This just in – digital natives may not have magical techno powers. Mark Baurlein, Emory University, points to an ETS study conducted with a very large samples of college students demonstrating that web search skills and the critical thinking skills necessary to evaluate the quality of information located through web searches were often not sufficient to complete college level assignments. I agree that too much has been made of the general technical sophistication and applied capabilities of college students.However, like unwarranted assumptions regarding the breadth of tech skills those who walk onto our campuses might possess, I also think it inappropriate to assume technology offers little of academic value.
The report is part of a body of discouraging findings and outcomes regarding the academic benefits of technology. Unfortunately, those reports are pretty much swamped by the flood of enthusiasm (and money) pouring over newly-wired classrooms and campuses. Given the enormous cost of technology, we should pay more attention to actual results and give less credence to airy predictions.
While I deal with students and understand the limitations as described, my wife works directly to help future teachers develop skills necessary to integrate technology when they move on to classrooms of their own. I like how she describes the situation. Her students seldom have the technical skills or pedagogical insights she attempts to develop, but they come with sophisticated technical expertise in other areas that has transfer value in taking on these somewhat different goals and they typically (but not always) see the value in making the effort.Search skills can be learned. Naive assumptions that all information is created equal can be overcome. Given some general guidelines and heightened awareness, critical thinking tends to be applied when we value the consequences of decisions we make.
