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Note about the author: Marcin Polak is the creator and editor of Edunews.pl (2008). Polish professionally engaged in education for over 15 years and is deeply involved in the debate on the modernization and reform of education (see. Eg. Positive changes in education, how will change education?). Implements educational projects and training on a national and international level. He works closely with teachers and schools (including parents’ council). 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Send (); }); / ** / Today’s child lives in a completely different conditions than its predecessors for several years. Child’s world is today largely in the media world, of which the most important are TV, PC connected to the Internet and mobile phone, and increasingly also the iPod, iPad and tablet. They co-create a powerful media environment, which largely also becomes an educational environment. Media have become another, the biosphere, and the technosphere infosferze environment of human life. Today’s children are called children network, ie. sieciakami [see. Bendyk, 2012] generation “copy-paste” generation of Google or the Internet, the thumb generation, or – as did the authors of the report “Children of active online” – “born with a mouse in his hand” [Children active online, 2007; see. Also Szpunar, 2009, pp. 261-267]. These names clearly indicate strongly dipping (immersion) of the young generation in the world of media, primarily the Internet, although early childhood is the TV rather than the computer. Certainly, today’s young generation is the first generation of homo mediens. The American media researcher, writer, designer of computer games and educational systems, Marc Prensky called the current young generation of “digital natives”. He proposed an interesting – especially from the perspective of educational – socio-cultural stratification, including these digital natives (called. Digital natives) and digital immigrants (called. Digital immigrants) [Digital natives …, 2012; Prensky, 2012; Prensky, 2012b]. This dichotomy takes into account two different ways of functioning in the modern network and media reality. A particular subgroup within a so-called digital natives. generation of “C”. This name comes from the words defining its characteristics: Computerized, Connected, always Clicking – computerized, connected, always click your [see. Sendrowicz, 2011]. These are people born after 1990, and so today having not more than 21 years that are no longer able to live outside the network. The Internet is for them an important part of the environment of everyday functioning – in the search for information, establish and maintain friendships, listen to music, make purchases. Representatives of the generation of “C” love social media, so this is the so-called generation. new new media [see. Levinson, 2010]. Sieciaków generation is completely different than their predecessors. As they say about themselves in the “Manifesto of the network of children”, which is a declaration of their identity: “The network is not technology for us, which we had to learn and where we can find. The network is a process that happens constantly and transforms before our eyes; with us and through us. ” They add further that they are the first generation of the Internet, which is its real space in the virtual world: “Network for us is not something external to reality but its element. We do not use the network, we are in it and live with it “[Manifesto children’s network, in 2012]. Unlike his peers several years ago, who have a lot of time devoted to various forms of physical activity, it is the main occupation sieciaków media activity. Clearly indicate the results of tests that were conducted at the end of 2011 through 2200 AVG among mothers of children under the age of 5 years. The research shows that more children can play computer games and handle various applications in mobile phones than ride a bike. 75% of children efficiently uses the computer mouse, but only 9% can tie his shoelaces [More … children, 2012]. These results must cause some concern. Although children have high technical skills, however, they are clumsy in matters important to everyday life. According to other studies conducted by Disney, The Future Laboratory and the Taylor Nelson Sofres among 3020 children aged 8-14 years in Poland, France, Germany, Italy, Great Britain and Spain for about 60% of Polish children’s computers and the Internet are so important that can not imagine life without them [60% of children …, 2012]. The researchers also point to the systematic lowering of the age of the computer and Internet initiation of the child, which in many cases is already about 1.5 years, which means that children aged 1-3 years are now a huge target group of developers of computer applications [Stasiak, 2012 , pp. 90]. Contact with the media of the child takes place primarily outside the school, especially in a family home, the school, however, has to deal with all the problems that this often lengthy and – as studies show – uncontrolled contact calls. Traditional educational triad family – school – the Church has been replaced today Tetrad: family – the media – the school – the Church. Location of the media in second place is fully justified, as we observe the phenomenon of a clear and steadily growing to strengthen the role of the media – especially television and the Internet-connected computer, and more recently mobile phone – while marginalizing other educational institutions, including the first and most important – family [Morbitzer, 2007, pp. 93-95]. This means taking over the function of the media socialization. This phenomenon is very disadvantageous because the media broke the existing barrier to a young man the access to information and unwanted introduced on a wider scale to shaped the world for thousands of years of negative elements – anti-values ​​- including intellectual enslavement, manipulation, lack of accountability, stupidity, deceit. The Internet and the human brain – the consequences of education The most important consequence and the most spectacular manifestation of immersion of the younger generation in the world of media, especially the Internet, is that – says neurologist specialist. Brain function, director of the Center for Research on Aging at the University of California, Los Angeles, Dr. Gary Small in its written together with his wife Gigi Vorgan, published in November 2008 in the US and already superior to the Polish language book Fri. “How to survive changes in our brains caused by technology” – prolonged contact with the Internet has caused a change in neuronal structure of the brain at the notorious Internet [Small, Vorgan, 2011]. These changes in young people are unfavorable, causing the formation of the so-called. hypertext minds, which means changing the mindset of the current linear multi-threaded. They are at the same time unable to deeper reflection, can not draw general conclusions, whether to accept a broader point of view [see. Gorecki, 2008, p. 51]. They remember a lot of information, but they can not interpret or make use of them – resulting in fewer and fewer people are able to today so valued creativity. In children, the brain network disconnects the prefrontal cortex, a part responsible for empathy, altruism, tolerance. As a result, a man indifferent to what does not concern him personally [Nikodemska, 2011, p. 34]. There are problems communicating their feelings, understanding another’s point of view and maintaining normal social relationships. Young people immersed in the online world since childhood, resemble more and more patients with autism. G. Small’s research results fully confirmed in its work in June 2010 under the telling title “Shoal. What the Internet is doing to our brains, “American writer and journalist, dealing with the impact of technology on business, society and culture, Nicholas Carr [Carr, 2010]. The main message of the book is to highlight the title shallow intellectual, consisting in the fact that modern young Internet users, having access to an increasing amount of information, knowledge and understand less and less, their knowledge becomes random, superficial, lacking brilliance and knowledge of the wider context. N. Carr states that the human brain neuroplastyczny perfectly adapts to the surrounding reality – of new media and new tasks. The representatives of the younger generation, however, have a serious problem with focusing attention on traditional linear textbooks or academic lectures, while perfectly absorb the text given in the form of short, one-sentence messages. The author presents in his book a very interesting idea that was experiencing the reversal of the intellectual evolution of our species. With the worshipers of knowledge and wisdom as closely associated with the attribute of personality, we return to the days when we were hunters and gatherers in the electronic forest, full information [Stasiak, 2012b]. The Internet has become the natural successor to book, no other medium does not have that much in common with the written word or printed. Moreover, the global network has now become a global resource of information – a basic building block for the knowledge and essay writer pl the most popular intellectual environment. The research shows that the average consumer today absorbs two times more text than 20 years ago, dedicating it to read much less time [Stasiak, 2012b]. Changes in the architecture of the brain resulted in the emergence of new concepts of learning. Recently won the greatest popularity implemented under the slogan “connect, to learn” Connectivism. In contrast to previous approaches its creator received psychological assumption that knowledge is the Internet, and the metaphor of learning is to generate connections between network nodes, which may be other learners or information resources on the network [see. Siemens, 2012]. The supreme category of knowledge becomes a “know where”, replacing the old formula: “to know that,” “know how”, “know why”, defining both the broader context of information, and the necessity of understanding. Connectivism fits perfectly in the declaration of the younger generation, contained in the already cited “Manifesto of the network of children”: “The network is for us a kind of shared external memory. We do not have to remember unnecessary details: dates, sums, formulas, clauses, street names, detailed definition. All we need abstract, limited information to its essence, is useful in the processing and combining it with other information. If we need details – check it within a few seconds, “[… Manifesto, 2012]. Supporter of this new concept include celebrating in January 2012. 80th anniversary exquisite Italian writer, philosopher and medievalist Umberto Eco, who in a recent interview he said: “Maybe the school should no longer teach, who was Plato, but just how to filter information. Cultural man is not one who knows the date of birth of Napoleon, but the one who can find it in a minute, “[Jędrysik, 2011]. It should be considered the arguments U. Eco, no doubt, but consent to this paradigm causes hunger and longing for dismissing the old model of culture, knowledge and education. By accepting uncritically approach konektywistyczne consent to the migration of knowledge of the human mind to Internet resources. Comments are therefore justified showing the essence of connectivism as a “student of the brain attached,” [Zalewski, 2012]. In times of liquid modernity, constant volatility and the associated rapid loss of many news content, it is difficult to refuse konektywistom at least partial rightness of their views. It is, however, an intermediate position, assuming rational combination of extensive knowledge with the ability to efficiently search for information using the tools of modern technology. They are not after all mutually exclusive values. In the era of connectivism, increasing flood of information and misuse of the Internet by a man, we observe change the way the brain functions. Formerly he relied mainly on memorizing information, and to a lesser extent, their treatment, while the memory function today increasingly willing to entrust global networks, focusing on the processing of information available in it. Educational problem is that remembering information most students fared far better than it is now with its processing.


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