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Growing Up Digital, Wired For Distraction

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In the article, “Growing Up Digital, Wired for Distraction,” Matt Richtel explains how students’ constant use of media may induce a pattern of distraction and disinclination toward academics. Richtel starts by investigating how parents, teachers, and administrators use technology to pull the attention of students from games and social media to academics. Researchers say when youths use technology and media, their “developing brains can become more easily habituated...to constantly switching tasks — and less able to sustain attention” (2). The intention of using more technology in classrooms is to invoke student interest in academics, prevent distractions, and allow students to concentrate. Richtel moves on to discuss how students blame media…show more content…
Students aren’t choosing media over homework because they lack motivation but because they’d rather have fun and entertain themselves than study. Teachers are often split over whether to use more technology to teach, as one said “the key is...getting their hands on the technology,” yet another claims “schools make the problem worse when they adopt the technology” (9). Sometimes technology can make students more interested in furthering their academics, but sometimes it just pushes them to use media for entertainment even more. The point is that students need to spend more time use technology to aid their future, not to amuse them. David Reilly, a high school principal, hopes that “computers can be combined with education to...give them technical skills without compromising deep analytical thought” (10). Thus watching videos and playing video games doesn’t train a brain to persevere with long assignments but to jump from task to task. The constant use of media can develop a habit for distraction and loathing of academics for teenagers, as Matt Richtel elucidates in his article “Growing Up Digital, Wired for
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