Somehow, Brooks (in the op-Ed below) appears to have missed the research at MIT, Stanford, Wisconsin-Madison, NYU, the MacArthur Foundation and frankly, pretty much all of the research in Digital Media and Learning. It is also unlikely that he has watched how young people learn today with their mobile devices – NPR just did a story on Stanford taking much of it’s engineering library off the shelf and on-line.
The irony is that had Brooks used 21st century internet-based reading and participation techniques, they would have lead him to that research. Note that he has not posted a single response to any of the 255 comments on the article – the antithesis of 21st century learning – which is participating in a network. It appears that Brooks has taken very limited steps to participate, experiment, or practice in the medium he is calling into question.
By David Brooks
Then the researchers, led by Richard Allington of the University of Tennessee, looked at those students’ test scores. They found that the students who brought the books home had significantly higher reading scores than other students. These students were less affected by the “summer slide” — the decline that especially afflicts lower-income students during the vacation months. In fact, just having those 12 books seemed to have as much positive effect as attending summer school.
This study, along with many others, illustrates the tremendous power of books. We already knew, from research in 27 countries, that kids who grow up in a home with 500 books stay in school longer and do better. This new study suggests that introducing books into homes that may not have them also produces significant educational gains.
Recently, Internet mavens got some bad news. Jacob Vigdor and Helen Ladd of Duke’s Sanford School of Public Policy examined computer use among a half-million 5th through 8th graders in North Carolina. They found that the spread of home computers and high-speed Internet access was associated with significant declines in math and reading scores.
This study, following up on others, finds that broadband access is not necessarily good for kids and may be harmful to their academic performance. And this study used data from 2000 to 2005 before Twitter and Facebook took off.
These two studies feed into the debate that is now surrounding Nicholas Carr’s book, “The Shallows.” Carr argues that the Internet is leading to a short-attention-span culture. He cites a pile of research showing that the multidistraction, hyperlink world degrades people’s abilities to engage in deep thought or serious contemplation.
Carr’s argument has been challenged. His critics point to evidence that suggests that playing computer games and performing Internet searches actually improves a person’s ability to process information and focus attention. The Internet, they say, is a boon to schooling, not a threat.
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