This recent Pew study—the first in a series of three on the role of technology in the classroom—investigates how the Internet has affected middle school and high school students’ research skills and strategies. While this survey of 2,500 AP and National Writing Project teachers (presumably those in the most advanced classrooms) does offer a peek into this complicated issue, the window remains opaque: Teachers report complex and contradictory views on how technology has shaped student research. Seventy-seven percent believe that digital technology has had a “mostly positive effect in the classroom,” while 64 percent opine that “technology does more to distract students than help them.” Specific concerns raised by teachers include students’ dependence on search engines (94 percent report that their pupils use Google to conduct research, while only 17 percent report the use of online databases), inability to judge the quality and veracity of information, and perceived loss of critical-thinking skills. But these deficits, the authors suggest, may reflect educators’ and administrators’ own inability to reshape the learning environment to suit today’s connected world—a point with larger implications for teacher training for the modern classroom.
Kristen Purcell et al., How Teens Do Research in the Digital World (Washington, D.C.: Pew Internet and American Life Project, November 2012).
