With technology in our lives, the division between the parallels between assistance and hindrance grows further, as generations develop. In “Growing Up Digital, Wired For Distraction,” several claims are generalized, and supported as each leads up to an idea. This idea is that as the generations grow, the “programming” of their brains direct them towards “failure” in a sense, educationally, and projects the inability to focus, and advert attention to one particular action.
The generalizations that surround this idea, that the notions that “students have always faced distractions and time-wasters”, but technology has invoked the generalization that the current generation, as well as the one to come is “less able to sustain attention.” This generalization consequently true, as it may be, is based off of how we (students) direct our attention and time. According to Michael Rich, an associate professor at Harvard Medial School and executive director of the Center on Media and Child Health in Boston, states his opinion that “Their (students/younger generation) brains are rewarded not for staying on task but for jumping to the next thing.” This statement correlates with the generalization that the younger (my) generation is less able to sustain attention, because we are simply always on a demanding and crunched schedule, as we quickly rather watch a two minute video, than read a two hundred page book, as Kurt Vonnegut is a prime example. He stated that by watching synopsis over a book, “you can get a whole story in six minutes.. and that a book takes so long. I prefer the immediate gratification.” His idea, suggests that our brains in fact rewards us with finishing one thing and jumping onto the next one, because with technology we see the “what if” side of our lives. As we complete tasks, we direct ourselves towards this “what if” I can do this… or that, pushing us to either compromise and or ignore our assignments, to do that more pleasing side...
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