I don't know anything about it from a scientific ground but I know about myself. I am what ai consum. I'm also a big fan of boredom because it activates creativity. The more I leave my phone in my pocket when I've got nothing to do, the more creative I get. I believe that this also plays into having longer attention spans. But not completly sure how. Maybe somebody else has an idea?
this post was submitted on 29 Sep 2023
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I dare you to watch this whole video.
Wow, 9 years ago!
Good stuff
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I think it's not the attention. Too little time has gone since the computational revolution of the 70s for us to see any evolutionary changes. The way we communicate and process info had changed very dramatically though. Information travels faster, spreads wider, all the feedback cycles that used to be weeks long have now tightened down to milliseconds. Or culture requires faster reaction, processing and production times of everyone involved.
I'm very impatient and I don't do that. I think people checking their phones when they are supposed to be watching something is a sign that whatever they're watching doesn't interest them as much.
The only reason I don't switch to my phone is because if realise that's the case, I'd rather do something else entirely instead- imo if it doesn't grab my attention 100% then the time I dedicate to the rest of it feels wasted. But I know people who enjoy series that have a lot of filler and fluff, and they will be multitasking while watching.
As a teacher: Essays written in exam conditions have become shorter over time. The exam is not shorter in length. A successful art, history, or English HSC exam would be completed with 6, 8 or 12 pages or more in the 1990s, and now likely has half those pages. Still 1.5 or 2 hours or three hours long, as it was back in the 90s.
Maths? "Brain breaks" are in vogue. 20 years ago, a high level senior student (age 16-18) would be expected to do calculus for a two hour "double" lesson. Now if they work on calculus for half an hour, they expect to have a ten minute break and start work again. Does this make the student more productive? No, they complete less pages of the same textbook. Newer textbooks, correspondingly, have far less physical work in them than textbooks written 20 years ago.
The "non academic" track? There are less apprenticeships available, and students get rejected from the few that exist. 40 years ago the NSW trains had 200 apprenticeships a year. Now they have four a year. We have had apprentices sent back to us two weeks in with the (fail level) complaint "won't put his phone away." The teen is then put back in the academic track, as education opportunities are compulsory, and they learn nothing as the accusation is true.
Yes, with this evidence, you might be right about this lot.
Thanks for this perspective. I wonder if a lot of this isn't so much an issue with attention span, but more a reluctance to put the work in?
That said, it does sound like it's the environment itself that's causing it. If the schools are encouraging 'brain breaks', I assume there's good reason behind it? Does that improve learning/retention?
I suslect one of the reasons brain breaks are happening is that it's nice to have a break as a teacher, too.If it does help retention, it isn't noticeable, but it does help with your relationship with the students, so there's that in its favour. I don't mind about the brain breaks, but the drills and practice were a tried and true method for hundreds of years for a reason; They work, and lead to more output and focus long term. Self motivation is a great skill to have for any future endeavour, even if your job is not related to maths, or biology, or art, or whatever.
One of the activities students always do is "past papers", completing the examination material from historical exams to practice for the real thing. Even the students have pointed out to me the difficulty of the papers has eased in the last twenty years, and the marking rubrics are more forgiving than they were.