Google doesn't make us stupid, but it does
change what we should be
by
Alan Zisman (c)
2008 first published in
CUE
BC Newsletter
September 22, 2008
The
July/August 2008 issue of the Atlantic Magazine asked a question that
should resonate with every computer using educator: “Is Google Making
Us Stupid?” Available online (
http://www.theatlantic.com/doc/200807/google),
author Nicholas Carr wasn't really wanting to pick up Google. Rather,
he was referring to the Internet as a whole, and to our new abilities
to get information-- if not knowledge and understanding-- in
near-instant little chunks.
He notes: “I’ve had an uncomfortable
sense that someone, or something, has been tinkering with my brain,
remapping the neural circuitry, reprogramming the memory.” Once, he
comments, he could “spend hours strolling through long stretches of
prose,” but now his “concentration often starts to drift after two or
three pages. I get fidgety, lose the thread, begin looking for
something else to do.”
He relates this to the change in how he
gets information. Rather than slogging through library stacks, he finds
what he needs with “a few Google searches”. While he offers Wired
Magazine's Clive Thompson's comment that this sort of access “can be an
enormous boon to thinking,” he suggests it comes at a price of a
growing inability “to stay focused on long pieces of writing.”
A
five-year study conducted by London's University College (and quoted by
Carr) supports this, concluding that “users are not reading online in
the traditional sense; indeed there are signs that new forms of
“reading” are emerging as users “power browse” horizontally through
titles, contents pages and abstracts going for quick wins.”
Carr
points out that this is having an effect on traditional media as well;
TV news adding text along the bottom of the screen, while the New York
Times and other newspapers are increasingly adding brief article
abstracts to their print editions, in both cases letting users 'power
browse'.
Concern with the effect of technological change is
nothing new and certainly didn't start with the Internet. Carr points
out that Plato's Phaedrus describes the Greek philosopher Socrates's
concern that the development of writing was causing people to 'cease to
exercise their memory'. The development of the printing press led to
complaints that it was making students “less studious” and that by
making books more readily available “would undermine religius
authority... and spread sedition and debauchery”. In fact, Carr quotes
New York University professor Clay Shirky who points out that the
criticisms were accurate, but outweighed by the benefits of these once
newfangled technologies that we now take for granted.
In
September, the New York Times published Damon Darlin's rebuttal,
entitled “Technology Doesn't Dumb Us Down. It Frees Our Minds” (
http://www.nytimes.com/2008/09/21/technology/21ping.html
– free login required). Darlin moves Carr's arguement about shrinking
attention span away from Google to the world of Twitter, where users
are limited to 140-character 'tweets'. Like Carr, he notes that most
new technologies are feared when they are first introduced; as an
example, he points out engineering professors banning early-generation
handheld electronic calculators, but that calculators “freed engineers
from wasting time on mundane tasks so they could spend more time
creating.”
He does point out that technology can at the same
time save us time and demand more of our time- that we get new forms of
time-wasters along with every new efficiency. His conclusion, though
remains optimistic: “over the course of human history, writing,
printing, computing and Googling have only made it easier to think and
communicate.”
As educators, we need to recognize that our
students have instant access to the Internet's vast storehouse of
information and that their first response to pretty much any question
is to 'Google' it. Our response to this needs to be to be aware of how
easily this can lead to 'cut-and-paste' sorts of responses. Jamie
Mckenzie suggests that it is our responsibility to “confront this
cut-and-paste culture head-on, eliminating those classroom practices
that encourage and promote such lazy thinking and research, replacing
them with activities that are more challenging and more worthwhile.” (
http://fno.org/sept08/cut.html)
He urges us to structure assignments so students must “make answers
rather than find them”- his example: an assignment researching Captain
James Cook is out, while deciding which among Cook, Vancouver, or Bligh
was best at navigation would be better, letting students find
information online, but requiring them to 'build their own answers”.
In
addition, part of our role needs to be to help students gain an
understanding of context; students assembling snippets of Googled
information too often lack any connection to other information, making
their conclusions inaccurate at best. I once watched a bright grade 7
student writing about war in ancient Egypt. He had discovered that the
Egyptian pharaohs often used mercenary soldiers in their armies.
Wanting to add an illustration, he went to Google Images and searched
for 'mercenaries'. In the end, he pasted an image of a kilted Scottish
Highlander into his report. It came up on a Google search, and it
looked foreign and 'olden days' so it must be right, right?
Google
isn't making us-- or our students-- dumber. But it's also not making us
(or them) smarter. Similar to the impact of electronic calculators into
math classes, though, it does change the sorts of tasks we should be
assigning our students, by making finding facts as trivial (and as
tedious) as using a graphing calculator to graph a quadratic equation.
Getting beyond facts (or beyond graphs) to knowledge and understanding.
There's the trick.