Tech Topic: The iBrains! Technology and the Mind
How has technology impacted our brains? What are the implications of this for an educational setting?
According to Small & Vorgan (2008), technology is stimulating different parts of our brain, creating new neural pathways and weakening older, lesser-used pathways (p.1). For older, more hard-wired digital immigrant brains, this means that our brains are selectively rewiring the connections already created through a lifetime of experiences. However for younger, developing and more malleable digital native brains, this means that these brains learn more quickly and are also more susceptible to the adverse effects such as social deprivation. Small & Vorgan (2008) describe research performed by the authors with UCLA to explore changes in the brain when using technology and found that using search engines activates a different part of the brain than traditional activities like reading a book (pp. 14-17). As we are only capable of forming a limited number of connections within our brain the types of stimulation we are exposed to on a daily basis will determine how our brains work. Young minds require a balance of environmental stimulation and human contact. If developing brains are only exposed to environmental stimuli without human contact, social skills and the ability to read facial or gestural cues may not fully develop. In an educational setting, where there is face-to-face contact, the development of social skills is vital for a peaceful classroom environment. As Small & Vorgan (2008) point out, we live in a world where human contact exists and those with social skills will be at an advantage (p. 20). Thus education that promotes the development of social skills will create well-rounded, knowledgeable people. Collaborative projects and group work become vitally important.
In what ways does learning in and through the arts impact our cognition (and vice versa)?
As our brains evolve to become more wired for understanding our digital world we become more socially isolated. However the arts promote human communication, discussion, and empathy through big ideas such as Story. Small & Vorgan (2008) describe a phenomenon of “Techno-Brain Burnout” where technology users are in a state of constant stress and busyness that reshapes the underlying brain structure and is best relieved by occasional breaks and unplugging from technology (pp. 18-19). In comparison, the arts teach how to maintain creativity by stepping back, taking breaks, and solving problems from different approaches. Jensen (2001) points out that Fine Art programs foster commitment to tasks by practices in self-discipline and the development of social skills through teamwork (p. 63). The author also explains that art making is an active process that involves the whole brain, with more than 35 areas for processing visual information (p. 55). Our brain is constantly interpreting what we see by combining prior knowledge with current perception. Jensen (2001), citing others, explains that: “When art is integrated in to the curriculum, the competency scores in other subjects have increased” (p. 59). Although not always promoted in traditional school settings, when learning, we look for connections between ideas across all subject matter. The arts function as a visual method for exploring these connections.
How can we as educators use the brain-based information presented in both texts to impact instruction and/or promote arts advocacy?
For instruction and arts advocacy I remember a comment made by a fellow peer when I first read the Jensen book. Very observant, she reminded us that the importance of art in education and in interdisciplinary approaches should not be limited to graphic organizers alone – which is heavily promoted as practical suggestions by Jensen. While graphic organizers and intertexts are very important for organizing, connecting, and creating ideas, the importance of visual art also lies in its ability to promote social skills. According to Smith & Vorgan (2008), as time spent with human contact decreases, the circuitry controlling our ability to socialize weakens, making social interactions awkward and prone to misunderstandings (p. 2). When analyzing art, students look for nuances in formal elements, implied meanings, and social functions, further developing their mental abilities to interpret interactions and promote discussion and communication skills. Jensen (2001) also promotes art in the curriculum to enhance community building and the inclusion of all students, even those with special needs (p. 64). Although some school administrators and parents may view social skill development as too “soft” for academic institutions, to best prepare students for the world they will be entering educators must look ahead to the future. The technology we use not only rewires our brain but automates many traditional tasks, making creativity, expression, imagination, and other “soft,” “human” skills – respected in arts education – highly prized and valued.
Resources:
Jensen, E. (2001). Arts with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.
Small, G. and Vorgan, G. (2008). iBrain. Indiana: Collins Living.
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