A plea for traditional teaching
Downloads
DOI:
https://doi.org/10.24306/TrAESOP.2019.01.001Keywords:
Planning education, learning methods, tech-free teachingAbstract
Before we even noticed, electronic devices and the internet have invaded our lives and our universities. Far from being just an instrument, they change the way we teach, whether we want it or not. Unfortunately, instead of helping, they carry negative effects, well documented by research in psychology, psychiatry and neuroimaging over the last decade. They affect our attention, our memory, and our social skills. Without even being aware of it, we are playing the Sorcerer’s Apprentice. Since 2011, the author has banned the digital and reinvigorated traditional teaching methods: a demanding, yet hugely rewarding experience. The present paper is a vibrant plea by a scholar to fellow scholars: let us get rid of the virtual! Let us teach for real!
How to Cite
Published
Issue
Section
License
Copyright (c) 2021 Transactions of the Association of European Schools of Planning
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
American Psychiatric Association (2013) Diagnostic and statistical manual of mental disorders. Washington DC: American Psychiatric Association, text revision, 5th ed.
Bilton, Nick (2014) Steve Jobs was a low-tech parent. New York Times, Sept. 10, 2014.
Clement, Joe and Matt Miles (2017) Screen schooled: Two veteran teachers expose how technology overuse is making our kids dumber. Chicago Review Press.
Colley, Ann and John Maltby (2008) Impact of the Internet on our lives: male and female personal perspectives. Computers in Human Behavior, 24 (5), pp.2005-2013.
Firth, Joseph, John Torous, Brendon Stubbs, Josh A. Firth, Genevieve Z. Steiner, Lee Smith, Mario Alvarez-Jimenez, John Gleeson, Davy Vancampfort, Christopher J. Armitage and Jerome Sarris (2019) The ‘online brain’: How the Internet may be changing our cognition. World Psychiatry, 18 (2), pp.119-129.
Fisher, Matthew, Mariel K. Goddu and Franck C. Keil (2015) Searching for explanations: How the Internet inflates estimates of internal knowledge. Journal of Experimental Psychology: General, 144 (3), pp.674-687.
Geppert, Anna and Roelof Verhage (eds) (2008) Towards a European recognition for the planning profession. Planning Education, N°1. AESOP.
Geppert, Anna (2012) Lettres à Sophie, 2011-2012.
Hamilton, Kristy A. and Mike Zheng Yu Yao (2018) Blurring boundaries: Effects of device features on metacognitive evaluations. Computers in Human Behavior, 89, pp.213-220.
Kirschner, Paul A. and Aryn C. Karpinski (2010) Facebook® and academic performance. Computers in Human Behavior, 26 (6), pp.1237-1245.
Lepp, Andrew, Jacob E. Barkley and Aryn C. Karpinski (2014) The relationship between cell phone use, academic performance, anxiety, and satisfaction with life in college students. Computers in Human Behavior, 31, pp.343–350.
Mendoza, Jessica S., Benjamin C. Pody, Seungyeon Lee, Minsung Kim and Ian M. McDonough (2018) The effect of cellphones on attention and learning: The influences of time, distraction, and nomophobia. Computers in Human Behavior, 86, pp.52-60.
Ophir, Eyal, Clifford Nass and Anthony D. Wagner (2009) Cognitive control in media multitaskers. In Proceedings of the National Academy of Sciences of the United States f America, 106. September 15, 2009.
Pantic, Igor (2014) Online social networking and mental health. Cyberpsychology, Behavior and Social Networking, 17 (10), pp.652-657.
Ryan, Tracii, Andrea Chester, John Reece and Sophia Xenos (2014) The uses and abuses of Facebook: a review of Facebook addiction. Journal of Behavioral Addictions, 3 (3), pp.133-148.
Sarah, Cardinal Robert (2017) The power of silence: Against the dictatorship of noise. San Francisco: Ignatius Press.
Van den Eijnden, Regina J.J.M., Jeroen S. Lemmens and Patti M. Valkenburg (2016) The social media disorder scale. Computers in Human Behavior, 61, pp.478-187.
Yeykelis, Leo, James J. Cummings and Byron Reeves (2014) Multitasking on a single device: Arousal and the frequency, anticipation, and prediction of switching between media content on a computer. Journal of Communication, 64 (1), pp.167-192.
