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According to Mark, the first myth assumes that when using computers “we should strive to concentrate for as long as possible.” She said this was unrealistic. When we try to focus on difficult tasks for long periods of time on screens without taking breaks to restore our cognitive resources, “our brains can also get hurt, and that’s called burnout,” she added. Focus is a limited resource and can fluctuate depending on how engaged or challenged the student feels. Therefore, when teachers balance harder and simpler tasks in the classroom, it gives students an opportunity to do so Restore cognitive and executive function.
The myth of multitasking
The second myth about attention span is multitasking. “As humans, we can’t parallelize processes unless one of those activities is automated,” Mark says. “Not only does multitasking impair accuracy on individual tasks, but the nail in the coffin is that multitasking creates more stress,” she continued. So, as students move from one task to another and from one screen to another, not only does their executive function decline, but their stress levels rise. In their research, Mark and her colleagues “found an association with the amount of attention shifting and [participants’] “Reports of marked stress,” she said.
The myth of self-discipline
The third myth about attention span and technology is that lack of focus is due to low self-discipline. Social media algorithms appeal to our desire to gravitate toward reward-based social systems, Mark said. For young people, social media can do just that It plays a big role in social communication. It is important to get validation from others Adolescent identity developmentSocial media is highly scalable, so teens also gain social capital from likes and interactions online. Because social media and smartphone use is time-consuming and rooted in identity construction, “there’s a competition for attention between what the teacher is talking about and what your friend is saying on the phone,” Mark said. “And it might be interesting to pay attention to what your friend says.”
Solution
Mark sees Banning smartphones From the classroom as a social equalizer for students in K-12 education. Mark said students should be encouraged to “always put the person before the smartphone.” Setting this social norm can appeal to teens’ natural desire to be part of a group, she said.
Finding what may seem like endless ways to keep students engaged and happy throughout the day can be daunting. But Mark recommended simple teaching strategies like playing short games, incorporating funny and engaging animations throughout the lesson, reflecting at the classroom level, and allowing for small-group participation. These teaching strategies align well with Expanding and building theoryWhich posits that “the ability to experience positive emotions may be a basic human strength.”
According to Mark, teachers can help students sharpen their attention by practicing thinking and reasoning Visualizing the future self. Since this is a skill that teens have to build from scratch, “for a young person, this skill can be their future personality at the end of the day,” Mark said. Having a sense of a concrete future vision will Help students stay goal orientedEven if the goals seem small. She continued: Ultimately, goals can be set for the future, such as planning for the weekend, or even for the next semester.
During the interview, Mark emphasized the importance of integration Media Culture In the curriculum. Mark said it was important for young people to learn the importance of single-tasking and the dangers of excessive media use. But it is also essential that students understand the dangers of misinformation, disinformation and cyberbullying.
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