer is important and I think that this should happen on a regular basis. It is hard to keep the attention of so many of the students because as a teacher you are not constantly changing as a video game or television show. Have you ever use any of these ideas in a classroom?
Hannah: I agree with you, I know for a fact that ADD has been around much longer than media would like us to believe. All of a sudden it is popping up everywhere, this is because I feel that people need to blame the attention problems on something and since technology is so new it is easy to blame it. So many students now do have access to video games and movies and are constantly able to change the channel or a game to something that keeps their attention. Now we as teachers have to find a way to teach the students that school is not a boring place to be and to really get invested in their learning.
ReplyDeleteThis is a question I have pondered about many times because I both agree and disagree that ADD could be more than a skill developed by some children that have been raised in the digital age. Kids who have been more exposed to different types of technology may be better at multitasking in comparison to those kids who have not. Therefore, these kids are in need of more stimulation, motivation and engagement in the classroom because they are constantly exposed to technology.
ReplyDeleteIn the article by Marc Prensky, “Engage me or Enrage me,” it depicts three groups of students and one group of students who do not have interest in school and do not see its relevance to their lives. They find their personal technological devices much more intriguing than sitting in class not engaged. I thought the motto “engage me or enrage me” clearly illustrates how students need learning to more engaging and teachers need to find ways to effectively do so. The article provides an example of a teacher who recalled his/her teaching years in the 1960s and how things were different because students were not engaged all the time, but they “didn’t expect to be engaged by everything they did. There were no video games, no CDs, no MP3s.” This allowed me to think that students in those days were not exposed to the myriad kinds of technology these days. I think it is vital that as teachers, we find those ways to actively engage all students and show them how learning is relevant to their lives, and make that connection. We must find ways to present the curricula in ways that motivate and engage students. This can be executed by using the Smartboard, a classroom website, interactive games, and other kinds of software to enhance learning.
Their brains have rewired to multitask. It’s being more productive and they see it as being “more cool” and “less boring.” David Meyer, a director of the Brain, Cognition and Action Laboratory, quotes in an article in the Washington Post called “Teens Can Multitask, But What Are Costs?” that the current generation of teens “is trying to do lots of multitasking because they think it’s cool and less boring and because they have lots of gadgets that help them be more successful at this.”
I do not think placing these students in the traditional learning environment is working against their cognitive or digital learning style but we need to find ways to stimulate students and make learning fun to them. It’s to integrate the traditional learning environment and incorporating their needs with technology so that they will be engaged in their learning. I found an interesting article http://www.edutopia.org/ikid-digital-learner-technology-2008 by Marc Prensky and a quote I found to clearly show how I feel is that “there are better ways to help them learn, and students expect us, as the adults in the room, to know how to use them.”
In the classroom, technology is used in a plethora of ways. In Chapter 2 in our text, Transforming Learning with New Technologies, it discusses how technology is used as a visual aid and by expressing creativity. For example, using software programs, Internet sites, and videos can aid students in their learning. Using technology can also be a key “hands-on” learning tool in differentiating instruction. Students can be put into groups and could use different software programs to go over certain areas they are struggling with. In addition, students can be creative in their learning by using technology and providing ways for them to electronically express their ideas.
I volunteer at Thomas Harrison Middle School and the science teacher uses the Smartboard often in the lessons and I notice students are so excited to come up to the board and move things around. It keeps them attentive and they find it so cool! I found that this resource is also a way to reinforce the material they learned. I do see this difference in their learning and I think it is very important for teachers to build that bridge and make those connections using technology to keep them engaged.
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ReplyDeleteKaren L.:
ReplyDeleteI definitely agree with you that kids are constantly bombarded by stimulation from all different types of technology, so it makes it hard for students to learn in a traditional environment. I think it would be advantageous to integrate the traditional learning environment with uses of technology so that students will be able to be engaged in those stimulating activities. Therefore, students can make meaning with the learning and build that bridge that makes content relevant to them. I too agree with you that it is the teacher’s responsibility to get to know their students and the “story” they bring with them to the classroom. Knowing where they come from can help the teacher make learning more relevant to the student’s life. Are there specific strategies or activities you would use with your students in your classroom that used technology? I thought it would be a great way to differentiate instruction by using computer software such as games to allow students to learn in a different manner and reinforce learning.
Jessica:
ReplyDeleteI completely agree with you that nowadays, students have an overload of technological stimulation and therefore, are learning to multitask. Because students need more engagement, motivation and stimulation, technology is definitely a tool that should be used in the classroom. I think it would be great for students to use interactive software on the computer to reinforce key concepts they learned. I also see it as a way to differentiate instruction and provide ways for students to learn in a variety of ways. Are there specific ways you would use technology in your classroom? I think Smartboards are great tools to use in the classroom. I volunteer in a classroom where students use the Smartboard and they cannot get enough of it! I definitely want to use this to benefit my students. In addition, I think it’s the teacher’s responsibility to get to know each student and make content meaningful to their lives so that they would be able to build that bridge and make those connections.
Megan McCaferty:
ReplyDeleteI think ADD and technology has a connection, but ultimately, I believe it has to do with how the child was raised and the prevalence of technology in the child’s life. If the child is bombarded and stimulated with technology, he or she will learn to multitask better than those kids who do not have much exposure to technology. I do agree with you that it is a tough situation and question.
It is vital that teachers tap into each student’s lives and find out their “story.” Therefore, they can help students learn and see the relevance of the learning in their lives. Technology will greatly impact this because it can be used to help bridge that gap and make those connections. I also think it would be a great resource to use in the classroom to differentiate instruction and help students reinforce learning of new content presented in a different way. How can teachers use technology effectively in the classroom and make sure students are learning?
In no way do I consider myself an expert on Attention Deficit Disorder (ADD), but it seems to me that there can be two students with apparently the same symptoms as described above but the reason is different. In one child, physical attributes of his or her particular body are the main source of the symptoms. On the other hand, those same symptoms may have developed through patterns of living such as much exposure to technology. I don’t think that it is a bad thing for someone to be able to multi-task. I think that as a teacher, my goal would be to take advantage of a child’s ability to multi-task. The challenge would be to discover what opportunities to offer so that the child is able to gain the education I am seeking to provide. Also, the ability to multitask is not new. It just takes on a different form with the advances in technology.
ReplyDeleteI don’t feel that I have a good basis for determining if there are differences in their learning. I have my experiences from when I was a student at which point I wasn’t paying much attention to how other students were learning. Then I have had experiences in the schools the past couple of years, but I don’t feel that I have much to which to compare what I see now. I have seen students that have difficulty focusing on the lesson the teacher is presenting. One suggestion I have is to have activities that require the students to be engaged and participating. For example, during my student teaching there was one particular student who was constantly fiddling with something. During the reading whole group lesson , the classroom teacher and I would often plan activities for the students to practice the skills we were presenting. When the activities were engaging and presented well, I would find this student more often on task than when he was required to sit in his seat and just listen. There are many types of activities that can engage students including art, puzzles, and interactive media.
Also, knowing what the student is interested in and providing opportunities to learn a concept in relation to the students’ interest can be effective. Also in my student teaching, I saw a student who loves the ocean, but often has difficulty staying on task. However, when we read a book about fish or used ocean animals in a math lesson, he was more often engaged in the lesson.
I think that the most important thing is to get to know the students and see what interests them and how they learn best. In each class there will be students with differing learning needs. The great challenge of being a teacher is to strive to meet the needs of each student the best that you can. Technology provides an expanded opportunity for reaching these needs as there is the opportunity for students to be gaining information and interacting with the information without direct teacher involvement.
Interesting ideas! I appreciated reading your thoughts and comments about our digital society and education. I, too, have my opinions and I, too, am not an expert on ADD or ADHD. I have read that brain imagining of individuals with ADD/ADHD reveals that their brains function differently from individuals without ADD/ADHD. It seems as if the frontal lobe that governs the executive functions like impulse control act differently. Given that, it seems to me that ADD/ADHD is a problem that is not associated with technology.
ReplyDeleteDr. Purcell poses an intriguing question, though, about our ability to multitask through the use of technology. I have always wondered about the concept and effectiveness of multitasking. Personally, I find that I am better off attending to one task at a time. As a college student, I was the one who ventured to the bowels of the library to study. I could not listen to music, watch TV, or converse with others while doing homework (we didn’t have cell phone, texting or MP3 back then). To this day, I tend to close my office door when there is work to do. I make my list of “Things to Do,” number them, and methodically work through each one, crossing it off my list when it is accomplished. (Okay, I’m compulsive.)
HOWEVER, I am vindicated in my compulsiveness! I just read a fabulous article by Daniel T. Willingham entitled “Have technology and multitasking rewired how students learn?” You HAVE to read this! First, the stats he gives for how much time the average 8-18 year old spends using technology each day is astounding. Remember Dr. Purcell’s mini-lesson on memory? Well, Mr. Willingham reinforces the role working memory plays in learning and how technology can enhance or inhibit working memory. Then the conclusions he draws, supported by research, and the implications for teaching are enlightening. (Jen, he cites some good research about the impact of music on learning that you may want to review for your inquiry project.) What I really liked was his stance that teachers need to focus on what they want their students to learn and THEN decide if technology will promote learning. I remember my ed tech professor at UVa telling us that before using technology we have to ask ourselves two questions – (1) does it enhance students’ learning? and (2) does it make me as a teacher more effective? Willingham makes it obvious that the answers are not as easy as we’d like to believe. (In my WORD document this IS in correct APA style.)
Willingham, D.T (2010). Have technology and multitasking rewired how students learn. American Educator, 34(2), 23-28. Retrieved from http://www.aft.org/newspubs/periodicals/ae
Dr. Hughes:
ReplyDeleteI appreciate your thoughts and your comments on the Willingham article. I also feel that making lists and prioritizing my "to-dos" helps me to be productive and successful. I think that prioritizing is an important skill for teachers to model and explicitly teach students in conjunction with technology skills. I don't feel that the two are mutually exclusive. In addition, I agree that technology should be used intentionally in the classroom for activities where the student's learning will be enhanced by the presence of technology. In some classrooms the role technology is not utilized to it's full potential, or even worse it detracts from the overall lesson, when the teacher is not purposeful and knowledgeable about it's use.
Lydia:
ReplyDeleteI agree with you that many times when teachers find a student off task, it's because the task at hand is not stimulating or motivating to the student. As a solution to this situation, you have provided many examples of making learning meaningful and interactive to the students so that they want to pay attention and participate. Some other strategies that I can think of would be to incorporate cooperative learning situations so that the students can dialog with each other and engage in peer scaffolding. It is certainly the teacher's responsibility to know the students' interests and learning styles and utilize teaching strategies (including various technologies) to engage the students in academic content.
Stephanie:
ReplyDeleteMy opportunity in the classroom was not as diverse as I would have liked. I have used technology to keep engagement; during lecture I would regularly implant youtube and discovery clips to reinforce what was being taught. A great resource that I always incorporated was trying to find online quizzes for the class to take together either for review of previous material or trivia to show the different views of history and its quirks. (Sporcle was always great to get their attention and minds running.) Other ways I had used technology was using pre made Web Quests that the resource teacher had already put together and I allowed for final presentations after the SOL's to be filmed and put onto youtube for the entire section to see. I would be excited to see if there are ways to utilize personal communicators and iPads and other instant information devices for everyday lessons.
Although I believe that there are new skills being developed by the children of the digital age, including extreme multitasking with technology, I do not feel that Attention Deficit Disorder can be categorized as one of these skills. Because I have a brother with ADD, and studying a little bit about it in previous classes, I think that I have a pretty good amount of experience with ADD. In my brother’s case, he can’t multitask at all. The simplest things like holding a conversation at a restaurant while browsing the menu trip him up. My brother can’t watch tv and do homework at the same time, he never good. This is why I don’t think that ADD is something that has been raised out of the digital age.
ReplyDeleteThat being said, I do think that there is a new learning style forming in this new digital age. I know for me, I can text, watch tv, and hold a conversation with a person all at once. So I want to use myself as an example for this new learning style. One thing I have noticed with traditional teaching methods and my type of multitasking, I often find my attention moving to different things very quickly, so staying on the same subject, or doing the same thing for too long loses its effectiveness with me because I stop paying attention. As a future teacher, I hope that I can teach students in a way that will keep them actively engaged in the classroom.
Some of the ways that I think we can reach these digital kids and teach to them in style of learning that will keep them interested is by finding the right balance between student-centered and teacher-centered. Focusing more in student-centered will help keep the students involved and paying attention. A few other things that would keep the students engaged are learning groups, inquiry activities, and visual learning. By using these ideas, I think we can create lessons that will keep pace with the ever wandering attentions of students of the digital age.
Hannah:
ReplyDeleteI like that you brought up the idea of older people who are diagnosed with ADD and have been diagnosed for a long time. This is a good point to make arguing against ADD as a new development of the digital age. I also felt the same as you about students being bored more quickly in the classroom because they are used to changing tasks so quickly.
Dr. Hughes:
ReplyDeleteI love the point that you make about the scientific evidence that ADD is not connected to the digital age, but to brain activity. While I was thinking about my blog post, the idea of what goes on with the brain of a person with ADD did not occur to me, so this was a really interesting argument to read. Good job!
Nick D:
ReplyDeleteI think you have some really great ideas about incorporating technology into the classroom. I also think that if it is used correctly, it can add the traditional aspects of teaching. I think your idea about a technology competency class is a really great idea because it is important that students learn to question what they read on the internet and not just take everything as the absolute truth.
Jessica:
ReplyDeleteI really enjoyed the video link that you shared with us, because it is all very true and we are all going to have to deal with this problem in the very near future. I really liked what you said about teachers using a student’s knowledge of technology and ability to multitask to their advantage. In my experiences in the classroom, I have seen teachers struggle with students to sit still and read silently or to listen to a straight lecture and expect them to be on task and to learn this way. I feel as though teachers should instead focus on how they can change the way they are teaching the same information in a way that is engaging and involves technology. I think that by doing this that teacher’s will be able to more effectively reach out to those students who are bored in the traditional learning environment.
Dr. Hughes:
ReplyDeleteI can definitely see where you are coming from because I am very much like you in that I usually have to have my room relatively quiet without distractions when I am completing homework and assignments especially if they involve writing. Even though I have grown up with technology I am not very good at multitasking because I often find myself trying to multitask but my schoolwork is usually negatively affected and it takes me more time to then complete it. I have not had a chance to read that article you suggested but I am definitely going to because I feel as though students do indeed learn differently as an effect of the technological world they are surrounded by. And as a teacher, I want to up to date on the most current research that I would be able to implement into my classroom in order for more meaningful learning to take place.
Haha. Don't forget a technology compentency class for teachers too. I found that power points and web quests were the top of the line most of the time for teachers. The science and math had smart boards that were mainly used as moveable white boards. (Atleast that is what my AP Chem students told me.) There are PDP's that teachers need to take every year. (Professional Development Programs) There is no technology "quota" and I believe whole heartedly there needs to be. I know some school districts have them but nothing statewide that I know of. Maybe Dr. P advocates for it, I know I will when I have the opportunity.
ReplyDeleteLydia:
ReplyDeleteI completely agree with what you were saying about having two students with the same ADD symptoms but with different reasoning behind them. I do think that technology may cause a child to seem bored or off task during class because the traditional learning environment is obviously not catering to their specific needs. I also agree with your point about the role of the teacher is to get to know each and every student and what they enjoy learning about and in which ways they learn best. I think that if teachers take the time to do this more often then they would see that some students are in fact just bored in class because of the lack of stimulation not necessarily because they are ADD. I too have seen the effectiveness of implementing hands on and engaging activities into lesson to better hold the attention of these students. I also think that technology is another great tool for teachers to have in the classroom in order to make learning more interesting and to keep students on task.
Karen-
ReplyDeleteI like what you said about teachers getting to know their students, including learning styles! I think this is a big thing a lot of hit on in different ways, that technology gives us the opportunity to reach students with a more digital learning style. I also think that we can reach all learning styles with technology. We must be careful not to use technology for technology's sake (which is another point many of us touched on) but we must be deliberate in our use. We want to use cool videos to help introduce/reinforce a concept to our students, this helps with the visual and audio, we want to be able to connect it with them. We can't also just assume a video does the job. This is just part of teaching, we want to give our students many experiences with a concept(or like Dr. Purcell's lesson about giving about memory), technology opens up ways to add to those experiences.
Stephanie:
ReplyDeleteI appreciate what you said about ADD students needing more movement in the classroom. I feel that ADD students, above other students are prone to be kinesthetic learners. While technology could be very beneficial to their learning, teachers may want to ask themselves if making ADD students sit in front of computers for longer amounts of time is actually in their best interests. Technology that can be coupled with movement (as in a video project) may be more profitable to ADD students.
Sarah:
ReplyDeleteI like that you mentioned other ways to keep students engaged while using technology, and the suggestion of using learning groups really spoke to me as an educator. The benefits of using learning groups in the classroom is taught to us all in our methods classes, and I was able to see the advantages for myself in my middle school practicum. I think that combining learning groups with technology projects could really advance students' learning to the next level.
Lydia:
ReplyDeleteYour point about finding out what students' interests are and incorporating them in instruction is a very important one. That is a key way to keep students engaged and motivated in classes. If teachers could find ways to incorporate students' interests into technology projects, then the students will be more enthusiastic about learning and the projects. As a result, they will get more out of the projects and they will have fun doing it.
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ReplyDeleteI think that there is a lot of information that we do not know about ADD. There is new research all of the time that give us new information that we did not know before. I do not know a lot about the research, but I do know a little. I have a friend who was diagnosed with ADD. Before he was diagnosed, he was having trouble in school and anger issues. After he started taking medicine, it was like he was a whole new person. For him being diagnosed was a good thing. In other cases, I am sure some children are misdiagnosed. This is important for the teacher to know and understand. We are going to get students who are on medication, taken off medication and need to be on it, students who need it, and are on it and do not need to be. As a teacher we cannot control this, but it is our job to help the students in the best way possible. We have to use our classroom management skills and help our students succeed to their greatest potential. Chapter two discusses teacher-centered instruction vs. student-centered instruction. It is important to evaluate the class and decide which is best for the class, not necessarily which method we prefer.
ReplyDeleteI am not sure that I believe students have rewired their brains to multitask. I know that when I am reading e-mails, sending instant messages and text messages, listening to music, and doing homework none of those tasks have my full attention. Students may be capable of doing more things at once, but that does not necessarily mean they are doing them well. I do however believe that technology may be incorporated into a new digital learning style. As teachers we are supposed to relay the content material in many different learning styles to appeal to each one of our students. I think that technology is becoming a new style students can relate to and helps them understand the material. My suggestion for helping students is to use as many different styles as possible. That not only means incorporating the different learning styles, but also many examples within each style. Teachers should use many different types of technology in the classroom along with different types of visual aids. It is also vital to uses these teaching styles in an engaging way for the students, not to just check off that you are using various learning styles.
Jessica:
ReplyDeleteI really like your idea about not abandoning traditional teaching styles, but instead focusing on how to incorporate them together. I think there are advantages to all teachings styles, so if a teacher can figure out how to incorporate all of them together it would be good for everyone. Technology definitely is not going anywhere. We need to embrace it and learn how to use it to our advantage. Teachers are constantly wanting to learn new ways to engage students. I think teachers should be excited about how to use this to engage their students.
Most American media outlets accuse ADD of being an epidemic taking over American youth, but the prevalence of drugs and short attention spans in our society is not evidence of a growing need, but evidence of a growing change. What we are facing in our society today is not a wide-spread sickness (merely an over-diagnosis that is offensive to those who actually suffer from attention deficit) , but a change in brain development, as research suggests. I am not sure whether it’s a change for the better. Psychological research suggests that multi-tasking is not a “skill” to be coveted, that dividing one’s attention is spreading oneself too thin (Duvall, Fall 2010). America’s children aren’t necessarily getting better at focusing on multiple things at once, they’re just getting more used to having to switch between things more quickly. That means that while they may be capable of doing many things while finishing their homework, it doesn’t mean that they’re necessarily doing any of them particularly well or with any degree of consistency. Furthermore, research suggests that the prevalence of visual stimuli (and especially gaming) may contribute to developmental delays in one’s capacity for rational thought and problem solving (Pearlstein, 2008). Despite some scary statistics out there, I am not someone who believes technology is evil or shouldn’t be integrated into classrooms, but I am not yet sold on the idea that a shorter attention span can be categorized as a cognitive learning style. Perhaps it is, and perhaps it isn’t, but I am cautious to assume that because technology is prevalent, that all its effects on students are inherently good.
ReplyDeleteThat said, of course educators can’t compete with the prevalence of technology in the lives of students, nor should they try to. There is an obvious disparity between a traditional classroom and the constant flashing screens students face when they go home. Our responsibility is to provide meaningful instruction to students in a way they can understand, and to do that we must be using technology often, but responsibly. If research shows that fast-paced gaming may contribute to delays in the development of the cerebellum, I would argue that educational media should probably look different, visually, from video games, that educators should make informed decisions about aesthetics as much a they do about content. I would also argue that if technology becomes the standard, that in ten years it may cease to excite students, that taking them outside may be more novel than watching a video or using a smart-board in class. I would say that our responsibility to them is not to use technology only for the sake of reaching them at their level and make things “catchy,” but to bring them to a higher understanding of world. Admittedly, I don’t know the best way to do that, but I do think that we need to use technology in a way that won’t overdevelop some skills at the risk of losing others. Is it fair, in the age of technology, to ask our brains to develop as we ask computers to improve? Should everything be “more-at-once,” and what is the price to our minds if we continue to do many things but for a short amount of time? As educators we have to anticipate the answers to these questions and stay ahead of the curve to provide the best instruction possible for our students.
Vivian -
ReplyDeleteI think the smartboard activities the teacher at Thomas Harrison uses are exactly the kind of appropriate use of technology we need to employ in classrooms. It both reinforces lessons, and engages student interest. It is visually stimulating, without being so fast-paced that it looks just like TV or video games. Our goal as teachers is not to look and sound like everything else in a students life, but instead to be similar enough to what they're used to to be relevant.
I do wonder sometimes, though, if we're doing students a disservice in using technology? If everything is visual, are we teaching them how to be visually aware, not just visually stimulated?
Karen:
ReplyDeleteIt's true that children are constantly being bombarded with technology. I thought that your point about that contributing to classroom boredom was interesting because I never thought about that before. I do not think that that is necessarily a bad thing. I think that it is just a different issue that teacher have not had to be deal with in the past. Understanding the technology that our students are using can give us great tools to use in the classroom to keep our students engaged.
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ReplyDeleteVivian:
ReplyDeleteI think it is awesome that you get to work with a teacher in practicum who is using technology in a meaningful, engaging way. It sounds like the students enjoy it and are getting a lot out of it. I think it is really cool that you can see the students making connections to the material. In our last lecture with Dr. Purcell we talked about the importance of making those connections. This example just provides us with another way to help our students make those connections.
I used to be very skeptical of kids diagnosed with ADD. To me it seemed like a made up disorder that was the perfect excuse to explain behavior problems in school. Between my middle and high school education, it seemed like the number of kids being diagnosed with ADD skyrocketed. My reasoning for being skeptical was that it seemed like these kids only had problems focusing when it came time to work on this related to school. However, these kids could sit for hours in front of a television or computer and focus perfectly. It wasn’t until a little girl I babysat was diagnosed with ADD that I realized that it was a real issue for some children.
ReplyDeleteThis new theory on the generation of digital learners really changed my perspective on ADD. I had never thought that the change to a more digital life would alter the way children pay attention so dramatically. I can completely understand that children brought up in a technologically stimulated environment would be more bored in a class that is lacking technology. In turn, this boredom and lack of attention could be perceived as ADD. Perhaps the dramatic increase in technology use is the true cause of inattentiveness in students. I think the major problem isn’t that that current teaching methods are not useful, but they are not up to speed, literally, with the quickness of technology. Today, our society is constantly improving ways to do everyday tasks at a faster pace. If students of this digital generation are surrounded by this technology in their daily lives, then asked to do nothing but read from a textbook or take notes, there interest level will not be very high due to the lack of stimulation.
When I look at the different generations of friends and family, I see a huge difference in the way kids learn. My parents grew up during a time when no one heard of ADD and attentiveness did not seem to be a problem in the classroom. I’ve even noticed a difference in my learning abilities as technology has become more prevalent in my life. When I was younger, I was very content in the classroom, but my reliance on the speed of technology has really hindered my ability to focus in certain situations. Unless I am engaged with technology or a hands-on activity in class, it’s very likely I’ll get bored. I see the same problems with younger kids I babysit. They are always on their cell phones, or computer, or sometimes both. They are constantly connected. While it’s good to be comfortable using technology, I think the biggest problems for kids is how it affects their ability to communicate. While babysitting these kids, I noticed what a difficult time they had keeping a conversation going with their friends and me. They also had some problems in their English classes because they were so used to using shorthand when texting and IMing.
Overall, I think that it is a possibility that a traditional classroom could stifle students’ learning in the digital age. Students need to be engaged and find meaning to the things they do. Technology is a great way to solve both of these problems. Whenever I used technology in school, it always kept me focused and I was able to use a lot of programs that I still use today. As long as technology is such a major part of our society, it needs to become a major part of schools.
Jessica,
ReplyDeleteI really liked that video you included. I was really shocked to see those statistics about how rarely these teachers use technology. I guess I’ve just been placed in practicum classrooms with teachers who use a lot of technology. One of the neatest things this video reminded me of was when my practicum class made a podcast. They had to write a skit and incorporate what they had learned in the past 6 weeks into it. All of the kids really enjoyed it and were well engaged. I just thought it was an interesting way to incorporate technology into the classroom and allow the students to think creatively. You also make a great point in saying we need to learn how to use it to our benefit. Technology needs to stop being looked at as a hindrance, and more as a new way in which students can learn.
Hannah:
ReplyDeleteThanks for sharing about your cousin who has ADD; it was very informative to learn about his experiences especially since he grew up in a time before the technology boom. I agree with what you said about teachers providing students with opportunities to explore content to decrease the risk of boredom (in all students with or without ADD). I also agree with your comment on technology becoming less and less stimulating and the need to use new technology in the classroom.
Jessica:
ReplyDeleteI agree with your statement about students finding it challenging to sit still and remain quiet given the overload of stimulation they receive from technology on a daily basis. Students are learning differently and deserve to be catered to as well as keeping valuable aspects of learning that may not require technology (handwriting, math computation with calculators etc.).
Stephanie:
ReplyDeleteI don’t think technology should be the sole means of learning either. It is without question valuble, however there are skills that the world will require of someone that do not directly need technology. I fully believe technology can be a great supplement to education and we, as teachers, need to be prepared for this.
Sarah: I like how you mentioned the classroom needing to be student-centered. I think this is a great way to make sure students are becoming involved and engaged in the classroom.I agree that there is a new digital learning style that is rising up among younger students in this classroom that needs to be addressed. I think that student-centered learning along with incorporating technology in the classroom allows us as teachers the opportunity to really differentiate instruction so that all of our students needs are being met.
ReplyDeleteStephanie:
ReplyDeleteI agree with your observation that at least some students with ADD/ADHD need to be able to move around the classroom and choose where they work. I think that having technology options can be helpful for these students, but I definitely don't think that it is something that necessarily caused the problems or that including technology in our classrooms will address all of their needs.
Lindsey,
ReplyDeleteI have also seen how using a smartboard and having students interact with it can help keep the attention of students who normally have difficulty paying attention. I think the underlying principle is that students need to be actively engaged. Technology provides additional ways to provide such opportunities for students.
Vivian,
ReplyDeleteI agree that students need to be engaged, but as I read your comments it made me think that we are trying to put on a show to keep students entertained in order for them to learn. I don't think this was the intent of your comments, but I think that it is also important to teach students how to gain ownership for their own learning. I hope that I can learn to use technology to help students learn how they can learn, but also include lessons about how students can become engaged in their own learning without me as the teacher entertaining them in the same way that television or internet games might keep their attention.
I believe that ADD is an excuse that many teachers, educators, administrators, and parents use in order to explain a student's behavior. However, I myself was told numerous times by numerous people that I had ADD all through high school. However, I graduated in the top %5 of my grade with a high GPA. I know that it is used as a cure all solution now. I do not believe it has anything to do directly with technology but rather it is has more to do with different learning styles. I was able to succeed all throughout school without once even being tested for ADD. I also believe that ADD is terrible because of the medicine administered to fight the 'disease' such as adderol and ridlin. Adderrol is an amphetamine salt, which is very similar to cocaine. I do not believe that it is responsible to be giving people, nonetheless children and young adults, something which is so similar to a hard drug. I have spoken to some of my friends who work in pharmacies and they tell me it is one of the most filled prescriptions each day. I believe that technology is yet another excuse that people use to diagnose people with ADD. I think that learning styles will constantly change with times and that we cannot use medicine to fight this change. Rather we must adapt to the changing times and attempt to teach in that way. For example, perhaps using the various forms of technology will help students learn quicker or in a better way. However, I do not think that technology actually causes ADD. I also believe that a large problem with the over-diagnosis of ADD has to do with the lack of discipline in children. I believe that we have put discipline on the back burner and need to focus back in on it before it is too late.
ReplyDeleteHowever,
Allison, I think you're right about ADD, I do believe that some students have it but I think it is way over diagnosed. I agree with you that teaching methods are just not up to speed with the students. Over the generations as times change, teaching methods should be changing as well.
ReplyDeleteVivian: I completely agree with you that we should not abandoned the traditional styles of learning, but instead, just make sure that we are engaging all of our students. I think it's great that you are in a classroom where a teacher is using technology well! And to answer your question to me...along with using a Smartboard, I hope to use video projects, podcasts/vodcasts, and photography. I also agree with you that integrating technology is a great way to differentiate instruction!
ReplyDeleteSarah,
ReplyDeleteI like what you had to say about finding a balance between student-centered and teacher-centered styles of learning. While I agree there is a place for teacher-centered learning, I think students get more out of what they're learning from a more constructivist approach. The ways that technology can be incorporated to this learning style are copious. By having this student-centered approach more common in classes and using technology, these students can make the topics meaningful to the things that are an everyday part of their life. Since technology plays a major roles in kids’ lives, it’s crucial that they are able to make the same connections in schools.
Nick,
ReplyDeleteYou make a really good point by bringing up the validity of the information they get from technology. It’s really important that teachers incorporate technology in a positive way that has a meaningful purpose. To do so, they need to teach the students the proper ways to go about researching information online and technology use in general. I love the idea of having a technology class required for students. When I was growing up, we had time in the computer labs, but only if it was something our teacher requested. I didn’t really feel like I got a lot of instruction on the different ways to use technology until I was older. This digital age will require students to understand technology at a very young age and it would be great if schools could teach them how to do so appropriately.
The large, and consistently increasing, number of children who are currently diagnosed with ADD makes it extremely difficult for me to agree or disagree with this theory. I have no trouble believing that many children have been diagnosed with ADD based on a misinterpretation of their cognitive abilities as a result of the digital age. I find it more difficult however, to attribute the cause of ADD in all children to the modern advancements in technology rather than considering genetics, brain function, and other biological factors that may influence a child’s cognitive ability. It is so difficult to commit to a theory that indirectly suggests that before we moved into the digital world there were zero students who struggled with the symptoms of Attention Deficit Disorder. I think doctors, parents, and teachers need to be able between a child who is well adjusted to the demands of the digital age, a child who is affected by a biological condition, and a child who is just being a kid.
ReplyDeleteAltering the classroom environment and/or strategies allows teachers to reach the variety of learning styles present in any classroom (“disorder” or not). Today, adults and children are challenged to accomplish a multitude of tasks in a short amount of time, process information from multiple sources simultaneously, and hold unrelated conversations with multiple people at a time. Students generally retain information that is presented in familiar formats, and this has become the American way. The rapid advancement of technology in our country and an increased demand for technical skill and knowledge should motivate teachers to make these adjustments in order to prepare all students, ADD or no ADD, for the future. If a classroom teacher does not make an effort to transition into a more current learning environment then I believe they are working against the majority of their students’ learning style.
Lydia:
ReplyDeleteI appreciated your comments on the importance of keeping students engaged and active in the classroom. I fully support the inclusion of technology throughout the curriculum, as I have witnessed, studied and discussed the positive implications it may have on students. It is the teacher's responsibility to recognize and respect different learning styles, present information in familiar formats, and prepare students for their future. Fulfilling those responsibilities does not mean we have to take an "out with the old, in with the new" approach. Yes, students are more likely to understand the content if they are engaged, yes today’s children are constantly being stimulated by products of the digital age, but I think that supporting versatility in our students is also very important. You provided creative, interesting, and engaging activity ideas that may not necessarily include technology but have enormous potential to help students at all levels of cognitive abilities understand the content.
Ashley:
ReplyDeleteI completely agree with your comments about prescribing medication for children who are displaying the symptoms of ADD. The natural energy and inquisitive nature of children played a large role in my decision to become an elementary school teacher. A lack of research based facts about the causes of ADD has given adults an excuse to suppress children’s personalities by medicating them unnecessarily. I also support your statement about the lack of control teachers have on this situation. We aren’t doctors, and we aren’t the parents of our students, we are teachers. Regardless of how simple that may sound, I think that emotions and the struggle to effectively manage a classroom cause a lot of teachers to lose sight of this. I completely agree with the fact that we need to stop worrying about factors we can’t control and instead, make efforts to understand how our students learn and adjust accordingly.
Sarah:
ReplyDeleteI appreciate your willingness to share your brother’s story and explain the effects of ADD on his academics and daily life. I can personally connect to the example that you shared, as I have also struggled with the effects of ADD for years. Although I was not diagnosed with ADD until last summer, it is not difficult to compare my daily experiences and academic abilities pre and post medication. Without alteration, many of the examples you shared to describe your brother’s experiences could be used to describe my past. Just as you suggested, the inability to multi-task made it difficult for me to support the idea that ADD is a product of the digital age, which is defined by efficiency and multi-tasking. The digital age may be changing the way students process information and doctors may file this “skill” under ADD, but the distinction between the two is relatively clear to me. Either boredom or frustration can cause students to lose focus in the classroom. In my opinion, one of those conditions can be diagnosed and treated the other just requires a little curriculum adjustment by the teacher.
Lindsey,
ReplyDeleteI agree that ADHD children only the need the correct type of learning environments. It is not that they are unable to focus but rather learn differently.
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ReplyDeleteStephanie, I completely agree with what you are saying. At first, when ADHD was first 'discovered' or became more mainstream, it was undesirable to be diagnosed and no one wanted their children tested for it. Now it is always used as a reason for any child who is not doing well in a class. This over-diagnosis is frightening especially since the medicines used to treat the disease are so close to illicit drugs.
ReplyDelete