There are several theories to how information is processed and encoded but in order for it to be learned, “attention is a prerequisite” (Ormrod, Schunk, & Gredler (2009, p56). Commodari (2012) contends, “Attention is of key importance in acquiring and developing all cognitive and behavioural skills.” Additionally, Daniel Goleman (2014), in his NY Times blog, reports that researchers believe attention and cognitive control, “predicts success both in school and work life.” Maintaining focus can be challenging for everyone and at some point may be considered a deficit when it is lacking. My goal is not to make a differentiation or clinical diagnosis of attention deficit but to address some of challenges teachers face when trying to keep students focused.
Although the traditional classroom and education system has gone through some changes over the years, teachers in a brick and mortar setting still have to compete with distractions that pull student’s attention away from their studies. Such distractions include the all too common talking, passing notes, and daydreaming, but a relatively new diversion is electronic devices such as cell phones and games. For some, games and electronic devices are considered an unwelcome disruption but according to Griffiths, (2002), games “provide an innovative way of learning and may hold a student’s attention for longer periods of time." Although games and play based education have been available for some time, very few have made it into the classroom and those that have, are often designed for young students (Castell, & Jenson, 2004).
For those educators who are trying to win the battle over student attentiveness, Herrman, (2011) has provided some practical ideas:
- meet the needs of learners
- remember that enthusiasm is contagious
- use creative teaching strategies to enhance learning experience
Cain, Black, & Rohr, (2009) used a different strategy to increase student attentiveness in a Physiological Chemistry/Molecular Biology course. An audience response system (ARS) was introduced as a means to keep students engaged in lecture material by allowing participants to cast votes when prompted; much the same way as used in audience participation shows like American Idol and Dancing with the Stars. In the study, students were asked to respond to multiple choice questions via an electronic device. The study found that the ARS system “improved student motivation and attention during lectures and provided immediate feedback to the instructor concerning student understanding of lecture content."
In sum, as referenced in my online and library sources, education is changing and teachers are facing new obstacles when trying to maintain student’s attention and limit distractions. These sources are current and relevant in that we are in an age of rapid technological changes that influence every aspect of our lives, including education and learning. One of the greatest challenges for teachers, therefore, will be to keep an open mind about the possibilities that technology and games may have in the classroom and to consider a more interactive approach to the learning process.
Cain, J., Black, E. P., & Rohr, J. (2009). An audience response system strategy to improve student motivation, attention, and feedback. American Journal Of Pharmaceutical Education, 73(2), 1-7.
Castell, S., & Jenson, J. (2004). Paying attention to attention:New economies for learning. Educational Theory, 54(4), 381-397.
Commodari, E. (2012). Attention skills and risk of developing learning difficulties. Current Psychology, 31(1), 17-34. doi:http://dx.doi.org/10.1007/s12144-012-9128-3
Goleman, D. (2014, May 12) Exercising the mind to treat attention deficits [Blog post]. Retrieved from http://well.blogs.nytimes.com/2014/05/12/exercising-the-mind-to-treat-attention-deficits/?_php=true&_type=blogs&_php=true&_type=blogs&_r=1&
Griffiths, M.D. (2002).The educational benefits of videogames, Education and Health, 20(3),47-51. doi:http://dh101.humanities.ucla.edu/DH101Fall12Lab4/archive/files/6070f0882cc89baa5a12992aaea56028.pdf
Herrman, Judith W, PhD,R.N., A.N.E.F. (2011). Keeping their attention: Innovative strategies for nursing education. The Journal of Continuing Education in Nursing, 42(10), 449-56. doi:http://dx.doi.org/10.3928/00220124-20110516-05
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.
