Is technology helping or hurting our ability to think?
When pursuing an advanced degree, critical thinking and analysis are key characteristics for a successful college career. However, with an overload of technology, the ability to sit quietly and read a textbook, write a paper or study for a mid-term can be virtually impossible. Every time your phone vibrates, or a notification comes up on the computer screen, your ability to concentrate is drastically hindered.
As a student, your job consists of studying, writing and thinking analytically, but you might need to ask yourself if the level of technology in your life is helping or hurting your ability to think.
The multi-tasking generation
A large percentage of the current generation of students are professional multitaskers who can participate in an online course while checking email and texting on their phone. In some careers, such as air-traffic control, the ability to monitor and communicate with multiple instruments is an essential component for the job. Furthermore, many companies are now virtually based with remote workers participating in meetings from multiple locations in the United States or even globally. These workers are often participating in a meeting while taking notes, checking their email and using the company calendar for reference and scheduling. However, when studying or writing a paper, students have to develop and often relearn mechanisms for maintaining focus.
Constant technological advancements have allowed for instructional online classes, course Web pages and even college email to enhance student-teacher interactions. In fact, according to an article by Paul D. Turman and Paul Scrodt in the Communication Studies Journal, "It is evident that students expect instructors to use at least some form of technology in the college classroom to enhance their motivation to learn course content." Although motivated, multitasking students may learn more in a technology-driven learning environment, there is still speculation that technology is hindering the ability of critical thinking. Scholars such as Carol Elam, Terry Stratton and Denise D. Gibson, in their article "Welcoming a new generation to college: The millennial students," are concerned that the use of technology has shortened students' "collective attention span" and students "may lack the skills necessary to be critical thinkers."
Enhancing study skills
Consequently, successful students need to possess an understanding of the power of technology as they enhance their technological and study skills. Students, especially those in distance-learning programs, are expected to be well-versed in streaming audio and video environments, along with the basic learning skills of researching, studying and test-taking.
To succeed in an advanced technological environment, students should learn when to unplug from technology and focus on their studies. For example, students can reward themselves with a technology break. If you give yourself a time limit, such as studying for two hours, you could then reward yourself with 30 minutes of texting or Facebook time. For ultimate success, silence your phone, close your Internet browser and turn off your instant messaging applications. This will help you avoid constant distractions and sustain concentration. If you stretch your study time, you may find you are so engrossed in writing a paper that you become irritated with technological interruptions.
Another key for academic success often lies in your studying environment. Find a quiet, comfortable place away from common distractions, including your cell phone, computer and cable television. All these technological components are easy distractions and could inhibit your ability to think and focus.
If you want to improve your retention, concentration and efficiency as a student, examine the technology you use daily, hourly or even every few minutes. Then determine which gadgets are the most distracting and begin limiting your access. Ultimately, you may find that your critical thinking improves and you're deciding to read a paperback in your free time rather than surfing the Web on your phone.
References
Turman, P. D., & Schrodt, P. (2005). The influence of instructional technology use on students' affect: Do course designs and biological sex make a difference?. Communication Studies, 56(2), 109-129.
