Think about how you process information and read. Are young people any different? Do they use technology differently from older people?

Call me old-fashioned, but I do love to read print. The ability to hold the paper in my hands, turn a page or make notes with coloured felt-tipped pens or use highlighters on a crisp white page. However, with my university learning, I have noticed that when I read articles and large amounts of text from the screen, I become easily distracted; (in fact, I made some online purchases whilst writing this post!) by checking emails and clicking between screens can make it more difficult to absorb important information. I often reread the same paragraphs to gain clarity.

I believe younger readers would read more directly from screens for several reasons. First, devices at home, such as pads, laptops, phones etc., make text more accessible and portable. The expectation in schools is to use electronic devices for learning. Google Classroom is an excellent example of teachers assigning work in multiple subjects, and activities such as sports or creative arts programs can be distributed and communicated more effectively. Students become engaged in their reading and learning anytime using technology. Would the increased accessibility also add to increased distractions for younger readers, as I have experienced? Goodwin (2013, p.78) states modern media features such as hyperlinks and notifications interrupt the reading flow, and this distractibility can take away from the meaning of the text. Within the school environment, students must be taught skills and techniques to help minimise distractions to their learning.

Children use technology differently from adults. First and foremost, in the school environment, it is for learning and reading; at home, it is mainly for entertainment and reading for pleasure. In the older grades, for homework as well. Adult use of technology differs as it is predominantly a communication tool, emails, banking etc., as well as for information seeking in the workplace, for study or for personal interests.

References

Goodwin, B. (2013). The reading skills digital brains need. Educational Leadership. 78-79.