The Missing Variable in the Childhood Attention Crisis: Parents
In this challenging article from the University of Virginia, Professor Dan Willingham requires us to reconsider the vilification of electronic devices as the source of the decline in attention and focus among today’s students. While there is no doubt that electronic devices easily seduce students, there are many other variables that influence their ability to pay attention and focus. Parents who are maintaining multiple jobs and are otherwise distracted tend to use digital distractions compared to parents who take their kids to the park, have them involved in sports, music, and other activities, which can diminish the impact of electronic devices. It’s important to read this article through two different perspectives. First, we need to hear the analysis of distraction research and critically evaluate it. Second, and perhaps more importantly for educators and leaders, is systematically evaluating educational research. Willingham helps us sort out correlation and causation. Moreover, he shows how weak the effect sizes of many studies are when it comes to showing the bad effects of electronic devices.
I have previously reviewed Jonathan Haidt’s “The Anxious Generation” and believe his fundamental hypothesis. I agree that we need to have fewer smartphones in the classroom. But Willingham makes us reconsider how confident we are in the sweeping generalizations that electronic devices are the villain. Willingham offers practical ideas to consider, including portfolios of students’ work so that they can see – without administrative mandates – how the quality of their work has advanced during the month, semester, and year.
Here’s the link: https://www.educationnext.org/pay-attention-kid-has-digital-technology-impared-students-ability-focus/
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