★☆☆What Online Teens Consider ‘Research’

Read and understand the article. If you may have any difficult words to pronounce and words you cannot understand, always ask your teacher.

*Teachers will divide the article into 2-3 paragraphs to help you understand and check the pronunciation of the difficult words.

Vocabulary

*Read the words carefully.

1. distract /disˈtrakt/ (vb.) to cause someone to stop thinking about or paying attention to someone or something and to think about or pay attention to someone or something else instead
2. embrace /emˈbrās/ (vb.) accept or support a belief, theory, or change willingly and enthusiastically
3. literacy /ˈlitərəsē/ (n.) the ability to read and write
4. discern /diˈsərn/ (vb.) to see, hear, or notice something with difficulty or effort; to come to know, recognize, or understand something
5. credible /ˈkredəbəl/ (adj.) able to be believed; reasonable to trust or believe

Article

What Online Teens Consider ‘Research’

* Read the text below

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(1) Teachers say the digital age has had a good influence — and a not-so-good influence — on this generation of American teenagers. More than 2,000 middle and high school teachers took an online survey. Researchers also spoke with teachers in focus groups.

(2) Three-quarters of the teachers said the Internet and digital search tools have had a “mostly positive” effect on their students’ research habits and skills. But 87 percent agreed that these technologies are creating an “easily distracted generation with short attention spans.” And 64 percent said the technologies “do more to distract students than to help them academically.” Many students think “doing research” now means just doing a quick search on Google.

(3) The Pew Internet Project did the survey with the College Board and the National Writing Project. A majority of the teachers came from Advanced Placement classes, which provide college-level work for high school students.

(4) Judy Buchanan is deputy director of the National Writing Project and a co-author of the report. Ms. Buchanan says digital research tools are helping students learn more, and learn faster.

(5) “Teachers really embrace these tools because they are ways to make some of learning exciting and engaging. Young people embrace these tools. And the goal is to really help them become creators of content, and meaningful content, and not just sort of consumers.”

(6) But one problem the survey found is that many students are lacking in digital literacy. In other words, they trust too much of the information they find on the Internet. Judy Buchanan says these students have not developed the skills they need to judge the quality of online information.

(7) “It’s just a lot to learn about how to discern credible sources. And it’s something that really has to be taught and paid attention to. It’s like everything else — in a world in which things can happen quickly, you really do need to have a way to step back, reflect and analyze the information you have. And teachers can do a lot to teach that.”

(8) Another problem the survey found is blamed on something that might not seem like a problem at all: being able to quickly find information online. Teachers say the result is a reduction in the desire and ability of their students to work hard to find answers. They say students are overly dependent on search engines and do not make enough use of printed books or research librarians.

(9) Many teachers are also concerned that the Internet makes it easy for students to copy work done by others instead of using their own abilities.

Discussion

*Let’s talk about the article base on the questions below

1. How many hours a day do you use your computer? What do you usually do when you’re on the computer?
2. Do you think there should be a law that would limit the use of internet? Why or why not?
3. What do you think are the advantages and disadvantages of using the internet?

 

English Compositions

*Let’s make English compositions using the words from the article.

(1) embrace

EX) Teachers really embrace these tools because they are ways to make some of learning exciting and engaging.

(2) credible

EX) It’s just a lot to learn about how to discern credible sources.