“Most of today’s students rely on the Internet for companionship, entertainment, and information; the technically inclined can ﬁnd communities of like-minded peers (Gee, 2004), the socially adept can keep tabs on myriads of friends, and the bored can ﬁnd a game to play, an intriguing news item, or a humorous video to watch (Ito et al., 2008). In contrast, most of the educators we spoke with spent more of their time ofﬂine, leading toward a correlation between one’s length of classroom experience and one’s discomfort with new media. Educators coexist in the same cultural mix as their students, but they may have the additional challenge of having to ‘unlearn’ certain assumptions as well as face steep learning curves as technologies grow more diverse and, all too often, more complicated. The net result is a youth population more familiar with online tools and practices. This generational difference in experiences was expressed by the educators”.
(+) Cita de: New Digital Media and Their Potential Cognitive Impact on Youth Learning, by Margaret Weigel, Celka Straughn and Howard Gardner.
The Developing Minds and Digital Media Project, Harvard University, Project Zero, Cambridge, MA 02138, USA, e-mail: email@example.com; firstname.lastname@example.org Spencer Museum of Art, University of Kansas, 1301 Mississippi St, Lawrence, KS 66045, e-mail: