I love junk food. Like a majority of the American population, I am constantly surrounded by tempting, processed snacks that are guaranteed to fill me with a brief and euphoric moment of palatable satisfaction. I realize and acknowledge the dangers of this obsession, and I hate what junk food does to me; however, I just cannot seem to get enough of it.* Similar to how junk food has become an integrated element of my adolescent life, technology has also established a sound foundation in my everyday lifestyle.* Technology is everywhere. It is in our schools, in our homes, even in our pockets. In a culture that focuses on scientific progression and increasing efficiency, technological advances have drastically increased to do just that over the
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A prime example of this phenomena is Facebook. While we have the capabilities of having* hundreds, even thousands of “friends”, this vast connection is not an accurate depiction of real-life relationships. Humans, according to Robin Dunbar, have the social capacity for maintaining around 150 casual friends (Konnikova, para. 3). However, the illusory idea* that a growing pool of social media friends ensures popularity and happiness is emerging in the Internet world*. The “time invest[ed] in superficial relationships comes at the expense of more profound ones” (Konnikova quotes Dunbar) Ironically, these cursory relationships may lead to depression and loneliness in adolescents who feel that they have few friends they can interact with …show more content…
As electronics are becoming more of an intrinsic component of children 's lives, researcher Vicky Rideout has discovered that “[children age 8 to 18] on average spend twice as much time with screens each year as they spend in school” (Richtel, para. 5). Since a majority of students devote most of their day in front of screens than in front of a person, it is no surprise that their attention span is steadily dwindling. Because more and more children are relying on technology for active stimulation, it is becoming progressively difficult for teachers to hold their attention.According to Dr. Christakis, the heavy technology use evident in this generation “makes reality by comparison uninteresting,” meaning that teachers will have to work harder to attempt to replicate the metaphysical stimulation that technology obligingly provides (Richtel quotes Christakis, para. 29-30). One proposed solution to preventing distraction in the classroom is integrating more technology in the classroom itself in order to prompt student interaction and effective learning. However, it is difficult to predict if this progressive attempt to adapt to technological advances will in fact contribute to students’ reliance on technology in places even outside of the classroom. / These shortening of attention spans not only applies to inside the classroom, but also the
A prime example of this phenomena is Facebook. While we have the capabilities of having* hundreds, even thousands of “friends”, this vast connection is not an accurate depiction of real-life relationships. Humans, according to Robin Dunbar, have the social capacity for maintaining around 150 casual friends (Konnikova, para. 3). However, the illusory idea* that a growing pool of social media friends ensures popularity and happiness is emerging in the Internet world*. The “time invest[ed] in superficial relationships comes at the expense of more profound ones” (Konnikova quotes Dunbar) Ironically, these cursory relationships may lead to depression and loneliness in adolescents who feel that they have few friends they can interact with …show more content…
As electronics are becoming more of an intrinsic component of children 's lives, researcher Vicky Rideout has discovered that “[children age 8 to 18] on average spend twice as much time with screens each year as they spend in school” (Richtel, para. 5). Since a majority of students devote most of their day in front of screens than in front of a person, it is no surprise that their attention span is steadily dwindling. Because more and more children are relying on technology for active stimulation, it is becoming progressively difficult for teachers to hold their attention.According to Dr. Christakis, the heavy technology use evident in this generation “makes reality by comparison uninteresting,” meaning that teachers will have to work harder to attempt to replicate the metaphysical stimulation that technology obligingly provides (Richtel quotes Christakis, para. 29-30). One proposed solution to preventing distraction in the classroom is integrating more technology in the classroom itself in order to prompt student interaction and effective learning. However, it is difficult to predict if this progressive attempt to adapt to technological advances will in fact contribute to students’ reliance on technology in places even outside of the classroom. / These shortening of attention spans not only applies to inside the classroom, but also the