New digital media and their potential cognitive impact on youth learning

Abstract

Our research project sought to capture changes in adolescent cognitions in the last decade as observed by 40 experienced educators in central New England. Through this approach, we captured data and narratives relating to changes in youth over time relating to new digital media (NDM), with a particular emphasis on how these tools impact the typical classroom setting. Our educator informants cite an overall decline in student attention in comparison to the preceding generation, characterized by shorter attention spans and greater distractibility. A few students appear to be able to multitask successful; the typical student overestimates his ability to multitask and struggles to process multiple streams of incoming information from the Internet and other sources. Students continue to respond to multimedia classroom teaching materials, with a preference for visual representations and motion graphics. Youth shun book text vs. Internet text, which is distinctly different from offline reading in terms of content, depth, format, commercial content, as well as opportunities for distraction and deeper engagement via embedded links. With its ease and access, Internet-based research dominates student practices. However, the typical student frequently wanders off-task online and may inappropriately use text from Internet sources. NDM grant students new types of power and agency in the classroom. With respect to interpersonal relations, face to face student-teacher interaction has given way to email communications, and students with networked portable devices are able to socialize with friends throughout the school day. Students with networked devices can cross-check an educator's information in real time as well as conduct additional research on topics of interest. While our research found limited consensus as to the impact of NDM on student learning, most educators agree that students today would benefit from robust metacognitive skills, more downtime, and a broader understanding of the ethical dimensions of responsible online engagement. Educators, for their part, need to understand that NDM are transforming how students engage with information and with people, and learn to see teachable moments in unlikely online spaces. © Springer Science+Business Media, LLC 2010.