Digital Technology and Student Cognitive Development

Autor/inn/en	Cavanaugh, J. Michael; Giapponi, Catherine C.; Golden, Timothy D.
Titel	Digital Technology and Student Cognitive Development
Quelle	In: Journal of Management Education, 40 (2016) 4, S.374-397 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562915614051
Schlagwörter	Cognitive Development; Student Development; Teaching Methods; Teaching Styles; Learning Processes; Learning Strategies; Cognitive Style; Influence of Technology; Thinking Skills; Neuropsychology; Student Experience; Neurosciences; Reading Habits; Administrator Education; Educational Practices; Mass Media Effects; Technology Uses in Education + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; Denkfähigkeit; Neuropsychologie; Studienerfahrung; Neuroscience; Neurowissenschaften; Neurowissenschaft; Reading habit; Lesegewohnheit; Bildungspraxis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Digital technology has proven a beguiling, some even venture addictive, presence in the lives of our 21st century (millennial) students. And while screen technology may offer select cognitive benefits, there is mounting evidence in the cognitive neuroscience literature that digital technology is restructuring the way our students read and think, and not necessarily for the better. Rather, emerging research regarding intensive use of digital devices suggests something more closely resembling a Faustian quandary: Certain cognitive skills are gained while other "deep thinking" capabilities atrophy as a result of alterations in the neural circuitry of millennial brains. This has potentially profound implications for management teaching and practice. In response, some advocate that we "meet students where we find them." We too acknowledge the need to address student needs, but with the proviso that the academy's trademark commitment to penetrating, analytical thinking not be compromised given the unprecedented array of existential challenges awaiting this generation of students. These and rising faculty suspicions of a new "digital divide" cropping up in the management classroom represents a timely opportunity for management educators to reflect not only on how today's students read and learn, but equally, on what and how we teach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01