Tuesday, July 31, 2007

The 6th Mind: "Priming the Pump" with Truth, Trust, Deeds!

The New York Times




July 31, 2007

Who’s Minding the Mind?

In a recent experiment, psychologists at Yale altered people’s judgments of a stranger by handing them a cup of coffee.

The study participants, college students, had no idea that their social instincts were being deliberately manipulated. On the way to the laboratory, they had bumped into a laboratory assistant, who was holding textbooks, a clipboard, papers and a cup of hot or iced coffee — and asked for a hand with the cup.

That was all it took: The students who held a cup of iced coffee rated a hypothetical person they later read about as being much colder, less social and more selfish than did their fellow students, who had momentarily held a cup of hot java.

Findings like this one, as improbable as they seem, have poured forth in psychological research over the last few years. New studies have found that people tidy up more thoroughly when there’s a faint tang of cleaning liquid in the air; they become more competitive if there’s a briefcase in sight, or more cooperative if they glimpse words like “dependable” and “support” — all without being aware of the change, or what prompted it.

Psychologists say that “priming” people in this way is not some form of hypnotism, or even subliminal seduction; rather, it’s a demonstration of how everyday sights, smells and sounds can selectively activate goals or motives that people already have.

More fundamentally, the new studies reveal a subconscious brain that is far more active, purposeful and independent than previously known. Goals, whether to eat, mate or devour an iced latte, are like neural software programs that can only be run one at a time, and the unconscious is perfectly capable of running the program it chooses.

The give and take between these unconscious choices and our rational, conscious aims can help explain some of the more mystifying realities of behavior, like how we can be generous one moment and petty the next, or act rudely at a dinner party when convinced we are emanating charm.

“When it comes to our behavior from moment to moment, the big question is, ‘What to do next?’ ” said John A. Bargh, a professor of psychology at Yale and a co-author, with Lawrence Williams, of the coffee study, which was presented at a recent psychology conference. “Well, we’re finding that we have these unconscious behavioral guidance systems that are continually furnishing suggestions through the day about what to do next, and the brain is considering and often acting on those, all before conscious awareness.”

Dr. Bargh added: “Sometimes those goals are in line with our conscious intentions and purposes, and sometimes they’re not.”

Priming the Unconscious

The idea of subliminal influence has a mixed reputation among scientists because of a history of advertising hype and apparent fraud. In 1957, an ad man named James Vicary claimed to have increased sales of Coca-Cola and popcorn at a movie theater in Fort Lee, N.J., by secretly flashing the words “Eat popcorn” and “Drink Coke” during the film, too quickly to be consciously noticed. But advertisers and regulators doubted his story from the beginning, and in a 1962 interview, Mr. Vicary acknowledged that he had trumped up the findings to gain attention for his business.

Later studies of products promising subliminal improvement, for things like memory and self-esteem, found no effect.

Some scientists also caution against overstating the implications of the latest research on priming unconscious goals. The new research “doesn’t prove that consciousness never does anything,” wrote Roy Baumeister, a professor of psychology at Florida State University, in an e-mail message. “It’s rather like showing you can hot-wire a car to start the ignition without keys. That’s important and potentially useful information, but it doesn’t prove that keys don’t exist or that keys are useless.”

Yet he and most in the field now agree that the evidence for psychological hot-wiring has become overwhelming. In one 2004 experiment, psychologists led by Aaron Kay, then at Stanford University and now at the University of Waterloo, had students take part in a one-on-one investment game with another, unseen player.

Half the students played while sitting at a large table, at the other end of which was a briefcase and a black leather portfolio. These students were far stingier with their money than the others, who played in an identical room, but with a backpack on the table instead.

The mere presence of the briefcase, noticed but not consciously registered, generated business-related associations and expectations, the authors argue, leading the brain to run the most appropriate goal program: compete. The students had no sense of whether they had acted selfishly or generously.

In another experiment, published in 2005, Dutch psychologists had undergraduates sit in a cubicle and fill out a questionnaire. Hidden in the room was a bucket of water with a splash of citrus-scented cleaning fluid, giving off a faint odor. After completing the questionnaire, the young men and women had a snack, a crumbly biscuit provided by laboratory staff members.

The researchers covertly filmed the snack time and found that these students cleared away crumbs three times more often than a comparison group, who had taken the same questionnaire in a room with no cleaning scent. “That is a very big effect, and they really had no idea they were doing it,” said Henk Aarts, a psychologist at Utrecht University and the senior author of the study.

The Same Brain Circuits

The real-world evidence for these unconscious effects is clear to anyone who has ever run out to the car to avoid the rain and ended up driving too fast, or rushed off to pick up dry cleaning and returned with wine and cigarettes — but no pressed slacks.

The brain appears to use the very same neural circuits to execute an unconscious act as it does a conscious one. In a study that appeared in the journal Science in May, a team of English and French neuroscientists performed brain imaging on 18 men and women who were playing a computer game for money. The players held a handgrip and were told that the tighter they squeezed when an image of money flashed on the screen, the more of the loot they could keep.

As expected, the players squeezed harder when the image of a British pound flashed by than when the image of a penny did — regardless of whether they consciously perceived the pictures, many of which flew by subliminally. But the circuits activated in their brains were similar as well: an area called the ventral pallidum was particularly active whenever the participants responded.

“This area is located in what used to be called the reptilian brain, well below the conscious areas of the brain,” said the study’s senior author, Chris Frith, a professor in neuropsychology at University College London who wrote the book “Making Up The Mind: How the Brain Creates our Mental World.”

The results suggest a “bottom-up” decision-making process, in which the ventral pallidum is part of a circuit that first weighs the reward and decides, then interacts with the higher-level, conscious regions later, if at all, Dr. Frith said.

Scientists have spent years trying to pinpoint the exact neural regions that support conscious awareness, so far in vain. But there’s little doubt it involves the prefrontal cortex, the thin outer layer of brain tissue behind the forehead, and experiments like this one show that it can be one of the last neural areas to know when a decision is made.

This bottom-up order makes sense from an evolutionary perspective. The subcortical areas of the brain evolved first and would have had to help individuals fight, flee and scavenge well before conscious, distinctly human layers were added later in evolutionary history. In this sense, Dr. Bargh argues, unconscious goals can be seen as open-ended, adaptive agents acting on behalf of the broad, genetically encoded aims — automatic survival systems.

In several studies, researchers have also shown that, once covertly activated, an unconscious goal persists with the same determination that is evident in our conscious pursuits. Study participants primed to be cooperative are assiduous in their teamwork, for instance, helping others and sharing resources in games that last 20 minutes or longer. Ditto for those set up to be aggressive.

This may help explain how someone can show up at a party in good spirits and then for some unknown reason — the host’s loafers? the family portrait on the wall? some political comment? — turn a little sour, without realizing the change until later, when a friend remarks on it. “I was rude? Really? When?”

Mark Schaller, a psychologist at the University of British Columbia, in Vancouver, has done research showing that when self-protective instincts are primed — simply by turning down the lights in a room, for instance — white people who are normally tolerant become unconsciously more likely to detect hostility in the faces of black men with neutral expressions.

“Sometimes nonconscious effects can be bigger in sheer magnitude than conscious ones,” Dr. Schaller said, “because we can’t moderate stuff we don’t have conscious access to, and the goal stays active.”

Until it is satisfied, that is, when the program is subsequently suppressed, research suggests. In one 2006 study, for instance, researchers had Northwestern University undergraduates recall an unethical deed from their past, like betraying a friend, or a virtuous one, like returning lost property. Afterward, the students had their choice of a gift, an antiseptic wipe or a pencil; and those who had recalled bad behavior were twice as likely as the others to take the wipe. They had been primed to psychologically “cleanse” their consciences.

Once their hands were wiped, the students became less likely to agree to volunteer their time to help with a graduate school project. Their hands were clean: the unconscious goal had been satisfied and now was being suppressed, the findings suggest.

What You Don’t Know

Using subtle cues for self-improvement is something like trying to tickle yourself, Dr. Bargh said: priming doesn’t work if you’re aware of it. Manipulating others, while possible, is dicey. “We know that as soon as people feel they’re being manipulated, they do the opposite; it backfires,” he said.

And researchers do not yet know how or when, exactly, unconscious drives may suddenly become conscious; or under which circumstances people are able to override hidden urges by force of will. Millions have quit smoking, for instance, and uncounted numbers have resisted darker urges to misbehave that they don’t even fully understand.

Yet the new research on priming makes it clear that we are not alone in our own consciousness. We have company, an invisible partner who has strong reactions about the world that don’t always agree with our own, but whose instincts, these studies clearly show, are at least as likely to be helpful, and attentive to others, as they are to be disruptive.

Monday, July 30, 2007

SMART SEATS + SMART BOARDS + SMART TEACHERS = SMART LEARNERS!

photo

(JAY KARR/McClatchy-Trinbune)

Fifth-grader Paula Lusena touches her science lab Smart Board, an electronic blackboard that allows students and teachers to project and manipulate graphic displays by touching and moving items around.

Detroit Free Press

High-tech teaching

Smart Boards engage students weaned on the Internet

HILTON HEAD ISLAND, S.C. -- At the start of each school day, Bluffton Elementary science teacher Tara Crewe fires up her laptop and video projector and beams the day's agenda onto a big-screen version of a 21st-Century blackboard.

What happens next is mind-boggling. Using a new interactive electronic white board, Crewe taps a yellow sun on the screen, and a quiz appears.

When a student answers a question, Crewe swipes a dry eraser over a blank line on the screen, revealing the correct answer almost magically.

Welcome to the future of teaching.

As schools across the country try to find ways to reach tech-savvy children in the video-game and Internet-saturated Information Age, these new interactive Smart Boards have emerged as a tool for teachers to engage students.

"It's turned learning in the classroom into the interactivity and entertainment kids are used to at home," Crewe said. Using Smart Boards "has made me a better teacher and made the kids more motivated learners."

Most of Crewe's instruction time is spent in front of the Internet-connected touch-screen board, which is linked to her laptop computer.

It allows her to link to educational videos, Web sites, slide-show presentations and blank screens -- like traditional white boards -- that she can draw on, save and print.

She often invites students to come to the front of the class and reveal answers with a simple swipe of the hand.

This kind of hands-on involvement with each lesson is especially beneficial to students with learning disabilities, those who have a hard time staying focused and children who learn more efficiently through interaction.

Crewe, one of the first teachers in her area to use the technology, started teaching with the Smart Board in January, when Bluffton Elementary installed them in six classrooms. Twenty-four teachers there now use the boards.

In the next several weeks, the district will roll out 48 more boards to schools throughout the county. To buy the equipment, Bluffton Elementary used a combination of district money and federal Title 1 funds, said Principal Kathleen Corley.

Each board costs about $1,500. The total per classroom with installation is around $3,800, according to the school district.

The benefits of the technology far outweigh the costs, said Crewe, who added she'd pay money out of her own pocket if the boards weren't provided by the district.

In classrooms with Smart Boards, homework completion rates are up as much as 60%, Corley said.

"You can demand, you can beg them, you can punish them, you can reward them," she said. "But the biggest thing is motivating them. And that's what these boards do. They help engage students in active learning."

Copyright © 2007 Detroit Free Press Inc.

Sunday, July 29, 2007

AIM Mash-Up: Houston: AIM 2.0 for the FUTURE! (And the Future has Arrived!)







































"As indicated by the lastest "polls"
some simply remain
"out of touch and CLUELESS!"


Detroit Free Press

Welcome to the YouTube revolution

I can't predict the future, but I can tell you where you'll see it.

YouTube.

I have no doubt about this. Everything about our lifestyles screams it. We went from library books to microfilm to computers to Google. We went from letters to radio to TV to TiVo. Let's face it. We want to know more and more about this thing and that thing without ever leaving our chairs.

YouTube, the ultimate Web site for video, is the future of that. It takes Google one step further. You can type in a topic and look up things, but instead of reading, you can watch -- and we know what human beings do when given a choice between those two.

YouTube lets you see things that happened last month, yesterday, or in some cases, 5 minutes ago, simply by clicking your computer mouse. People around the world are feeding this monster with video cameras and cell phones. So are record companies, movie studios and anybody with anything to sell.

You want to see Paris Hilton let out of jail? Just click. Want to see the sports highlight you missed? Just click. YouTube -- which amazingly was formed less than three years ago and eventually sold to Google for $1.65 billion -- is rapidly becoming a seat on Mt. Olympus, from which you can watch the entire world.

Whether this is good or not -- you tell me.

Must-see politics

You likely read about -- or saw -- the YouTube clip of then-Virginia Republican Sen. George Allen's controversial remark to a young campaign aide working for Allen's opponent. "Let's give a welcome to Macaca, here," Allen said at a campaign rally.

He insists he meant nothing derogatory. But that moment was captured on video and posted on YouTube. Some viewed the "Macaca" reference as a racial slur -- and when the smoke cleared, Allen, a heavy favorite to win, had lost his seat. YouTube did him in.

Then there was last week's Democratic presidential debate. For the first time in history, the questions were posed from YouTube participants, who had their inquiries played on a big screen in front of the viewing world.

The opening statement came from a YouTube-er, a young man wearing a dark T-shirt, a baseball cap, some loose hair on his chin and an arm tattoo. He challenged the candidates not to "beat around the Bush, so to speak."

Then came the questions, from young and old. One came from a snowman.

Really. A snowman. It asked about global warming -- in a voice that sounded like Mr. Bill from the old "Saturday Night Live" skit -- and worried about the future for its "son," a mini-snowman.

Not exactly Walter Cronkite.

By the way, the Republicans have a YouTube debate of their own scheduled for September. A scarecrow may ask a question about farm subsidies.

The best way to be heard -- be sexy

And then there's "Obama Girl." In case you hadn't heard, this is the enormously popular music video in which a model writhes sexually in various states of undress while cooing about her crush on Barack Obama. She sings lyrics like, "you're into border security/let's break this border between you and me/universal health care reform/it makes me warm."

She also suggests -- in a cute play on words -- that he'll get oral sex in the Oval Office.

This video was followed by one featuring "Giuliani Girl," an equally fetching woman who takes on Obama Girl and coos of her favorite, Rudy: "I'm gonna be wife No. 4. He warms my globe just like Al Gore."

These videos have drawn far more viewers than your average local election. But when we dreamt about drawing young people into politics, is this what we had in mind?

The danger of an all-powerful video site is that each person needs to scream a little louder, be a little sexier, or act a little more controversial than the last to draw attention. With millions of postings on YouTube, you see how that noise rapidly adds up.

Some argue that YouTube is the ultimate in democracy. I don't know. It sure seems to favor the creative, the bored, the sexy, the rich, the brazen or the technically skilled.

But this part is undeniable: It is the future. And it's not coming. It's here.

Contact MITCH ALBOM at 313-223-4581 or malbom@freepress.com. Catch "The Mitch Albom Show" 5-7 p.m. weekdays on WJR-AM (760).

Copyright © 2007 Detroit Free Press Inc.

Saturday, July 28, 2007

Hey kids........WHAT Time is IT?

Wednesday, July 25, 2007

EDUCATORS REVEAL SECRETS OF REFORM


http://www.eschoolnews.com Contents Copyright 2007 eSchool News. All rights reserved.
Educators reveal secrets of reform On lawmakers’ doorstep, savvy educators describe tested success strategies By Meris Stansbury, Assistant Editor, eSchool News July 25, 2007
Educators--at least the savvy ones--know exactly what it takes to give high school students a genuine shot at academic success, and on July 23, some of the nation’s savviest came together to spell it out . . . right on Congress’s doorstep.
At least, that was the core message the nation’s lawmakers could have absorbed at a meeting convened in unison by the State Educational Technology Directors Association (SETDA) and the Alliance for Excellent Education (AEE). It was said to be the first joint program produced by the two organizations.
Here, as these educators described them, are the essential ingredients for high school reform: Effective technology, integrated by well-trained and competent teachers, and solid longitudinal data that provide not just accountability but also a compass by which to keep teaching and learning on a true course for each unique student.
SETDA Executive Director Mary Ann Wolf and former West Virginia Gov. Bob Wise, president of the Alliance for Excellent Education (AEE), introduced a panel consisting of local and state educators and a valedictorian from a District of Columbia high school to talk about programs proven effective over time in real-life schools.
“There are 20,000 high schools, and 2,000 of those 20,000 high schools account for a majority of the dropouts,” Wise declared. “So we know where the dropout factories are.”
The mission of AEE, he explained, is “to promote high school transformation to make it possible for every child to graduate prepared for postsecondary education and success in life.”
AEE seeks to replace those “dropout factories” with well-functioning, successful high schools. It’s critical that America do this, Wise said, because “some 7,000 students drop out of high school every day.” Meanwhile, 90 percent of the fastest growing careers “require a secondary education,” he said.
Wolf had worrisome statistics of her own.
Only 5 percent of U.S. students now go into math or science, she said, and between 1989 to 2001, U.S. patent applications from Asia grew 759 percent, while applications from the U.S. itself grew by only 116 percent.
Yet, Wolf expressed optimism. “It’s not too late to make a real difference for these students and our country,” she insisted, citing positive examples of effective ed-tech programs across the U.S., such as the Technology Immersion Pilot (TIP) in Floydada High School in Texas, where thanks to a successful combination of professional development, assessment tools, and integrated technology, test scores in language arts, math, and science among 10th graders grew 24, 26, and 34 percent, respectively, from 2005 to 2006.
Wolf pointed to legislation pending in the U.S. House of Representatives that she said could help educators replicate those kinds of gains. The bill, if passed, would be known as the Achievement Through Technology and Innovation (ATTAIN) Act. Now, SETDA and AEE are encouraging lawmakers to introduce a version of that bill in the U.S. Senate. (See New bill would revamp ed-tech funding http://www.eschoolnews.com/news/showStory.cfm?ArticleID=7092)
With adequate support and proper implementation from a measure such as ATTAIN, the meeting organizers said, the reforms described by panelists at the Capitol Hill meeting would not be isolated triumphs but could be disseminated to high schools from coast to coast.
Panelists, such as Jeanie Gordon, superintendent of the New Franklin School District in Missouri, gave their personal examples of success. Gordon talked about the eMINTS program, which raised student test scores by as much as 15 percent compared with scores of students in classrooms without eMINTS. (See Study: Missouri’s ed-tech program pays off http://www.eschoolnews.com/news/showstory.cfm?ArticleID=3673) eMINTS stands for Enhancing Missouri's Instructional Networked Teaching Strategies. Today, the program has blossomed in nine states.
Gordon emphasized that data are imperative for student achievement, saying “we need data to know where we need to make changes…. [S]tudent achievement has many variables, from attendance to learning style, from special needs to personal health, and we need data to vary teaching methods--methods that include the use of technology to help these students.”
Another panelist, Bruce Umpstead, director of educational technology and data for Michigan’s Department of Education, said “leadership and fundamental technology are critical” to student success. He gave examples of Michigan’s effort to support ed-tech and data through the Freedom to Learn Initiative.
Frances Bradburn, director of instructional technology for North Carolina’s department of public instruction, gave examples of success through her state’s Impact schools.
According to Bradburn, Impact schools, which offer technology tool sets and professional development training, turn at-risk students into bellwethers of success: “You can see [through students’ increased participation and enthusiasm for learning] that these tools are changing things.” Impact schools have “shown increased achievement levels in math and science, more than other schools, as well as a decreased dropout rate,” Bradburn reported.
Lan Neugent, Virginia’s assistant superintendent for school technology, spoke of the need to link statewide assessment to individual student assessment to ensure success. Neugent said a major component of improvement in Virginia is “24/7 student access to education” made possible through technology.
Perhaps the most compelling testament was given by Ciara Belle, a recent graduate of McKinley Technology High School in Washington, D.C. Belle, valedictorian of her class and a Gates Millennium Scholar, stressed classroom innovation. “When we talk about needing technology in the classroom, we’re not just talking about using a laptop to type a book report,” she said. “We’re talking about using outside-of-the-box thinking to foster learning.” Belle gave the example of a student learning math so he could develop a video game. “There’s a lot of geometry and physics involved in creating a video game,” she said. “If you want to design your own game, you have to know the basics.”
This year, Belle’s McKinley High School had the highest graduation rate in Washington, with over 90 percent of students graduating, she said.
Panelists gave many other positive examples of how data and technology can improve student achievement, but they also warned of the problems. Gordon cited the lack of financial support and an inadequate IT infrastructure as two significant obstacles. Umpstead said Michigan has “create[d] pockets of excellence based on Title II D, but lacks full funding in order to achieve statewide excellence.”
In response to those problems, panelists advised policy makers to support district-wide funding, try rolling out reform more quickly, focus harder on comprehensive teacher training and professional development, and get more students, not just adults, involved in future forums.
In summation, Wolf enumerated the common themes set forth by the panelists:
“As you look across these examples, you begin to see that this good teaching, this individualized approach using the resources that meet the needs of each student, the possibility of student-centered instruction--all lead to an increase in the skills needed for our students to graduate and be college- and work-ready. Themes quickly emerge:
1. Leadership provides vision and support;2. On-going professional development changes teaching and learning;3. Data drive decisions;4. High-quality resources and tools support engaged learning and high-quality teaching, and5. Communication across the district--with parents and all stakeholders--is key.”
In spite of the numerous and grave challenges confronting education, the meeting ended on an upbeat note. Every day, we are educating more children who need and deserve excellent education, Wolf pointed out. “We haven’t missed our opportunity.”
Links:
ATTAINhttp://www.eschoolnews.com/news/showStory.cfm?ArticleID=7092
eMINTShttp://www.eschoolnews.com/news/showStory.cfm?ArticleID=3673
TIP Floydadahttp://www.educ.ttu.edu/tip/
Freedom to Learn Initiativehttp://www.ftlwireless.org/
Impact Schoolshttp://www.impactschools.org/
PASS Schoolshttp://www.pen.k12.va.us/VDOE/SchoolImprovement/pass.html
Alliance for Excellent Educationhttp://www.all4ed.org/
SETDAhttp://www.setda.org/
www.eschoolnews.com info@eschoolnews.com 7920 Norfolk Ave., Suite 900 Bethesda, MD 20814 (800) 394-0115 - Fax (301) 913-0119 Privacy Policy Manage your FREE eSchool News eMail subscriptions here Contents Copyright 2007 eSchool News. All rights reserved.

Tuesday, July 24, 2007

Education Futures (ANYONE?)

eSN TechWatch: Redefining 'intelligence' -- July 23, 2007
http://www.eschoolnews.com/video/index.cfm?v=230&f=367

eSN TechWatch: Redefining Futurist Andrew Zolli discusses the trends shaping education’s future—including the need to redefine what it means to be “smart.”

Watch with Windows Media
Watch with Quicktime MP4

Monday, July 16, 2007

Yo Folks!





Children coming of age today are the first generation to grow up digital. In
their world, the use of computers, the Internet, cell phones and interactive
video games is commonplace.

We used to worry that computer technology would remain in the hands of the
privileged; now it is carried in the backpacks and shirt pockets of those from
all walks of life.

On Saturday, the 2007 National Media Education Conference gets underway in St.
Louis. The theme of the four-day series of workshops and screenings — the
nation's largest gathering of media educators — is "iPods, Blogs and Beyond:
Evolving Media Literacy for the 21st Century."

Clearly, access to technology no longer is the central issue. More than 90
percent of those between the ages of 12 and 17 are online. The number of
high-speed Internet connections, necessary for the richest content experience,
is growing by 40 percent annually. Participation in the all-digital virtual
world known as Second Life has risen dramatically — from 500,000 to nearly 5
million people in two years.

Today's young people increasingly express themselves and build communities with these powerful tools of technology. The real gap between tomorrow's digital haves and have-nots will be a lag in competence and confidence in the fast-paced variegated digital universe building and breeding outside schoolhouse walls.

Research, some of it funded by the MacArthur Foundation, is just beginning to fathom how deeply our children have absorbed new technology: the role it plays in their lives and how it affects their learning, play and socialization. What this research suggests is that today's digital youth are in the process of creating a new kind of literacy; this evolving skill extends beyond the traditions of reading and writing into a community of expression and problem-solving that not only is changing their world but ours, too:

They have created communities the size of whole nations by channeling personal affiliations through message boards or meta-games or dedicated
websites such as Facebook, Friendster and MySpace.

— They have mastered digital tools to create new techniques for personal
expression: modding, digital sampling, mash-ups and zines — not to mention new
paths of distribution for personal works of video and text.

They have redefined the notion of "play" to include complex problem-solving, mentoring, the archiving of knowledge and real-time conversations on issues of policy and politics of global interest and importance.

Henry Jenkins, director of the media studies program at the Massachusetts
Institute of Technology, calls this a new "participatory culture," one that
presents low barriers to artistic expression and social engagement that suggests that a richer environment for learning may lie outside the classroom.

Online and after school, youths in this new participatory culture are
assimilating new languages and rules, vast troves of research and perspectives
on the nature of order and community that vault across traditional boundaries
of race or creed or culture.

In meta-games such as Civilization III and SimCity, participants develop and
manipulate dynamic models of real life; they teach and legislate, create and
share, connect and collaborate, reflecting the value of team-building and consensus over autonomous solutions.

Moreover, through virtual characters and identities — even some that disturb
parents — teens can experiment through trial and error, make poor moral choices
or learn the downside of risk-taking without jeopardizing actual careers or
lives. They learn to value challenge and appreciate complexity, even as they assimilate facts and assess developments at breathtaking speed.

The downside may be that in the sunset of the old information culture, we are not understanding this new media literacy soon enough. Those who have no opportunity or desire to be part of these revolutionary digital communities may be deprived of vital virtual skills that would prepare them for full
participation in the real world of tomorrow.

In this new media age, the ability to negotiate and evaluate information online, to recognize manipulation and propaganda and to assimilate ethical values is becoming as basic to education as reading and writing. The children who truly will be left behind in the evolving digital culture are those who fail to bridge this participation gap.

Our challenge is to develop these educational forces, opening up our classrooms to the learning in which children now engage largely outside of school. In the end, we may find that the best way to institutionalize and encourage this new media literacy is to understand and harness what our young digital culture seems to be doing pretty well on its own.

Jonathan Fanton is president of the John D. and Catherine T. MacArthur Foundation, which is funding a $50 million initiative to understand how digital technologies are changing kids and learning.

SPecial to the St. louis Post-Dispatch

Monday, July 02, 2007

Having FUN (LEARNING) is THE REWARD for YOURSELF!

The New York Times

July 2, 2007
Op-Ed Contributor

Money for Nothing

Philadelphia

NEW YORK CITY has decided to offer cash rewards to some students based on their attendance records and exam performance. Diligent, high-achieving seventh graders will be able to earn up to $500 in a year. The plan is the brainchild of Roland G. Fryer, an economist who has been appointed as “chief equality officer” of the city’s Department of Education.

The assumption that underlies the project is simple: people respond to incentives. If you want people to do something, you have to make it worth their while. This assumption drives virtually all of economic theory.

Sure, there are already many rewards in learning: gaining understanding (of yourself and others), having mysterious or unfamiliar aspects of the world opened up to you, demonstrating mastery, satisfying curiosity, inhabiting imaginary worlds created by others, and so on. Learning is also the route to more prosaic rewards, like getting into good colleges and getting good jobs. But these rewards are not doing the job. If they were, children would be doing better in school.

The logic of the plan reveals a second assumption that economists make: the more motives the better. Give people two reasons to do something, the thinking goes, and they will be more likely to do it, and they’ll do it better, than if they have only one. Providing some cash won’t disturb the other rewards of learning, rewards that are intrinsic to the process itself. They will only provide a little boost. Mr. Fryer’s reward scheme is intended to add incentives to the ones that already exist.

Unfortunately, these assumptions that economists make about human motivation, though intuitive and straightforward, are false. In particular, the idea that adding motives always helps is false. There are circumstances in which adding an incentive competes with other motives and diminishes their impact. Psychologists have known this for more than 30 years.

In one experiment, nursery school children were given the opportunity to draw with special markers. After playing, some of the children were given “good player” awards and others were not. Some time later, the markers were reintroduced to the classroom. The researchers kept track of which children used the markers, and they collected the pictures that had been drawn. The youngsters given awards were less likely to draw at all, and drew worse pictures, than those who were not given the awards.

Why did this happen? Children draw because drawing is fun and because it leads to a result: a picture. The rewards of drawing are intrinsic to the activity itself. The “good player” award gives children another reason to draw: to earn a reward. And it matters — children want recognition. But the recognition undermines the fun, so that later, in the absence of a chance to earn an award, the children aren’t interested in drawing.

Similar results have been obtained with adults. When you pay them for doing things they like, they come to like these activities less and will no longer participate in them without a financial incentive. The intrinsic satisfaction of the activities gets “crowded out” by the extrinsic payoff.

An especially striking example of this was reported in a study of Swiss citizens about a decade ago. Switzerland was holding a referendum about where to put nuclear waste dumps. Researchers went door-to-door in two Swiss cantons and asked people if they would accept a dump in their communities. Though people thought such dumps might be dangerous and might decrease property values, 50 percent of those who were asked said they would accept one. People felt responsibility as Swiss citizens. The dumps had to go somewhere, after all.

But when people were asked if they would accept a nuclear waste dump if they were paid a substantial sum each year (equal to about six weeks’ pay for the average worker), a remarkable thing happened. Now, with two reasons to say yes, only about 25 percent of respondents agreed. The offer of cash undermined the motive to be a good citizen.

It is as if, when asked the question, people asked themselves whether they should respond based on considerations of self-interest or considerations of public responsibility. Half of the people in the uncompensated condition of the study thought they should focus on their responsibilities. But the offer of money, in effect, told people that they should consider only their self-interest. And as it turned out, through the lens of self-interest, even six weeks’ pay wasn’t enough.

Obviously, the intrinsic rewards of learning aren’t working in New York’s schools, at least not for a lot of children. It may be that the current state of achievement is low enough that desperate measures are called for, and it’s worth trying anything. And we don’t know whether in this case, motives will complement or compete.

But it is plausible that when students get paid to go to class and show up for tests, they will be even less interested in the work than they would be if no incentives were present. If that happens, the incentive system will make the learning problem worse in the long run, even if it improves achievement in the short run — unless we’re prepared to follow these children through life, giving them a pat on the head, or an M&M or a check every time they learn something new.

Perhaps worse, the plan will distract us from investigating a more pertinent set of questions: why don’t children get intrinsic satisfaction from learning in school, and how can this failing of education be fixed? Virtually all kindergartners are eager to learn. But by fourth grade, many students need to be bribed. What makes our schools so dystopian that they produce this powerful transformation, almost overnight?

Barry Schwartz, a professor of psychology at Swarthmore College, is the author of “The Paradox of Choice: Why More Is Less.”