You are here:

On the Brain Basis of Digital Daze in Millennial Minds: Rejoinder to "Digital Technology and Student Cognitive Development: The Neuroscience of the University Classroom"
ARTICLE

Journal of Management Education Volume 40, Number 4, ISSN 1052-5629

Abstract

In this issue, Cavanaugh, Giapponi, and Golden (2016) have discussed the new prominent role of digital devices in the lives of students; the possible impact of these widely-used technologies on developing, learning minds; and the relevance of new cognitive neuroscience research and technologies for better understanding the potential effects of this phenomenon on the brain. Indeed, the amount of time school-age children and adolescents spend on computers, cell phones, and tablets playing computer games, using social media, and surfing the interwebs is being increasingly well documented, and the results are concerning to say the least. Many agree that the extent to which students of all ages are staring into digital devices is a source of concern for their cognitive, academic, and social development. No doubt, Brown adds, this issue has been addressed by previous generations with the advent of other new technologies, such as television. As both scientific research and public policy on this topic continue to develop and advance, Brown concludes that there is comfort in the knowledge that young brains are exceedingly malleable and contain within them the greatest possibility for growth and learning. [For "Digital Technology and Student Cognitive Development: The Neuroscience of the University Classroom," see EJ1105092.]

Citation

Brown, T.T. (2016). On the Brain Basis of Digital Daze in Millennial Minds: Rejoinder to "Digital Technology and Student Cognitive Development: The Neuroscience of the University Classroom". Journal of Management Education, 40(4), 411-414. Retrieved November 21, 2019 from .

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords