Along with this is the results of general knowledge questions that are presented to youth. Sadly, many of them didn't have basic knowledge on things like civic issues (build of government, who controls/is in charge of different offices, etc), historically significant events (segregation, prohibition, U.S. Allies), good citizenship (voting and how to read a ballot, who their current representatives in local government were, what rights are protected in the constitution), or mathmatics (solving equations, adding, subtracting, and dividing without a calculator). In rebuttle, he makes two points. 1st, it is extremely easy to go online, find an article, copy/paste some parts, add some individual tidbits, and turn it in.

In this way, the student isn't absorbing the information, they are simply transferring it from one media to another. Kanave Kalaiyathe Compressed Mp3 Songs Free Download. 2nd (and maybe more importantly as it has been stated in multiple chapters) where is the proof of technology know-how making students smarter like we were all promised would come? So far, Bauerlein states, we are still waiting.

The main idea of this chapter is the power of website design and the power of social norms. Bauerlein describes how with the emphasis that our society puts on speed and getting hundreds of things accomplished a day, the trend leaks down into how we absorb information. In the case of the world wide web, it is all about searchablility. If companies don't make their websites an easy read, they aren't going to have many visitors because when it is hard to understand what the page talks about, instead of taking the time to understand the material, teens simply go to another website in order to find the same information in a more 'user friendly' format. These points, of course, are only to introduce the irony and to prove the point that Mr. Bauerlein is trying to make. By making information more accessible, we give teens and readers in general an excuse to not have to dig deeper and make more connections in their learning.

Instead they get in, obtain the blurb they need, and move on to the next thing. He then calls for the courage to go back to the idea that the idea is for deeper learning, not just to satisfy our top layer of knowledge seeking. The fault of these groups lies in giving in to the teenage social wave. The excuses of 'That's what teens do', 'It's just a phase', 'They need to find themself' and 'Things go in one ear and out the other' give these groups a reason to not expect much of those they work with. They take the responsibility they have as leaders of youth and place it on others. In the end, the 'others' that receive the responsibility of teaching youth ends up being other youth!