Technology, the Brain, and Working Memory
We’ve been having some wonderful discussions during our book study of “The Tech-Wise Family.” Last week, someone made the comment, wondering how our world has moved from the industrial age to the information age with its focus on technology, innovation, critical and creative thinking, and as a result, she questioned whether we have lost the art of teaching children how to memorize core knowledge. We know that at RDS we have not, but she is wondering about other schools as her child matriculates from RDS to elementary schools and beyond.
In this era of innovative learning and digital tools, flashy screens enable students to gain information at the tap of their fingers. That got my attention – so much so, that I decided to do some research and present my findings related to the implementation of screens for young students. Having been involved in education for over 33 years, I have seen a few educational trends come and go. For example, whole language (a philosophy for teaching reading and a discredited educational method) versus phonics (the precise sound/symbol relationship to sounding-out words) had the educational giants at odds for some time. I believe technology integration in the early elementary grades is one of those new “bells and whistles,” and I have an opinion.
Is technology in elementary schools a value-added educational practice that is worth the downside? Prior to leaving my last position as a lower school principal, I saw this trend: lower scores on educational assessments in the ‘working memory’ of children. What does working memory have to do with school? Everything. It is an indicator of a child’s ability to sustain attention; to organize and process new material, and to hold on to the new information. An example of this is long division. One must hold in one’s memory multiplication facts and the exact process of working the problem (divide, multiply, subtract, check, bring down – Does McDonald’s Sell Cheese Burgers) to be successful. An efficient working memory affects learning and academic achievement.
Is there a relationship between a decline in working memory and the use of screens? I wonder.
I am a proponent of core knowledge and memory-work in schools. Memorization improves one's memory through the ability to hold information and recall what you've learned in the past. Think of it as mental gymnastics. What is happening to cause these working memory scores to decline? The anecdotal data is inconclusive, and educational psychologists seem to be baffled as well. I’ve asked them. Besides the incorporation of screens, is it because we are not requiring our children to attend and focus on one task, follow multi-step directions at home or at school, nor exercise the part of the brain responsible for memory? These are thoughts to ponder.
At good schools, memorization of math facts, poetry, various pledges, songs, presentations, the Gettysburg Address, the Preamble, states and capitals are still required. There is a sense of pride when touring the Lincoln Memorial, gazing up at our 16th president, and from memory, reciting the Gettysburg Address. I don’t know about your child’s working memory nor yours, but there are ways to make improvement. You can practice these bullet points with your child.
Pay attention – Teach your child to look you in the eye when you speak (listen with eyes and ears).
Follow 2-3-step directions – Get your pajamas on; brush your teeth; get in bed.
Organize steps to accomplish a goal – Teach your child to put his/her clothes away. For example, “Sort your socks and underwear and put them in their correct drawer. Put your t-shirts in their correct drawer. Let me know when you are finished, and I’ll inspect your work.”
Anticipate cause and effect – What will happen if it rains tomorrow? (We won’t be able to go to the park). What do you think will happen if you leave your bike in the driveway? (Dad might run over it in the morning when he leaves the house).
Stay focused and persevere – Teach your child to keep trying when something is difficult. Share that it took you a long time when you learned to __________________. “Keep trying.”
Make connections with their learning – When you hang your Redeemer bag in the same place every day, you can find it easily in the morning.
Mental math – early elementary grades
These are skills that enable a child to be successful in a learning environment. At RDS, we work with your child every day to train in the art of attentiveness, to train in the ability to follow directions, and to train in the value of persevering until the task is finished. Oh, the joy of a job well done!
