There are two fields of study that I would like to bring together to create a deep but accessible framework to examine the impact of the environment on student learning. Of particular interest to me is the impact of the presence books on learning in combination with other technologies however this framework could be applied to many other aspects of the learning environment.
We can always be assured that when we pick up a book by Professor Howard Gardner, we are holding some very carefully considered and powerful ideas in our hands. I am not familiar with the work of Professor Katie Davis however after reading this book, I will certainly following her research in the future.
From the outset, this book sets a high standard for academic writing. The scope of the subject is clearly defined & methodologies set out in detail. The appendices further expand the transparency of the research behind this work which leads me onto a first general observation. The research draws heavily on the American cultural context which places significant limitations on how far findings can be extrapolated to other cultural & geographical contexts. Don’t get me wrong, the questions asked within the theoretical constructs the authors use to frame their discussion are extremely important & certainly caused me to think deeply about the “App generation” in my context. Suffice it to say that the cultural backgrounds, historical & technological contexts that the students I see everyday at an international school in remote South East Asia could not be more different from the subjects of the studies based in Harvard. There are most definitely commonalities but the temptation to extrapolate the research presented in this book to students outside these studies must be vigorously resisted. For example, the technological history outlined on page 52 is distinctly western (if not American) & most certainly not paralleled by the vast majority of the world’s population particularly here in Asia. How the students I see each day have come to this technological space is so diverse that we must guard most ardently against assuming we understand their perspective. I would go even further in saying that we can draw little value from describing a “generation” in any way for fear of drawing conclusions based on stereotypes rather than the lived experience of each individual student we encounter. This may sound like I oppose the premise of this book but not so. Instead, we should apply the same inquiring mind that Gardner and Davis have applied in their context to challenge our own assumptions about the “App Generation” present in our classrooms. Their rigorous & deeply reflective approach that seeks to draw information from multiple sources to make sense of a notoriously enigmatic topic such as technology & youth is refreshing in a field such as education which is rife with myths, unchallenged assumptions & scant methodology.