Over time, people have transitioned the way they predominantly get their information and learn, as follows:
1) Experiential—people used to learn mostly by doing—through their experiences, although these were usually limited in both time and space.
2) Reading—With the printing press, doing was supplanted by reading and information came from around the world and passed over from generation to generation.
3) Television—Active reading was upended by passive watching television, where the printed word “came alive” in images and sounds streaming right into our living rooms.
4) Virtuality—And now TV is being surpassed by the interactivity of the Internet, where people have immediate access to exabytes of on-demand information covering the spectrum of human thought and existence.
The question is how does the way we learn ultimately affect what we learn and how we think—in other words does sitting and reading for example teach us to think and understand the world differently than watching TV or surfing the Internet? Is one better than the other?
I remember hearing as a kid the adults quip about kids sitting in front of the TV like zombies! And parents these days, tell their kids to “get off of Facebook and get outside and play a little in the yard or go to the mall”—get out actually do something with somebody “real.”
An article in Wired Magazine, June 2010, called “Chaos Theory” by Nicholas Carr states “even as the Internet grants us easy access to vast amounts of information, it is turning us into shallower thinkers, literally changing the structure of our brain.”
Carr contents that the Internet is changing how we think and not necessarily for the better:
1) Information overload: The Internet is a wealth of information, but “when the load exceeds our mind’s ability to process and store it, we’re unable to retain the information or to draw connections with other memories…our ability to learn suffers and our understanding remains weak.”
2) Constant interruptions: “The Internet is an interruption system. It seizes out attention only to scramble it,” though images, videos, hypertext, email, IM, tweets, RSS feeds, and advertisements.
3) “Suckers for Irrelevancy”: “The stream of new information plays to our natural tendency to overemphasize the immediate. We crave the new even when we know it’s trivial.”
4) “Intensive multitasking”: We routinely try to do (too) many things online at the same time, so that we are predominantly in skimming mode and infrequently go into any depth in any one area. In short, we sacrifice depth for breadth, and thereby lose various degrees of our ability in “knowledge acquisition, inductive analysis, critical thinking, imagination, and reflection.”
While I think that Carr makes some clever points about the dangers of Internet learning, I believe that the advantages of the Internet far outweigh the costs.
The Internet provides an unparalleled access to information and communication. It gives people the ability to get more information, from more sources, in more ways, than they would’ve in any of the other ways of learning. We are able to browse and search—skim or dig deep—as needed, anytime, anywhere.
With the Internet, we have access to information that exceeds the experiences of countless lifetimes, our world’s largest libraries—and TV isn’t even a real competitor.
At the end of the day, the Internet is a productivity multiplier like no other in history. Despite what may be considered information overload, too many online interruptions, and our inclinations to multitasking galore and even what some consider irrelevant; the Internet is an unbelievable source of information, social networking, entertainment, and online commerce.
While I believe that there is no substitute for experience, a balance of learning media—from actually doing and reading to watching and interacting online—make for an integrated and holistic learning experience. The result is learning that is diversified, interesting, and provides the greatest opportunity for everyone to learn in the way that suits him or her best.
Moreover, contrary to the Internet making us shallower thinkers as Carr contends, I think that we are actually smarter and better thinkers because of it. As a result of the Internet, we are able to get past the b.s. faster and find what we are looking for and what is actually useful to us. While pure linear reading and thinking is important and has a place, the ability online of the semantic web to locate any information and identify trends, patterns, relationships, and visualize these provides an added dimension that is anything but shallow.