Our Changing Brain

Friday, May 28th, 2010
Being involved in the exploration of using web 2.0 tools in classrooms as a part of inquiry based learning is really exciting. With all the instant gratification via quicker responses and more purposeful searching we may tend to believe we are actually doing more in depth work. Since we can scan, clip, note, save or post nearly anything we find instantly we may begin to feel somewhat like an authority in certain disciplines. However, this is not what research is telling us. The article I clipped the attached section from shares further information about brain research in the area of mapping neurological response of people as they interact with google based searches. Although there is a lot of brain activity, as measured by Whole Brain MRI machines, this does not mean that more is better. We may be making new connections but are the new connections beneficial? Will students benefit from web-based inquiry explorations? what do you think?
clipped from www.wired.com
What kind of brain is the Web giving us? That question will no doubt be the subject of a great deal of research in the years ahead. Already, though, there is much we know or can surmise—and the news is quite disturbing. Dozens of studies by psychologists, neurobiologists, and educators point to the same conclusion: When we go online, we enter an environment that promotes cursory reading, hurried and distracted thinking, and superficial learning. Even as the Internet grants us easy access to vast amounts of information, it is turning us into shallower thinkers, literally changing the structure of our brain.
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