March 9 - Article Review #3

The Teenage Brain and Technology

Citation:  Feinstein, S. (2011). The teenage brain and technology. LEARNing Landscapes, 5(1), 14-25. Retrieved from http://www.learninglandscapes.ca/images/documents/ll-no9-final-lr.pdf#page=71.

Summary:  This article examines the ways that technology interfaces with the teenage brain, specifically attempting to answer three questions:  what is happening in the teenage brain, how technology is impacting the changes in the teenage brain, and which technology-based instructional technologies are compatible with the teenage brain.  The teenage brain is changing and transitioning as the child becomes an adult.  Teenage brains depend on the amygdala to process emotions and feelings.  Adults process their feelings in their frontal lobes, which are associated with higher order thinking.  Brain cells, or neurons, grow hair-like structures called dendrites as information is learned.  Each neuron has an axon which transmits information between neurons.  When dendrites, neurons, and axons communicate with each other, the resulting electrical connection is called a synaptic connection.  These connections aid in information transmission.  During the teenage years, an over-production of these connections occurs, creating a wonderful opportunity for learning.  As the brain matures, the process of pruning occurs.  Sometimes this is called the "use it or lose it" principle.

Computer-based instruction comes in many forms.  Students and teachers have the Internet, tutorials, games, and social networking, just to name a few.  Studies have shown that students are engaged and motivated by technology, and are drawn to e-learning.  Games and tutorials can be used for reinforcing basic skills.  Higher order thinking can encourage higher order thinking.  However, as with any educational tool, computer-based instruction has its limitations.  Students are developing shorter attention spans.  Gaming addictions can be affected.  Educators should use caution but continue to use such tools as tutorials, games, and graphic organizers to help the students' brains develop and learn.

Reflection:  For some reason I have always been fascinated by the study of the human brain.  I remember thinking as a teenager that it would really be cool to see my own brain, but I knew that would likely never happen.  Since then, it has happened in a way, because I have seen a CT of my head.  While I didn't see it in action, I've seen pictures of it and that was pretty fascinating.  What we see anatomically is only scratching the surface of the human brain.  On a cellular level, we can see learning almost as it happens.  Recent studies have shown that brains can keep learning and developing new neuronal pathways even into old age.  Still, it is important that educators know how students' brains develop, so that they can take advantage of peak learning times such as that of a teenager, when there is an over-abundance of synaptic connections.  This review also shows us that teachers need to use caution and not over-rely on technology, but utilize it for each student's best education.