Certainly the “informational age” has opened up a wealth of knowledge that can be accessed with a few mouse clicks.  An interesting phenomenon I’ve noticed is that easy access actually overwhelms the student attempting research.  The constant input of information aimed at young people creates a condition in which they are challenged by deeper understanding of core concepts.  It is as if they are waiting for the answers they seek to be “pushed” at them in the same way much information is “pushed” at them through media outlets.  I have seen classrooms of students filtering web pages with rapid fire succession in a vain attempt to “find” the answer to an essay prompt.  It is as if they expect that answer to jump off the screen and land on their paper!  The sheer volume of information makes the investigation of content elusive, and many internet news sources undertake the methodology of television, presenting only surface exploration of real events in the world.  

This hinders a deeper understanding of the world.  It hinders critical thought.  As an example, I can easily find students in my classroom who claim to “hate” a politician, yet they don’t know that person at all.  What they mean is that they (or most probably) their parents disagree with an ideology.  The lack of a deeper understanding fuels an instant jump to “hate.”  Young people are bombarded from all sides by manipulative media.  This creates a condition where they cling to whatever “sound bites” that stick.  

Deeper research and understanding are accessible in our information age.  But we have to guide our children through that vast overwhelm of information or watch as they initiate a rejection of its complexity.  As parents, we can help steer our children toward the incredible benefits of internet research.   It takes time to work with them.  Answers are out there.  I believe it is important that we take the time to guide our children toward answers that will inspire critical thought, rather than allowing them to simply “get through” homework as quickly as possible with surface information that generates generalities.

Information Overload

Certainly the “informational age” has opened up a wealth of knowledge that can be accessed with a few mouse clicks.  An interesting phenomenon I’ve noticed is that easy access actually overwhelms the student attempting research.  The constant input of information aimed at young people creates a condition in which they are challenged by deeper understanding of core concepts.  It is as if they are waiting for the answers they seek to be “pushed” at them in the same way much information is “pushed” at them through media outlets.  I have seen classrooms of students filtering web pages with rapid fire succession in a vain attempt to “find” the answer to an essay prompt.  It is as if they expect that answer to jump off the screen and land on their paper!  The sheer volume of information makes the investigation of content elusive, and many internet news sources undertake the methodology of television, presenting only surface exploration of real events in the world.  

This hinders a deeper understanding of the world.  It hinders critical thought.  As an example, I can easily find students in my classroom who claim to “hate” a politician, yet they don’t know that person at all.  What they mean is that they (or most probably) their parents disagree with an ideology.  The lack of a deeper understanding fuels an instant jump to “hate.”  Young people are bombarded from all sides by manipulative media.  This creates a condition where they cling to whatever “sound bites” that stick.  

Deeper research and understanding are accessible in our information age.  But we have to guide children/students  through that vast overwhelm of information or watch as they develop apathy as they swim through the vast ocean of the internet.  As parents, we can help steer our children toward the incredible benefits of internet research.   It takes time to work with them.  Answers are out there.  I believe it is important that we take the time to guide our children toward answers that will inspire critical thought, rather than allowing them to simply “get through” homework as quickly as possible with surface information that generates generalities.