Assignment 1: Identify An Important Local, National, Or Inte

Assignment1 Identify An Important Local National Or International P

Identify an important local, national or international problem that needs to be solved. Locate two or more articles that provide background information and analysis of the problem. Using these articles as a resource, analyze the problem using the problem solving method developed in this chapter. Read the selection Is Google Making Us Stupid?

Answer the following questions:

1. Have you noticed in your own life that it's easier for you to move quickly around the web than to spend concentrated time reading a book or lengthy article? Concentrating on an issue or problem for an extended period of time? Describe your experiences with both surfing the web and reading books and lengthy articles.
2. The author notes that "The web has been a godsend to me as a writer. Research that once required days in the stacks or periodical rooms of libraries can now be done in minutes." Do the powerful advantages of using the Internet necessarily mean that we have to sacrifice our ability to read deeply and think reflectively?
3. The author acknowledges that "the Net is becoming a universal medium, the conduit for most of the information that flows through my eyes and ears and into my mind" and that this puts him at risk for being a "mere decoder of information" rather than a deep thinker about information. Would you say that this is also true for you? Explain.
4. Imagine that you are the president of Tennessee State University and that you want students to use the full power of the Internet in their education but you also wish them to develop their abilities to think deeply, concentrate, and contemplate. Analyze this problem and develop some practical solutions for dealing with this challenge.

Discussion Thinking Activity 3

Reflect on people whom you admire as expert thinkers. List some of the qualities these people exhibit that you believe qualify them as "critical thinkers." For each critical thinking quality, write down an example involving that person.

Paper For Above instruction

The pervasive influence of the internet has transformed the way individuals access and process information, raising critical questions about its impact on deep thinking and concentration. As the internet becomes an integral part of daily life and education, understanding its implications for critical thinking is essential. This paper explores the problem of balancing the advantages of internet-based research with the necessity of developing deep, reflective thinking skills among students, using problem-solving methods to analyze potential solutions.

Identification of the Problem

The core issue is the tension between leveraging the internet's vast informational resources and preserving students' ability to focus, reflect, and think critically. With quick access to information, students and individuals often favor rapid browsing over slow, deliberate reading, which may undermine skills necessary for deep understanding and critical analysis. The challenge is to harness the internet’s power for education without sacrificing the development of critical thinking and concentration.

Background and Analysis

Numerous articles and studies shed light on this dilemma. Nicholas Carr’s article "Is Google Making Us Stupid?" argues that the internet’s rapid and fragmented nature impairs our ability to concentrate on lengthy, complex texts. Carr states that "research that once required days in the stacks... can now be done in minutes," emphasizing the convenience but also warning about a decline in deep reading skills. This point resonates with observations in educational settings where multitasking online can significantly impair sustained attention.

Research shows that internet browsing encourages skimming, hyperlinks, and distraction, which can interfere with deep cognitive processes such as critical thinking and reflection (Ophir, Nass, & Wagner, 2009). Meanwhile, traditional reading of books fosters concentration and the mental consolidation of ideas, nurturing analytical skills (McKendricks & Van Dijk, 1998). As such, internet advantages—speed, breadth of information, immediacy—must be balanced with practices that promote sustained focus.

Analysis and Problem-Solving Approach

Applying problem-solving models, such as the IDEAL framework (Identify, Define, Explore, Act, Look back), helps dissect this dilemma.

- Identify: The problem is the potential erosion of deep thinking skills due to reliance on quick, internet-based information gathering.

- Define: The challenge is to promote effective use of the internet for research while fostering cognitive skills that support reflection and critical analysis.

- Explore: Strategies include integrating traditional reading with digital research, encouraging mindfulness practices, and designing curricula that balance information accessibility with critical engagement.

- Act: Implement programs that promote slow, reflective reading activities alongside internet research; incorporate digital literacy education emphasizing mindful internet use; develop assignments that require synthesis and critical evaluation of information.

- Look back: Regular assessments of students’ critical thinking skills, feedback sessions, and adjustments to teaching strategies ensure ongoing effectiveness.

Personal Reflection on Web Use and Deep Reading

Drawing from personal experience, I have observed that browsing the web tends to be quick and superficial, often leading to fragmented understanding. In contrast, reading lengthy articles or books demands sustained attention and promotes a deeper grasp of material. For example, online articles often tempt me with hyperlinks and multimedia that distract from core ideas, whereas dedicated reading sessions allow for immersion and reflection.

Despite the web’s benefits, such as rapid access to diverse viewpoints, I recognize that overreliance may diminish my capacity for deep concentration and critical thinking. This aligns with Carr’s argument that digital media can reduce our attentional span, making it harder to engage with complex texts analytically. To counteract this, I consciously allocate time for focused reading and critical reflection.

Implications for Educational Leadership

As president of Tennessee State University, fostering an environment that maximizes internet utility while promoting deep thinking involves strategic planning. One approach is to integrate digital literacy and critical thinking modules into curricula, teaching students to evaluate sources and use the internet intentionally. Simultaneously, courses should include assignments that require prolonged engagement with texts, encouraging contemplative reading.

Instituting "deep work" sessions—dedicated periods of focused study—can help students develop concentration skills. Additionally, promoting activities such as philosophical debates, reflective journaling, and problem-based learning can stimulate critical thinking. Educational policies should also incentivize balanced digital use, emphasizing quality over quantity of information and fostering mindfulness in students’ internet habits.

Critical Thinking Qualities in Admired Thinkers

• Analytical Skills: An admired professor meticulously breaks down complex theories to explain them clearly, demonstrating critical analysis. For example, he uses diagrams to clarify abstract concepts.
• Curiosity: A scientist continually asks questions about new discoveries, exemplifying inquisitiveness that drives scientific innovation. For example, she explores unexpected experimental results to uncover underlying mechanisms.
• Open-Mindedness: A community leader considers diverse perspectives during policy discussions, fostering inclusive solutions. For example, he invites feedback from various cultural groups before making decisions.
• Reflectiveness: An author revises her work extensively after considering feedback, showing the importance of self-evaluation. For example, she revisits her arguments to ensure clarity and rigor.
• Critical Evaluation: A judge assesses evidence with impartiality, applying critical standards to ensure justice. For instance, he scrutinizes the credibility of witnesses and the validity of evidence thoroughly.

These qualities collectively exemplify the attributes of effective critical thinkers who contribute thoughtfully and reflectively to society.

References

• Carr, N. (2010). Is Google Making Us Stupid? The Atlantic. https://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/
• McKendricks, R. & Van Dijk, T. (1998). The power of reading: Critical engagement with texts. Journal of Educational Psychology, 90(2), 344-355.
• Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583–15587.
• Becker, H. J. (2007). Cognitive consequences of engagement with new media. Journal of Educational Computing Research, 36(4), 425–448.
• Paul, R., & Elder, L. (2014). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Pearson.
• Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16–25.
• Brown, P., & McNeill, P. (2010). Developing critical thinking skills in higher education. Journal of College Teaching, 58(2), 75–80.
• Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. Insight Assessment.
• Tseng, F. (2009). The impact of internet use on critical thinking skills among college students. Journal of College Reading and Learning, 39(2), 53–68.
• Bailin, S., & Siegel, H. (2003). Critical thinking. In J. A. Banks (Ed.), Diversity and Citizenship Education in a Global Age. Teachers College Press.