Let me share something with you that you probably already know. Our school system isn’t in alignment with the needs and demands of the 21st century, for the most part. We tend to solve problems today using technology as a cheating tool. The old (yet still important) model of asking students to memorize content in order to develop a higher crystallized IQ and demonstrate evidence of internal storage overtime is quickly being replaced in society with fluid IQ activities of acquiring content from the environment and using this content to solve problems without having to internalize the knowledge subjects found externally. No wonder why sites like youtube, google, and even Facebook are now being used as tools of problem solving. Are you going to these sites to find answers to your questions? I bet you are. By the way, there is nothing wrong with doing that, as long as some of the “old” stuff isn’t totally replaced by superfluous techniques.
So, yes — I have to agree that teaching college courses adopting computer technology serving as scaffolding and assisting students to work in their zone of proximal development is appropriate and necessary in the new age of information. We are just too ingrained with techniques and technological procedures in our so called American Technopoly to simply go back 100 years and ignore the wonderful advancements we had in technology. So in a way, technology is doing some good. I have to admit that. One could argue that technology however is serving as a cheating tool for the new generation which in itself assists to increase the new generation’s fluid IQ levels at the expense of its big crystallized IQ brother. The former is a shame in my opinion yet it is real.
Do I agree with such tradeoff? Not totally. Why? Because our dependence on technology can in fact hunt us later on when we need internal storage in order to solve unplanned and unexpected problems or stressful situations that transcend the use of iPads, smartphones or a microchip. Am I anti-technology? Of course not. However, constantly relying on technology as a cheating tool can indeed backfire in moments when you need it the most. Did you remember the tragedies of Hurricane Katrina? How did the citizens of New Orleans and Biloxi Mississippi communicated with each other? C.B. Radios.
Folks, put your smartphone aside for a few minutes and think about what would happen to your brain’s internal capacity if you were to be constantly solving problems with technology without having to consult your physiological internal hard-drive? Don’t do it! This is a mistake. Just because technology can be used as a cheating tool doesn’t mean that you need to cheat yourself in the process. This is perhaps why school systems should not totally give up “analog” processes and procedures completely. They still have value in the world.
The reality is that unfortunately, life throw curve balls on us when we are prepared the least. Thinking on your feet with internal knowledge can, in some circumstances, be the difference between living or dyeing in some situations especially when technology isn’t available. This is why developing Crystallized IQ is still so critical and relevant today and it should still be insisted in schools. It personally think that technology help pupils with processing quite complex content more efficiently but totally relying on cheating technology can be deadly. This is why I say, “TechnoModeration is key,” especially in education.