As I read this portion of the chapter I was reminded of my son’s wedding. At the rehearsal all five of the would be bridesmaids sat on the front pew of the church, waiting for instructions. Interestingly enough each was texting her cell phone. Someone had the decided to take a picture of this crazy scene and the next day we all joked that they were actually all texting each other. It seemed so strange to see five young women sitting together involved in conversation but not with each other. Each was so immersed in what was happening on their phone that they had in essence “left the building.” “But they are not engaged in debate or dialogue with each other. If they come together, it is simply to establish an ambient visual experience of bodies I near proximity, which is as psychically necessary in this wired and wireless age as it was in the day of Australopithecus (p.17). Have we become so connected to outside communities that we forget, ignore, or find less value in the ones that we physically move in and out of every day? Are we more connected to the communities that we are connected to via laptops, phones, tablets? How do we as educators help students to learn the value of both? I find that even when students are talking amongst themselves it is so often about what is happening on Facebook, twitter, Snapchat, or Instagram. Their conversations are dominated by who did what, where, when and how. It seems as if they go through withdrawals if they can’t check their social media at least every five minutes, at times risking having their phones taken away or even suspension from school. I worry about many of their futures as I see face-to-face social skills deteriorating as their online social presence grows.
Saturday, May 28, 2016
Week 2
“We gather at the communal watering hole as we always did; only now we don’t reach out to those around us. Instead, we communicate with far-flung souls using means that would be indistinguishable from magic for all but our most recent ancestors” (Varnelis, 2012, p.16).
As I read this portion of the chapter I was reminded of my son’s wedding. At the rehearsal all five of the would be bridesmaids sat on the front pew of the church, waiting for instructions. Interestingly enough each was texting her cell phone. Someone had the decided to take a picture of this crazy scene and the next day we all joked that they were actually all texting each other. It seemed so strange to see five young women sitting together involved in conversation but not with each other. Each was so immersed in what was happening on their phone that they had in essence “left the building.” “But they are not engaged in debate or dialogue with each other. If they come together, it is simply to establish an ambient visual experience of bodies I near proximity, which is as psychically necessary in this wired and wireless age as it was in the day of Australopithecus (p.17). Have we become so connected to outside communities that we forget, ignore, or find less value in the ones that we physically move in and out of every day? Are we more connected to the communities that we are connected to via laptops, phones, tablets? How do we as educators help students to learn the value of both? I find that even when students are talking amongst themselves it is so often about what is happening on Facebook, twitter, Snapchat, or Instagram. Their conversations are dominated by who did what, where, when and how. It seems as if they go through withdrawals if they can’t check their social media at least every five minutes, at times risking having their phones taken away or even suspension from school. I worry about many of their futures as I see face-to-face social skills deteriorating as their online social presence grows.
As I read this portion of the chapter I was reminded of my son’s wedding. At the rehearsal all five of the would be bridesmaids sat on the front pew of the church, waiting for instructions. Interestingly enough each was texting her cell phone. Someone had the decided to take a picture of this crazy scene and the next day we all joked that they were actually all texting each other. It seemed so strange to see five young women sitting together involved in conversation but not with each other. Each was so immersed in what was happening on their phone that they had in essence “left the building.” “But they are not engaged in debate or dialogue with each other. If they come together, it is simply to establish an ambient visual experience of bodies I near proximity, which is as psychically necessary in this wired and wireless age as it was in the day of Australopithecus (p.17). Have we become so connected to outside communities that we forget, ignore, or find less value in the ones that we physically move in and out of every day? Are we more connected to the communities that we are connected to via laptops, phones, tablets? How do we as educators help students to learn the value of both? I find that even when students are talking amongst themselves it is so often about what is happening on Facebook, twitter, Snapchat, or Instagram. Their conversations are dominated by who did what, where, when and how. It seems as if they go through withdrawals if they can’t check their social media at least every five minutes, at times risking having their phones taken away or even suspension from school. I worry about many of their futures as I see face-to-face social skills deteriorating as their online social presence grows.
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Andrea,
ReplyDeleteI think I mentioned this in another comment to someone but when my entire family gets together, we have a text free zone at our family dinner table. The intent is to be engaged, however, most of the time if someone is texting, it is to the person sitting next to them. It's unfortunate, but I think we need to include how to engage face-to-face as an element of study. Not that it shoudln;t be taught by the parents but it would be worth a mention in the classroom setting.
I too worry about the deterioration personal and "face-to-face social skills in the light of constant immersion in social cultures. It is the activity that is, so often, taking up the free-time of students and adults alike.
ReplyDeleteI have the same question as you : "How do we as educators help our students to learn the value of both?" I honestly do not know the answer-- bit have the benefit of knowing how our students learn through good modeling. If we, perhaps, model how quality face-to-face social interaction can benefit relationships-- it may encourage the same in our students.
Andrea,
ReplyDeleteI completely agree with you. I truly believe that face-face interactions and social skills are diminishing due to the constant connection people have with their cell phones. It is so much "easier" or "safe" to say something to someone via email or text rather than over the phone or better yet, in person. No one wants the hassle of calling someone anymore, let alone speaking or confronting someone in person. The lack of social skills, especially in a public place, is one that I see diminishing.
Andrea,
ReplyDeleteI completely agree with you. I truly believe that face-face interactions and social skills are diminishing due to the constant connection people have with their cell phones. It is so much "easier" or "safe" to say something to someone via email or text rather than over the phone or better yet, in person. No one wants the hassle of calling someone anymore, let alone speaking or confronting someone in person. The lack of social skills, especially in a public place, is one that I see diminishing.