I was gonna write a longer piece about this but it didn't really come together, so to at least get the thought out:
In "social media vs education" discourse, there is a tension between the macro data not really showing any large declines in student learning & minimal benefits from things like cell phone bans, and the more anecdotal/smaller survey data of people telling you the kids in the classroom have really changed. I don't actually think you should toss out the personal experiences, that is being naive, while I think "oh the test scores are all corrupted by declining standards" narrative is equally naive - so what is the story?
The squaring of this circle is that when people talk about their student learning changing, it is almost always about books. They aren't unable to understand instructions, they can do math fine (again mild declines sure), people are taking calculus and chemistry and playing piano just like they always did. What has shifted is that people's attention span for reading books is vanishing, to the point where school districts are giving up on even assigning summer reading and shifting assessments to short form reading assignments. This cycle is just extremely hard to break because books are the one thing you can't "internalize" into the classroom - you can't ask them to sit in the room and read a book during an exam - and cheating the assignment is universal and free. Kids always wanted to skim their summer reading, but skimming, Cliff Notes, "asking a friend", those were all work and sometimes just an approximation of doing the reading anyway.
Now you just google/claude the answer to any of your homework questions about a book, you don't need even crack the (pdf's) spine. And of course the entire backdrop culture has shifted to either short form text or fully audiovisual content, so you don't care much about the object-level skill anyway. The bottom has dropped out on the incentives & value for many students.
But the rub is that this hasn't impacted learning all that much. The Kids Can't Read Bleak House, yes, but they were never great at that and it wasn't that related to other skills. "The mind needs books like a sword needs a whetstone" concept was just too limited; there are a lot of different whetstones out there. The test scores are doing fine, people's skills in the workforce are holding up, none of the "breakpoints" of someone's personal trajectory are flashing red. And of course many people do still read books! We have no shortage of historians because they were always a particular type of person anyway. Books aren't going away; their market share of global attention is just shrinking.
Are there consequences for this beyond the personal, though? Yes, individuals can still learn to be nurse practitioners and marketing analysts just fine, but is the ~body politic of the nation~ or whatever suffering from an endemic shallowness in its comprehension of itself? Maybe! I don't think that idea is crazy, actually, though it is a much more complicated story with many moving parts. But it is one that sits primarily outside the education system; school was never a particularly effective vaccine against "disenlightenment", and if the internet has done anything it has neutered the power of formal institutions to be that force.
This doesn't mean that the education system isn't facing challenges of course (AI & cheating is a big one), or that there aren't nuances to this whole story. I only wrote the quick-and-dirty version here after all. I just do think this tension is endemic to so much discourse from teachers, parents, students, etc - they are observing a mismatch between what they want students to be, and what students need to be to pass though the system.
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