Further Reflection about Digital Learning

Ruth Mellinkott wrote a cookbook
called Easy, Easier, Easiest Cookbook.
How to apply this theory to
teaching research to
middle school students!

Speed. The middle school students, almost 2 generations away from me, live in a fast and ever changing world. Although I intellectually knew this as fact, I now see I did not fully understand what that meant. Fast tools, a variety of access avenues, and individual access to information does not mean learning and/or teaching easier.  In fact, the students in the first semester of this study still had the memory of handwritten notes, and evenings of tallying surveys manually.  Each successive semester sees a growing number of students who expect more with less effort.  There is a fine line within the speed component to learning....and it's not an iPhone or a Chromebook, although those things can be part of the learning conundrum.

I see students waiting until they absolutely need knowledge before wanting it...and want the quickest avenue to get it. Asking me for the piece of information on the spot is most expedient way to access what's needed, but I am reluctant to be the parroting source of facts. I refer them to the class GoogleSite where all the rubrics, handouts, and flashcards exist along with my commentaries.  Eyeballs roll.

What's needed it seems, is a leaner GoogleSite, Blogger requirements, quizzes, and note making. Avenues where information can be accessed quickly, as needed.  The digital learning arena is a slippery slope toward student expectation that the research process should be easy, instead of easier.