Digital Technology and Student Cognitive Development
| Autor: | Catherine C. Giapponi, Timothy D. Golden, J. Michael Cavanaugh |
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| Rok vydání: | 2015 |
| Předmět: |
Teaching method
media_common.quotation_subject 05 social sciences Neuropsychology 050301 education Cognition Thinking skills General Business Management and Accounting Literacy Education 0502 economics and business Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Cognitive development Mathematics education Cognitive skill Psychology 0503 education 050203 business & management Cognitive style media_common |
| Zdroj: | Journal of Management Education. 40:374-397 |
| ISSN: | 1552-6658 1052-5629 |
| DOI: | 10.1177/1052562915614051 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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