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Teachers’ instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct. Such knowledge often serves us well, but is there anything sturdier to rely on?  \nCognitive science is an interdisciplinaryfield of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology who seek to understand the mind. In this regular American Educator column, we consider findings from this field that are strong and clear enough to merit classroom application.  \nBy Daniel T. Willingham  \nQuestion: It seems like students today have a love affair with technology. They are much more up-to-date on the latest gadgets, and  \nDaniel T. Willingham is a professor of cognitive psychology at the University of Virginia. His most recent book, Why Don’t Students Like School?, is designed to help teachers apply research on the mind to the classroom setting. For his articles on education, go to www.danielwillingham. com. Readers can pose specific questions to “Ask the Cognitive Scientist,”American Educator, 555 New Jersey Ave. N.W., Washington, DC 20001, orto [amered@aft.org](amered@aft.org. Future)[. Future](amered@aft.org. Future) columns will try to address readers’questions.  \nthey seem to have a sixth sense about how to use them. Is it true that growing up with cutting-edge technology has left them thinking differently than students of past generations? And what do the data say about bringing this technology into the classroom? Does it help students learn?  \nAnswer: Today’s students are indeed immersed in technology. According to a recent study, the average American between the ages of 8 and 18 spends more than 7.5 hours per day using a phone, computer, television, or other electronic device.1 The press weighs in with stories suggesting that changes in technology are so profound that today’s teens think of those in their mid-20s as  \nillustrations by James yanG  \nAMERICAN EDUCATOR | SUMMER 2010 23  \n“old fogies.”2 Technology has certainly changed how students problems. I amusing the word “problems” in the broadest sense—access and integrate information, so it seems plausible that tech- the problems need not be overtly presented as puzzles to benology has also changed the way students think. But laboratory solved. For example, a story presents a series of mental challenges research indicates that today’s students don’t think in fundamen- asthe listener pieces together the characters’ motives and perhaps  \ntally different ways than students did a generation ago. anticipates what might happen next. But the problem does have  \nShould technology change the way you teach? On this point, to be both challenging (i.e., not too easy) and solvable (i.e., not there is less solid research because new technologies are, well, too hard). So while a young child maybe entranced by Eric Carle’s new. The existing research does tell us something rather obvious: Brown Bear, Brown Bear, What Do You See? but not the least bit new technologies do not represent a silver bullet. Just using a new interested in Toni Morrison’s Beloved, the opposite would likely gadget does not guarantee student learning. Laboratory research be true for a teenager. In order for technology (or any instructional also indicates something more subtle: new technologies maybe tool) to increase student engagement in academic content, it has effective or not depending on the to aid in presenting problems asmathetestlanentd on characteristics of in order for technology to increase bAoth cnd manllyngingechnoalnodgiseosledo. Has Technology student engagement in academic juin thatphys. iFocsrcelxaampss mey,sguadspentthse  \nChangedStudents tThhe Winky content, it has to aid in presenting ideationsoensoreityilytowiinitiath gcoapiigI commonly hear two suggest","cbCaicSyTqRhUBXE","https://ap.wps.com/l/cbCaicSyTqRhUBXE","pdf",1059195,"English","# Ask the Cognitive Scientist\n## Mind and learning basics\n## Technology’s impact on thinking and learning\n## Engagement: tools, content, and problem-solving\n## Evidence limits and classroom implications","[{\"question\":\"How much technology do today’s students use, according to the article?\",\"answer\":\"It cites a study indicating that the average American ages 8–18 spends more than 7.5 hours per day using phones, computers, televisions, or other electronic devices.\"},{\"question\":\"Does laboratory research show that technology makes students think fundamentally differently than earlier generations?\",\"answer\":\"The article says research indicates students do not think in fundamentally different ways than students did a generation ago, even though technology has changed how students access and integrate information.\"},{\"question\":\"Why doesn’t new technology automatically guarantee improved learning?\",\"answer\":\"It argues that technology does not act as a silver bullet; benefits depend on instructional use—especially whether technology helps present academic problems as both challenging and solvable and supports learning goals.\"}]","Ask the Cognitive Scientist - Have Technology and Multitasking Rewired How Students Learn? | PDF",18]