Adolescents in the Internet Age: A Team Learning and Teaching Perspective

370 Pages·2021·3.189 MB·English

by  Paris S. Strom and Robert D. Strom

Adolescents
S
in the Internet Age
F
O
A Team Learning and Teaching Perspective
O
Third ERdition 1
P 2
0

P 2
A
©
I
A Volume in Lifespan Learning
Paris S. Strom, Auburn University
Robert D. Strom, Arizona State University
Series Editors
Lifespan Learning
Paris S. Strom and Robert D. Strom, Series Editors
Adolescents in the Internet Age:
A Team Learning and Teaching Perspective (Third Edition) (2021)
By Paris S. Strom and Robert D. Strom
Polling Students for School Improvement and Reform (2016)
By Paris S. Strom and Robert D. Strom
Adolescents in the Internet Age:
Teaching and Learning From Them (Second Edition) (2014)
S
By Paris S. Strom and Robert D. Strom
F
Thinking in Childhood and Adolescence (2013)
O
By Paris S. Strom and Robert D. Strom
O
Learning Throughout Life: An Intergenerational Perspective (2012)
By Robert D. Strom and Paris S. Strom
R 1
Adult LearninPg and Relationships (22011)
By Paris S. Strom and Robert D. Strom
0

PParenting Young C2hildren:
ExplorinAg the Internet, Televis ion, Play, and Reading (2010)
By Paris S. Strom© and Robert D. Strom
I
Adolescents in the Internet Age (2009)
By Paris S. Strom and Robert D. Strom
Adolescents
S
in the Internet Age
F
O
O
A Team Learning and Teaching Perspective
R 1
Third Edition
P 2
0

P by 2
A Paris S . Strom
©
Auburn University
I
and
Robert D. Strom
Arizona State University
Information Age Publishing, Inc.
Charlotte, North Carolina • www.infoagepub.com
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F
Paperback: 978-1-64802-381-1
O
Hardcover: 978-1-64802-382-8
E-Book: 978-1-64802-383-5
O
R 1
P 2
0

P 2
A
©
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CONTENTS
Preface, Authors, and Acknowledgment . . . . . . . . . . . . . . . . xvii
S
PART I: IDENTITY EXPECTATIONSF
O
1. Adolescence: Theory and Research . . . . . . . . . . . . . . . . . . . . . . 3
Historical Theories . . . . . . . . . . . . . . . .O . . . . . . . . . . . . . . . . . . . . . 4
Biological Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Societal Assumptions . . . . . . R. . . . . . . . . . . . . . . .1 . . . . . . . . . . . 5
Social Order and Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
P 2
Teacher Action Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
0
Autobiographica l Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Polling StudenPts at School . . . . . .2 . . . . . . . . . . . . . . . . . . . . . . 10
Guidelines for Interviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
A
Empirical Research . . . . . . . .© . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
CIross-Sectional Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Longitudinal Investigations . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Experimental Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Clinical Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Collaboration Integration Theory . . . . . . . . . . . . . . . . . . . . . . . . . 16
Innovative Assumptions About Teaching and Learning . . . . . . 17
Multitasking as a Group Concept . . . . . . . . . . . . . . . . . . . . . . 18
Students as Teamwork Evaluators . . . . . . . . . . . . . . . . . . . . . . 19
Benefits of Using CLEAR Online . . . . . . . . . . . . . . . . . . . . . . . . 19
Definitions of Teamwork Roles . . . . . . . . . . . . . . . . . . . . . . . . 20
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Historical Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Teacher Action Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Empirical Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Collaboration Integration Theory . . . . . . . . . . . . . . . . . . . . . . . 28
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
v
vi CONTENTS
2. Cultural Change and Education . . . . . . . . . . . . . . . . . . . . . . . . 33
Change in a Past-Oriented Culture . . . . . . . . . . . . . . . . . . . . . . . 34
Sources of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Initiation Rites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Predictable Lifestyle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Change in a Present-Oriented Culture . . . . . . . . . . . . . . . . . . . . 37
Respect for Student Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Changes in Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Time Management Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Goals in a Hurried Environment . . . . . . . . . . . . . . . . . . . . . . . 41
Change in a Future-Oriented Culture . . . . . . . . . . . . . . . . . . . . . 42
Planning for Longevity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
S
Demographics, Diversity and Age Segregation . . . . . . . . . . . . 43
Balance the Past, Present and Future . . . . . . . . . . . . . . . . . . . 44
F
Generation as Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Complexity of Generational Unity . . . . . . O. . . . . . . . . . . . . . . . 46
Cultural Cohesion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Expansion of Criteria for Identity .O . . . . . . . . . . . . . . . . . . . . . 47
Schooling in the Past, Present, and Future . . . . . . . . . . . . . . . . . 47
Transfer of Training and AnRalytic Thinking . . . .1 . . . . . . . . . . . 47
Critical Thinking and Decisionmaking . . . . . . . . . . . . . . . . . . . 50
P 2
Creative Thinking and Innovation . . . . . . . . . . . . . . . . . . . . . . 51
Summary . . . . . . . . . . . . . . . . . . . . . . .0 . . . . . . . . . . . . . . . . . . . 51

Changes in PPast, Present, and Fu2ture-Oriented Cultures . . . . . 51
Generation as Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
A
Schooling in the Past, Present, and Future . . . . . . . . . . . . . . . 52
©
Teaching Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
I
For Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Cooperative Learning Exercises and Roles (CLEAR) . . . . . . . . . . . 55
Exercise 2.01: Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . 55
Exercise 2.02: Coping With Change . . . . . . . . . . . . . . . . . . . . 56
Exercise 2.03: Cultural Traditions . . . . . . . . . . . . . . . . . . . . . . 56
Exercise 2.04: Curriculum Reform . . . . . . . . . . . . . . . . . . . . . . 56
Exercise 2.05: Differences Within Groups . . . . . . . . . . . . . . . . 57
Exercise 2.06: Parents in Perspective . . . . . . . . . . . . . . . . . . . 57
Exercise 2.07: Listening to Adolescents . . . . . . . . . . . . . . . . . 57
Exercise 2.08: Observation and Recall . . . . . . . . . . . . . . . . . . . 57
Exercise 2.09: Managing Conflict . . . . . . . . . . . . . . . . . . . . . . 58
Exercise 2.10: Heroes as Models . . . . . . . . . . . . . . . . . . . . . . . 58
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
3. Career Exploration and Adult Status . . . . . . . . . . . . . . . . . . . . 61
Social Change and Adult Status . . . . . . . . . . . . . . . . . . . . . . . . . 61
Traditional Criteria for Recognition as an Adult . . . . . . . . . . . 61
Physical Science and Social Science Theories . . . . . . . . . . . . . 62
CONTENTS vii
Theories About Adolescent Identity . . . . . . . . . . . . . . . . . . . . . 62
Emerging Criteria for Adult Recognition . . . . . . . . . . . . . . . . . 63
Increase Awareness About Employment . . . . . . . . . . . . . . . . . 64
Orientation to Employment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Student Opinion Polling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
College and Technical Training . . . . . . . . . . . . . . . . . . . . . . . . 65
Realistic Career Choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Financial Literacy and Planning . . . . . . . . . . . . . . . . . . . . . . . . 67
Opening Options of Career Choice . . . . . . . . . . . . . . . . . . . . . . . 68
Recommendations for Schools . . . . . . . . . . . . . . . . . . . . . . . . 68
Recommendations for Parents . . . . . . . . . . . . . . . . . . . . . . . . . 71
Recommendations for Students . . . . . . . . . . . . . . . . . . . . . . . 73
S
Importance of Personality Goals . . . . . . . . . . . . . . . . . . . . . . . 74
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .F . . . . . . . . . . 77
Social Change and Adult Status . . . . . . . . . . . . . . . . . . . . . . . . 77
O
Orientation to Employment . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Opening Options for Career Choice . . . . . . . . . . . . . . . . . . . . . 78
O
Teaching Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
For Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
R 1
Cooperative Learning Exercises and Roles (CLEAR) . . . . . . . . . . . . 81
Exercise 3.01: Chapter PReview . . . . . . . . . . .2 . . . . . . . . . . . . . . 81
Exercise 3.02: Dreaming About My Future Job . . . . . . . . . . . . 82
0
Exercise 3.03: Es tablishing Realistic Goals . . . . . . . . . . . . . . . . 82
Exercise 3.04:P Teacher Goals . . . .2 . . . . . . . . . . . . . . . . . . . . . . 82
ExerciseA 3.05: Living at Home . . . . . . . . . . . . . . . . . . . . . . . . . 83
Exercise 3.06: Trusting Stu©dents . . . . . . . . . . . . . . . . . . . . . . . 83
EIxercise 3.07: Career Education . . . . . . . . . . . . . . . . . . . . . . . . 83
Exercise 3.08: Perceptions of Entitlement . . . . . . . . . . . . . . . . 83
Exercise 3.09: Families and Higher Education . . . . . . . . . . . . . 84
Exercise 3.10: Memory of Career Choices . . . . . . . . . . . . . . . . 84
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
PART II: COGNITIVE EXPECTATIONS
4. Mental Abilities and Achievement . . . . . . . . . . . . . . . . . . . . . . 91
Early Perspectives of Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . 91
Quantitative Assessment of Intelligence . . . . . . . . . . . . . . . . . 92
Qualitative Differences in Thinking . . . . . . . . . . . . . . . . . . . . . 93
Mental Processes for Adaptation . . . . . . . . . . . . . . . . . . . . . . . 94
Constructivism and Stages of Thinking . . . . . . . . . . . . . . . . . . 95
Elements of Formal Operational Thinking . . . . . . . . . . . . . . . . . . 95
Propositional Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Metacognitive Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Experimental Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
viii CONTENTS
Understanding Historical Time . . . . . . . . . . . . . . . . . . . . . . . . 97
Idealistic Egocentrism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Expanded Perspectives of Intelligence . . . . . . . . . . . . . . . . . . . . 99
Social Constructivism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Cyber Constructivism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Measures of Prediction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Multiple Intelligences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Insights from Neuroscience . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Multitasking and Comprehension . . . . . . . . . . . . . . . . . . . . 105
Mental Abilities and Multitasking . . . . . . . . . . . . . . . . . . . . . 106
Brain Task Switching and Memory . . . . . . . . . . . . . . . . . . . . 107
Attention and Distraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
S
Importance of Selective Attention . . . . . . . . . . . . . . . . . . . . 109
Attention and Academic Success . . . . . . . . . . . . . . . . . . . . . 109
F
Maximize Student Attention . . . . . . . . . . . . . . . . . . . . . . . . . 110
Monitor Academic Progress . . . . . . . . . . . . O. . . . . . . . . . . . . . . 110
Criterion-Referenced Testing . . . . . . . . . . . . . . . . . . . . . . . . 112
Norm-Referenced Testing . . . . . . .O . . . . . . . . . . . . . . . . . . . . 112
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Early Perspectives of IntelligRence . . . . . . . . . . .1 . . . . . . . . . . 113
Elements of Formal Operational Thinking . . . . . . . . . . . . . . . 114
P 2
Expanded Perspectives of Intelligence . . . . . . . . . . . . . . . . . 114
Insights From Neuroscience . . . . . . .0 . . . . . . . . . . . . . . . . . . 114

Attention anPd Distraction . . . . .2 . . . . . . . . . . . . . . . . . . . . . . 115
Monitor Academic Progress . . . . . . . . . . . . . . . . . . . . . . . . . 115
A
Teaching Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
©
For Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
I
Cooperative Learning Exercises And Roles (CLEAR) . . . . . . . . . . 117
Exercise 4.01: Chapter Review . . . . . . . . . . . . . . . . . . . . . . . 117
Exercise 4.02: Finding Academic Help . . . . . . . . . . . . . . . . . 118
Exercise 4.03: Scheduling Assignments . . . . . . . . . . . . . . . . 118
Exercise 4.04: Building Skill Versus Building Knowledge . . . . 118
Exercise 4.05: Selective Attention . . . . . . . . . . . . . . . . . . . . . 119
Exercise 4.06: Families and Report Cards . . . . . . . . . . . . . . . 119
Exercise 4.07: Scope of School Assessment . . . . . . . . . . . . . 120
Exercise 4.08: Benefits of CLEAR . . . . . . . . . . . . . . . . . . . . . . 120
Exercise 4.09: Slow Learner Program . . . . . . . . . . . . . . . . . . 120
Exercise 4.10: Distractions in Class . . . . . . . . . . . . . . . . . . . . 120
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
5. The Internet and Media Literacy . . . . . . . . . . . . . . . . . . . . . . 123
An Internet Paradigm for Schools . . . . . . . . . . . . . . . . . . . . . . . 123
Linear and Nonsequential Learning . . . . . . . . . . . . . . . . . . . 124
Discovery and Self-Direction . . . . . . . . . . . . . . . . . . . . . . . . . 124
Obligation to Share Knowledge . . . . . . . . . . . . . . . . . . . . . . 125
CONTENTS ix
Search, Synthesis, and Individuality . . . . . . . . . . . . . . . . . . . . 125
Durable Intrinsic Motivation . . . . . . . . . . . . . . . . . . . . . . . . . 126
Critical Thinking and Fact Checking . . . . . . . . . . . . . . . . . . . . 126
Need for Dual Modes of Thinking . . . . . . . . . . . . . . . . . . . . . . . 127
Influence of Media on Thinking . . . . . . . . . . . . . . . . . . . . . . . 127
Mental and Cultural Consequences . . . . . . . . . . . . . . . . . . . . 127
Choices About Modes of Thinking . . . . . . . . . . . . . . . . . . . . . 128
Lessons Adolescents Expect From Adults . . . . . . . . . . . . . . . . 129
Visual Intelligence and Media Literacy . . . . . . . . . . . . . . . . . . . . 130
Preparation for an Image Driven Society . . . . . . . . . . . . . . . . 131
Differences in Visual and Verbal Intelligence . . . . . . . . . . . . . 132
Digital Images and Curriculum Enrichment . . . . . . . . . . . . . . 133
S
Interpretation of the Spectator Experience . . . . . . . . . . . . . . 135
Video Games in the Classroom . . . . . . . . . . . . . . . . . . . . . . . 136
F
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Internet Paradigm for Schools . . . . . . . . . . O. . . . . . . . . . . . . . 138
Need for Dual Modes of Thinking . . . . . . . . . . . . . . . . . . . . . 138
Visual Intelligence and Media LiteracOy . . . . . . . . . . . . . . . . . . 139
Teaching Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
For Reflection . . . . . . . . . . . . . R. . . . . . . . . . . . . . . .1 . . . . . . . . . 141
Cooperative Learning Exercises and Roles (CLEAR) . . . . . . . . . . . 142
P 2
Exercise 5.01: Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . 142
Exercise 5.02: Adolescents as Teachers 0 . . . . . . . . . . . . . . . . . 142

Exercise 5.03:P School Communicat2ion . . . . . . . . . . . . . . . . . . 142
Exercise 5.04: Media Literacy . . . . . . . . . . . . . . . . . . . . . . . . . 142
A
Exercise 5.05: Electronic Mail . . . . . . . . . . . . . . . . . . . . . . . . 143
©
Exercise 5.06: Distance Learning . . . . . . . . . . . . . . . . . . . . . . 143
I
Exercise 5.07: Adolescents in the Movies . . . . . . . . . . . . . . . . 143
Exercise 5.08: Creating Internet Homework . . . . . . . . . . . . . . 143
Exercise 5.09: Parent Views of the Internet . . . . . . . . . . . . . . 143
Exercise 5.10: Reading and Technology . . . . . . . . . . . . . . . . . 144
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
6. Creative Thinking and Problem Solving . . . . . . . . . . . . . . . . 149
Value of Creative Abilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Need for Divergent Thinking . . . . . . . . . . . . . . . . . . . . . . . . . 151
Creativity and Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Conformity and Independence . . . . . . . . . . . . . . . . . . . . . . . 153
Decline in Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Solitude and Development of Expertise . . . . . . . . . . . . . . . . . 157
The Creative Thinking Process . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Curiosity and Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
The Importance of Questions . . . . . . . . . . . . . . . . . . . . . . . . 165
Unlearning and Cognitive Flexibility . . . . . . . . . . . . . . . . . . . 166
Assessment in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . 166