{"id":1840,"date":"2017-03-19T15:00:39","date_gmt":"2017-03-19T15:00:39","guid":{"rendered":"https:\/\/braindevs.net\/blog\/blog\/?p=1840"},"modified":"2017-12-28T21:20:44","modified_gmt":"2017-12-28T21:20:44","slug":"classroom-note-taking-a-solution-to-the-technology-conundrum","status":"publish","type":"post","link":"https:\/\/www.learningandthebrain.com\/blog\/classroom-note-taking-a-solution-to-the-technology-conundrum\/","title":{"rendered":"Classroom Note Taking: A Solution to the Technology Conundrum?"},"content":{"rendered":"

\"AdobeStock_126758941_Credit\"<\/a><\/p>\n[Editor’s note: this guest blogger piece is by Cindy Gadziala, Chairperson of Theology at Fontbonne Academy<\/a> in Milton, MA.]\n

I am a veteran teacher, and yet sometimes I feel overwhelmed by all that I am supposed to be doing in my 21st century classroom. <\/span><\/p>\n

The \u201cwave of the future,\u201d instructional technology\u2014with its one-to-one initiatives, and Google platforms\u2014offers many benefits: for example, individualized instruction, or applications that promote problem-solving skills. \u00a0I have had students demonstrate their learning by creating electronic posters and comic strips. I have even sent them on a virtual archaeological dig! \u00a0<\/span><\/p>\n

But, there are days where classroom 102 becomes a battleground; and my enemy appears to be technology. As a Theology teacher I am supposed to love my enemy, but I need the best help I can get. <\/span><\/p>\n

Enter — brain science!<\/span><\/i><\/p>\n

Technology Problems: Working Memory and Attention<\/b><\/p>\n

Psychology researchers are working diligently to understand how we get information \u201cin and out\u201d of our brains, and <\/span>working memory<\/span><\/i> is now understood as an essential gateway for learning. \u00a0We also know that working memory is both precious and limited. [1]<\/span><\/p>\n

Part of our challenge in the classroom is to avoid overloading a student\u2019s working memory, thereby causing a catastrophic failure\u2026those glazed looks and blank stares that send a chill through the fiber of any teacher\u2019s being!<\/span><\/p>\n

So, teachers can employ proactive strategies to reduce the strain on working memory to facilitate learning. For example: lots of new information, or too many instructions, can create working memory burdens for overtaxed students. <\/span><\/p>\n

And yet, paradoxically, classroom technology can sometimes require students to master new material, and to follow all sorts of instructions.<\/span><\/p>\n

Just as it might overwhelm working memory, technology can also distract students\u2019 <\/span>attention<\/span><\/i>. <\/span><\/p>\n

For example: I often project images from my iPad to help my students focus. And yet, when the projector times out and kicks over to a screen saver, the swirling colors and images can disorient the very students whom I was helping focus. <\/span><\/p>\n

These kinds of problems intensify all my questions about use of technology in the classroom:<\/span><\/p>\n