It is found in a research study conducted in 2014 with a catchy title that is often edged to by those who bother that technology is giving birth to unexpected downsides in the classroom. It’s named “The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking,” and it originates that students who put up with notes on a TED talk by writing did satisfactorily on abstract recall topics afterwards than those who typed their notes on a laptop. The research has been illustrated in other peer-reviewed magazines more than 1,200 times, according to Google Scholar, and it has been referred to in op-eds and other prominent articles as well. And it matches with the impressions of many “laptop sceptics,” says Michelle D. Miller, a psychology professor at Northern Arizona University, “confirming that people jot down more and memorize less when keyboarding.”
What’s the problem with the Research?
there’s one problem with the research, the researcher points out. When other thinkers have reiterated the same experiment, they haven’t been equipped to get a similar result.“Some habits found in the initial study repeated, but some—most notably the abstract remembrance question advantage—did not,” the researcher inscribed in an upcoming book.
The researcher has been peeking into what understanding science tells about all aspects of narratives that drift around technology and teaching these days. Do students memorize less when they can fall back on search engines? Do youthful generations that evolved with technology—so-called digital natives—function adequately with devices than older communities do? And can technology be utilized to assist upgrade students’ memory of what they’re informed?
The Result of the Research
As for the research on remark taking, it proves that in the actual and follow-up studies, learners did incline to write down more words when using a laptop distinguished to when they put up with notes with pen and paper, and that with a laptop they were further inclined to take down words verbatim. For the researcher, the circumstance is an alarm for more nuance when discussing the impact of technology on teaching. The emphasis on the last works stated as “We should establish a greatly higher bench for any future op-ed portions vocalizing the appreciations of handwriting, with the goal that the writers will either wish to offer some important caveats based on the counterpart question or a good justification for why these modern findings don’t matter.