There are two required videos in this lesson, lasting less than 21 minutes in total. You should have enough time to read through the required text of this page and answer the conceptual questions within the 90 minutes of this class.
Before we reach the end of the course, let's not forget to think about some of the negative educational aspects of the Internet. (We have already touched on some of the social and political problems of the internet.) As teachers, we have to be aware of the problems and try to deal with them at the same time we are using digital tools.
Please watch this 2015 talk by Nicholas Carr about what the Internet does to the human brain. (How prophetic it was in light of the Boeing 737 Max crashes in 2018 and 2019!)
And what influence will AI have on our brains? Obviously, Nicholas Carr dealt with how the Internet changes our brains before the appearance of ChatGPT and the other user-friendly bots. Do you think his logic applies to AI as well?
If Nicholas Carr is correct (and he presents a strong case), then what are the implications for teaching ELLs?
Well, as great as technology is, ELLs should also be reading real (i.e., printed) books! Give them time to read a book of their own choosing during the class. The choice will increase their motivation to read. Perhaps have this free reading for the first 10 minutes of each English lesson. This also allows the students to calm down from any previous activities (e.g., Phys. Ed., lunch, a long break). It also allows the students who are late to come into the class without missing the first part of the planned lesson.
Frequently remind kids to bring their chosen books, but be ready for some of the students who forget. Have something for them to read or do so they don't disturb the students who are reading. (Try magazines or comic books!)
See if your school library has a section of graded readers, simplified for ELLs. If there isn't, suggest this to the librarian. Yes, this might cost a bit of money, but it would be well spent if your students develop the ability and motivation to read on their own. In addition, there are ways (via the Internet) of getting free books in English, although many are for native English speakers.
It would appear that there is a correlation (and perhaps a causation) between the use of smartphones by teens, particularly girls, with the growing mental illness among young people. Jonathan Haidt is one of the noted social scientists who have pointed this out. Here is a very short video of him summarizing his book, "The Anxious Generation," I strongly recommend further reading on this topic.
Towards the 2024-2025 school year, a number of states in the United States had already banned smart phones (totally or partially). Here's the 3 September 2024 episode of the NYTimes' "The Daily" podcast, covering that phenomenon. (OPTIONAL)
As a short (but important) detour away from inherent Internet problems in TESL/TEFL/TELLs, consider this more general example of the potential dangers of the Internet in our daily lives. In this case, the danger lies in Amazon (and other online merchants) giving away your private data. This 7 August 2022 article from The Intercept is entitled: AMAZON’S ONE-STOP SHOP FOR IDENTITY THIEVES .
Please note: Late homework will be penalized 20% of the potential grade. Your first post is worth 60% and the second post (a meaningful response to some one else) is worth 40%.
After watching the various required videos in this lesson, please answer the following questions in the Lesson 25 MOODLE discussion forum:
What are the implications of Nicholas Carr's message for your teaching and life in general?
What is your personal opinion about the advantages and disadvantages of smart-phones for students.
Read the posts from all the other students and REPLY to at least one with a meaningful response. (Please note: "I agree." or "Great!" is not meaningful without a thoughtful presentation of why.) Perhaps choose the most controversial or most helpful. If you disagree with someone, please do so politely and constructively!