Year: 2009
Type: article
Abstract: games, and three-fourths of these teens play them with others at least some of the time (Lenhart et al. 2008). 93 % use the Internet, 61 % go online daily, and 51 % create content that others can view online (Lenhart et al. 2007). Eleven million students under the age of 18 use MySpace (Owyang 2008). The site myYearbook, a social networking site created specifically for 12- to 17-year-olds, boasts 7 million members (Loten 2008). In short, many, perhaps even most, of the current generation of learners are enmeshed in connective technologies. Evidence indicates that these social changes impact cognitive processes. Studies by Nisbett et al. (2001) found that the environment and culture in which people grow up affect their thought processes and that cognitive processes are far more malleable than previously assumed. Evidence provided by magnetoencephalographic (MEG) imaging suggests that structural rewiring of the brain "can and does occur via experience " (O'Boyle and Gill 1998, 406). Interactive and interpersonal applications of digital technology shape the social and cognitive development of those who use them (Shumar and Renninger 2002). Oblinger (2004) claims that "constant exposure to the Internet and other digital media has shaped how [students] receive information and how they learn " ("Abstract, " ¶1). Some of these changes include “the development of a new type of multimedia or information literacy " which "parallels other shifts in how we approach learning
Author: Marie Sontag
Institution: Nova Southeastern University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1520417361