Have Technology and Multitasking Rewired How Students Learn?

Autor/in	Willingham, Daniel T.
Titel	Have Technology and Multitasking Rewired How Students Learn?
Quelle	In: American Educator, 34 (2010) 2, S.23-28 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Stellungnahme; Classroom Techniques; Anthropology; Computer Science; Cognitive Psychology; Task Analysis; Technology Integration; Memory; Elementary Secondary Education; Cognitive Processes; Student Interests; Educational Practices + Suchen Sie Ihr Suchwort? Klassenführung; Anthropologie; Informatik; Kognitive Psychologie; Aufgabenanalyse; Gedächtnis; Cognitive process; Kognitiver Prozess; Studieninteresse; Bildungspraxis
Abstract	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.) (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10