Wednesday, February 16, 2011

Rebuttals about why Google is not making us stupid

     Thank God  that everyone does not agree with Nicholas Carr's claim and it may in some way of its own hold its truth, and although Carr may only have a one sided perspective of the way in which people make use with technology, there are other more positive perspectives to be shared in the project. During my research for rebuttal of Carr's claim, I found an online article from a website called Campus Technology. The article was written by Trent Batson whose views and perspective are rather enlightening to computer users. According to Batson books have been our foundation in the process of learning and technology and the uses of the Internet has expanded a new way in which we learn and interact  much like we do we when we interact within a group. He further explains that we go through the process of listening, and we take turns responding to each other in similar ways  we interact with the information we are searching for on the Internet. This is  much of what surfing the Internet does in our reading. He also refers to reading on the web as "hybrid orality" Batson). Indeed, he is opposed to the thought of Google making us stupid, but Google is showing people a new wave of fast learning in the exchange of ideas within our social environment.
     There was another perspective in reference to Carr's claim; the article was about"Google Probably not Making You Stupid" by writer Chloe Albanesius. according to Chloe, because we skim through information while researching does no harm to us mentally, but in fact, it is allowing human brains power to create better ways of communicating with technology.  We get smarter as we improve ways of creating more effective research. My personal views are that Internet allows us to make better choices, and as we gradually discover our own methods and techniques for researching information, our way of retaining information will improve. This article is similar in what Batson is saying. The Internet website are the voices that respond back to us to indicate that we have arrived at the right source or that we need to search further by connecting us to other links from their website which may not be prevalent to our degree of necessity for certain information. Certainly, no one desire to feel a sense of stupidity for wanting to explore the unknown possibilities of information that go beyond what books can reveal to the human mind.
     Another  discovery in rebuttal to Carr's claim was a similar  by the Future of the Internet Survey  conducted by Pew Internet and American Life Project. The survey was ongoing  which began December 2, 2009 until January 11, 2010. The purpose of the survey was to get a perspective view of how the year 2020 would be technically. In this survey, Carr's claim about "Is Google making Us stupid was included in the debate about skimming browsing rather than in-depth reading. The results implicated that by the year 2020, people will become smarter and make much better decisions because of more access to information, it will enhance greater human intelligence. When asked about respondents views on the future of human intelligence, their response were that it would likely remain the same. They further add that skimming is not the worse way in finding information, but it definitely gives us a broader view of information (Peter Norvig, Google Research Director). This information helps us to better understand our purpose in using technology and in knowing that we are not stupid in terms of discovering how to better access the highways of information through the Internet, and by not allowing us to become stupid but wiser in using the tools of computer technology in the future.

Analysis (cont'd)

The following question is an open end question that asked respondents "Do you read in-depth on the Internet or do you skip or skim through to find only what catches the eye?" Y_, N_. Explain.
  • In Group 1 ages 17-21, 78% responded to reading in-depth on the Internet.
  • In Group 2 ages 22-28,  75% responded to reading in-depth on the internet.
  • In Group 3 ages 30 plus, 68% responded to reading in-depth in the Internet.
  • Analysis:Group 1 skims through almost everything they read  and everything depends on what they are looking for. There was less than 22% who do not read much on the Internet, but what they are interested in reading. Group 2 in comoparison was not far behind. They seem to read as well what is important or relevant to what they are searching for in reading, and then they may take interest to read in-depth o that particular topic. Group 3 are sometimers, sometines they do and sometimes they don't, it depends.
The following questions are two part questions that asked, "When you use the Internet, are you looking for quick fixed answers?" Y_, N_,  or are you looking to learn more by spending time reading? Y_, N_,
  • In Group 1 ages 17-21, 88% responded in looking for quick answers and reading on the Internet.
  • In Group 2 ages 22-28, 85% responded in looking for quick answers and reading on the  Internet.
  • In Group 3 ages 30 plus, 34% responded in looking for quick fixed, but 66%  responded to spending more time to read and learn more on the Internet.
  • Analysis: Group 1 looks for quick fixed answers because they refuse to slow down and research what they are searching properly. Group 2 shares much of the same challenges, and Group 3 as mentioned in this analysis are a much more of a mature group and are decisive in their subject matter.
The following question is an optional question that asked, "Do yo enjoy reading_ or writng_?"
  • In Group 1 ages 17-31, 40% responded to enjoy reading, 35% responded to writing, and 25% responded in enjoying both reading and writing.
  • In Group 2 ages 22-28, 50% respoded to writing, and 38% enjoyed reading. 22% enjoyed enjoyed reading and writing.
  • In Group 3 ages 30 plus, 78% responded to both reading and writing, while 22% enjoyed writing.
  • Analysis: Group 1 is an example of why reading skills are so low in high schools, but it is not unsual for young adults not to enjoy reading, but it is essential to learning. Group 2 are diversed in both reading and writing because yet again, this group have already reached college level and are required to perform both reading and writing regardless if they like or enjoy it or not. If they attend college, they signed up top do both regularly. Group 3 has a natural instinct of reading and regularly writing whether on-line or hard copy.
The following question is an open ended question that asked,"Overall, do you feel that the Internet has changed any of the ways in which your normal patterns of reading and writing literacy?" Y_, N_, Explain.
  • In Group 1 ages 17-21, 79% reponded yes to changes in  their literacy.
  • In Group 2 ages 22-28, 76% responded yes to changes in their literacy.
  • In Group 3 ages 30 plus, 41% responded yes to changes in their literacy.
  • Analysis:Group 1 and 2 are very much impacted by the use of the Internet, and itis a reflection of the many hours on the internet. Is eems as though they function much in the way of a computer robot, and not a person, these are the results of the long term use of technology and the Internet. Group 3 seems not be be as affected by the Internet. It is not to say that they do not use it as much, but they seem to govern the way they do things. They may be into technology , but some of the respondents in Group 3 may desire to be computer savvy. It seems they could with it or without it, but in analyzing the other two groups, it is a part of who they are and what they do; for them computer technology are all a part of their lives, and without it , they would simply crash just like a  robot. They would have to simply go back to basics and for them that does not exist. Group 1 and 2 really do not care if the use of the Internet has changed their lieracy, because they think that it is a good thing. They are simply interested in getting the task at hand done as efficiently as possible.

The following question is an open ended question that asked, " Do you feel that you are creative to write without the use of getting information from the Internet?" Y_, N_, Explain.
  • In Group 1 ages 17-21, 72% responded yes in being creative enough to write without using the Internet.
  • In Group 2 ages 22-28, 82% responded yes in being creative enough to write without using  the Intenet.
  • In Group 3 ages 30 plus, 66% responded yes in being creative enough to write without using the Internet.
  • Analysis:In analyzing the first two groups, their dependence on the Internet is pertinent to their education as well as for their personal lives, and the problem may be they are not focused on how or to what degree their abilities to trust brainstorming their own ideas are important. Some of the respondents in Group 3 are professors, professionals and are required to function on and away from the Internet, and although the Internet as a educator is required, they seem to find time to invest into the manual stimulation of writing. Although it is easier to e-mail because it is so much more efficient, They seem to enjoy manually sitting to write down their thoughts in a letter to someone else that may not own a computer. This means that little of their literacy skills have changed and for those few respondents, this is a good thing. 
The following question is a two part question that asked, " Do you twitter?" Y_, N_,  do you text? Y_, N_,
  • In Group 1 ages 17-21, 90% responded to texting and 10% to twitter
  • In Group 2 ages 22-28, 100% responded to texting.
  • In group 3 ages 30 plus, 40% reponded to texting and  5% twitter and the remaining percentage were not interested in either texting nor twittering.
  • Analysis: Group 1 and 2 implicate little interest in twitter on the Internet. You would think that this part of technology would be on their list of technology to do's. Maybe they do not get how it works in terms of how many tweets they are allowed. It seems they do not have a problem with privacy, because they communicate so openly on face book, and this is no different. Group 3 had hardly any interest in either twitter or text, and if they do , it is probably because they have children or grandchildren. 
Problem: Perhaps one of the survey questions should have asked if there is better stimulation for brainstorming ideas while typing on a computer than it is manually sitting down to write. In other words do you find mental stimulation with the pen or the computer board? This particular question could better reflect what and how the brain is stimulated in different individuals. 

Saturday, February 12, 2011


     This analysis of "Is Google Making us Stupid?" is based on its survey questionnaire,responses and explanations made during the time the survey was taken by volunteers. This analysis will cover each one of the questions asked in the survey and in the order the questions were developed. Although volunteers were divided into three groups, all of the respondents were asked the same questions. There were a total of three hundred  people that volunteered to take surveys. They were divided into three groups and by age that ranged from 17-12, 22-28, and 30 plus.

     The following questions were three general questions that asked about their sex,age,of each individual respondent and  their status of employment. Age_, Student Y_ N_, Sex: M_ F_? Not a student Y_ N_
Employed_, Unemployed_
  • In Group One ages 17-21: 90% of respondents were employed which implicated the possibility that most of students used shortcuts to do homework in contrast to Group 2 and 3. The total number of males and females for Group One can be found on Blog: 3. The respondents were all students from high school to freshman in college.
  • In Group 2 ages 22-28: 68% of volunteers were employed which implicated a variable amount time spent on the Internet  and flexible time for other interests.
  • In Group 3 ages 30 plus: 68% of volunteers were employed which implicated there were lower possibility of volunteers who did not use the Internet or used as a requirement for their jobs.
  • Analysis: In analyzing the responses to the questions helped in determing several things like employment determines how much time a individual has and  how they spend it. Usually there are more females than males, but for this survey, the sex adds to the character of an individual. The age of an individual helps to determine their lifestyle in terms of being more or less relaxed, active, somewhat active.
 The following question was when was the last time you read a good book or novel? 1 to 3 mos_,3 to 6 mos. _, last week_? and were asked : How long did it take for you to finish it? Explain why or why not?
  •  In Group 1ages 17-21: 72% responded they had read a book or novel in the last week, 25%  responded to taking longer to finish reading.
  • Analysis: Research later reflected inconsistencies in a higher percentage of volunteer students who relied on the Internet to summarize a story they had not read. The analysis further implicated students had a moderately high reliance upon efficiency  of the Internet for  to attain information. Some of the responses relevant to why or why not ranged from: 
  • Books and novels were boring.
  • They did not like reading novels. 
  • They read to improve their reading skills.
  • Some  volunteers made few comments at all.
  • Some student volunteers preferred not read; unless it was a prerequisite for study.
The following questions were multiple choice with multiple choice answers and are relevant in determining the quality of time volunteers spent reading away from the Internet.When asked the question : When was the last time you read a good novel or book?
 Did you finish it and how long did it take you to finish it? Y_, N_, Less than a week_, More than a week or month_, why or why not?
  •  In Group 2 ages 22-28 out of 100 respondents, a total of 70% of volunteers responded that it took them 1 to 3 months to the last time you read a good novel or book. 30% of volunteers responded that it was in the 1 to 6 months. 75% responded to having taken them from  less than a week to less than a months time to finish reading.
  • Analysis: Group 2 responses had mixed views and even though time was a subjective factor for those  being students, they took time out to enjoy the pleasure of reading something of interest to them, which gives some implication to this group having a stronger interest in more reading. There were 30% less respondents employed  in this group in comparison to Group 1 which also could explain the availability for time to read and complete a good novel. Most of Group 2 explanations for why or why not include
  • They really liked reading, and the book was good.
  • Between work and school, it takes longer to read for leisure.
  • Can only read when they have time on my hands.
  • When they read a good book, they addicted and take every opportunity to pick it up.
  • They finished it because it was interesting and kept my attention.
  • They have never not finished a book that I started reading.
  • In Group 3 ages 30 plus, out of 100 respondents, when asked the exact same questions, 85%  of volunteers responded to having read a book from a week ago to 1 to 3 months ago. 75% responded that it took them from a week to a month to finish reading it.
  • Analysis:  In comparing Group 3 to the previous two groups, Group 3 were more relaxed about  reading.  The analysis suggest efficiency in researching information was not as immediate as in Group 1 and 2. Most of the Group 3  were not students, and were older and more focused. Some of their explanations were similar to Group 2 except for their desire to relax and read more.
The following questions were multiple choice and offered an explanation that asked: Are you relaxed while reading? Y_, N_. After 40 minutes, are you still relaxed or do you begin to fidget or feel a sense of change in mood while reading? Y_, N_ Explain.
  • In Group 1ages 17-21, out of 100 respondents, 98% responded in being relaxed while reading a book, while 2% responded they were not relaxed while reading. 98% responded that after 40 minutes, they begin to fidget. 2% responded that they did not fidget after 40 minutes.
  • Analysis: In analyzing Group 1,  they are hyper active and stay on the go with work and school.  Further analysis implicate that their brains are  for the most part  constantly stimulated  with other objectives. If these individuals in Group 1 were to slow down long enough to sit and read, the possibilities are that they would become relaxed enough to go to sleep. They are regarded as a generation born in the world of efficiency and expediency of technology. The question is what percentage of learning is truly retained mentally, if simple task of reading a book cannot be achieved.
  • In Group 2 ages 21-28, out of 100 respondents, 100% responded in being relaxed while reading. As to the second question 50% responded that after 40 minutes, they begin to fidget, and 2%  did not fidget after 40 minutes of reading.
  • Analysis: In analyzing Group 1 to Group 2 respondents have much the same implications of restlessness after 40 minutes, but the differences are Group 2 respondents  seemed  a little more focused to plan time for reading before going to bed. Most do feel comfortable when reading something of interest to them. Some responded that depending on the book they seem to get lost in the stories they read. Again there were those who were reminded  of other things, and the book begins to get boring to them. Most respondents indicated they pretty much get into what they were reading. Most of the explanations were from individuals within the group  that ranged from ages 26 to 28 years old.
  •  Group 3 ages 30 plus,out of 100 respondents, 90% responded  in being relaxed while reading, and 10% were not relaxed while reading. In the results of the second half of the question, "Do you fidget or feel a sense of change in mood while reading?" Again, 90%  agreed they did not fidget or change mood after 40 minutes of reading. The remaining 10%  did fidget after 40 minutes of reading.
  • Analysis: In the analysis of Group 3 in their response to the questions, there were  certain expectations because of the age differences Group 3. Some of the respondents had no explanations about something they feel relaxed doing. Group 1 and 2 in contrast does not spend a lot of time reading manually, because of access to the Internet as well as the efficiency to research information.
The following question asked, "If you have access to the Internet?" which was straight forward question to answer yes or no?
  • In Groups 1, 2,and 3 there were a total of three hundred respondents who had access to the Internet.
  • Analysis: There are a total of 300 respondents who have access to the Internet and who use it for whatever purpose it is needed for.
The following question was a multiple choice question that asked, how much in terms of hours within a day would you estimate you spend on the Internet? 2 to 4 hrs_, 4 to 8 hrs_, 12 or more_?
  • In Group 1 ages 17-21, 40% responded to 2 to 4 hours,40% responded to 4 to 8 hours, and 20 responded 8 to 12 hours spent on the Internet.
  • Analysis:  In  Group 1, respondents activity on the Internet usage is may  not relate to academic research and study, or reading according to the questions previously asked in  the survey. 2 to 4 hours of Internet usage is not unusual, but 8 hours or more  is  not likely adequate; unless the Internet is required for employment purposes. More than likely Group 1 may be watching movies or playing games on the Internet or e-mailing or could be in the chatroom.
  • In Group 2 ages 22-28, 60% responded in having used the Internet 2 to 4 hours, 35% responded to using the Internet 4 to 8 hours, and 5% responded in having used the Internet 8 to 12 hours.
  • Analysis: Group 2 used the Internet as much as Group 1 because of the length of time spent on the Internet; yet, there is a suttle difference because college level courses require more Internet research. Realistically, there is no differences between ages 17-25 of Internet usuage.
  • In Group 3 ages 30 plus, when asked about the amount of time spent on the Internet, 90% responded in having use of the Internet 2 to 4 hours, and 10% responded in having used the Internet 4 to 8 hours.
  • Analysis: Group 3 is more reasonable about  how long of time within a day they use the Internet. It is probably because the majority of this group are not students, but are  teachers or employed or are seeking employment on the Internet. Furthermore, the 10% that spend 4 to 8 hours on the Internet more than likel;y use the Internet as a requirement of their jobs.
The following question is a multiple choice question that asked, do you use the Internet for work_, for school_, for pleasure_?
  • In Group 1 ages 17-21, 80% responded in using the Internet for work, school, and for pleasure, while 10% used the Internet for work and school only, and 10% used the Internet for school only.
  • In Group 2 ages 22-28, 40% responded  in using the Internet for school and for pleasure, 50% responded in using the Internet work, school, and for pleasure. 10% used the Internet for school only.
  • In Group 3 ages 30 plus, 50% responded in using the Internet for work and pleasure, and 50% resonded in using the Internet for school and for pleasure.
  • Analysis: The results from Group 1 were the most active of the three groups, it implies how much time is spent on the Internet. For Group 1 and 2, their pleasure might consist of checking e-mails, shopping on-line, watching u-tube, logging in on facebook, downloading music, upload photos, play online games, skype on cam with a friend/family, and for Group 3 pleasure may consist of online gambling,booking a reservation, finding a loved one, paying bills online, mapquest a location or online banking.

Table of Contents

 Blog 1. Executive Summary
 Blog 2. Summary of Information
 Blog 3. Charts for total survey volunteers
 Blog 4  Results from Group 1 of survey voulunteers
 Blog 5. Continued results from Group 1
 Blog 6. Continued results from Group 1
 Blog 7. Continued results from Group 1
 Blog 8. Results from Gruep 2 of survey volunteers
 Blog 9. Continued resultd from Group 2
 Blog 10. Continued results from Group 2
 Blog 11. Contined results from Group 2
 Blog 12. Results from Group 3 of survey volunteers
 Blog 13. Continued resultss from Group 3.
 Blog 14. Continued results from Group3
 Blog 15. Final results from Group3
 Baog 16. Summary/Reflection
 Blog 17. Solutions for Internet Users
 Blog 18. Works Cited
 Blog 19. Analysis
 Blog 20. Analysis (cont'd)
 Blog 21. Rebuttals that cover why Google is not making us stupid

Who is responsible for the report
The Capstone Project is a part of Georgia State University is a  course requirement for  the Senior Seminar Class and was commissioned  by Dr. J. Bowie.


Person responsible for Research:
Katrina Jackson

People responsible for assisting survey:
Anthony M. Drake
Micahiah S. Drake

Person responsible for Report
Katrina Jackson
Georgia State University
PO Box 4100
Atlanta, Georgia 30301

Date Survey taken
11-02-2011- 12-02-1011
Date Survey completed

Geographical locations
Georgia State University Atlanta  (Downtown)
Therrell HighSchool of Government anf Public Policy Atlanta
Metro Atlanta Areas

Definition of Population
The survey was opened to all nationalities regardless of race or national origin.

Exclusions from the survey (e.g children under age 17)
No names for this survey were used or required.


Wednesday, February 2, 2011

Works Cited

Albanesius, Chloe. Google Probably not Making You Stupid Report Says. PC Mag. February. 19, 2010.
Web. February 17, 2011.

Anderson, Quitney, Jania. Elton University and Lee Painie, Pew Internet and America Life Project.  "Does Google Make  Us Stupid?" February, 19, 2010. Web. February 17, 2011.

Assay, Mat. The Open Road. "Is Google Making us Stupid?" 8 June, 2008.
Web. 3 February 2011.

Batson, Trent. Response to Nicholas Carr's 'Is Google Making Us Stupid?' Campus Technology. March 18, 2009. Web. February 17, 2011.

Carr, Nicholas. "Is Google Making us Stupid?"  Atlantic Magazine. July/August, 2008.
Web. February 3, 2011.

Sunday, January 23, 2011

Finals results for Group 3 from the survey questionnaire

This is the final chart of results for group 3 volunteers from the survey questionnaire.

Question: Overall, do you feel that the Internet has affected your literacy?
Answer: According to males (blue) 15% responded yes and 24% responded no.
Answer: According to females (red) 26% responded yes and 35% responded no.

Comments: These are a few comments that explain why or why not to the question above.
Comment: The Internet is really efficient and have reduced me to reading less.
Comment: Yes, I use the Internet for everything from reading to writing, and it has changed, but for the better.
Comment: No, I don't feel any different from the use of the Internet, in fact I still read the same way  and write the same.
Comment: No, the Internet has not changed my literacy, because I do not use it as often as other people.
Comment: Yes, I feel the Internet has changed the way that I research information and changed me for the best, because I am more tech. savvy.
Comment: My literacy has changed but for the better, I think. 
Comment: I use the Internet because it is a requirement for my job, but I do feel it has changed the way I read information, and I do not read books much when I am relaxed, but still use the computer.
Comment: I am a continued education student and I find that the Internet has changed the way I read information, and I use the Internet to brainstorm before I write a paper.
Comment: I use the Internet, but needless to say, I don't feel my literacy has been affected.
Comment: Honestly, I feel that anything you use too much of will affect you to some degree.

Continued results of Group 3 from the survey questionnaire

Here are the results for group 3 volunteers from the survey questionnaire.

Question: Do you skim through in-depth information on the Internet?
Answer: According to males (red) 26% responded yes and 12% responded no.
Answer: According to females (green) 49% responded yes and 13% responded no.

Question: Are you employed?
Answer: According to males (green) 34% responded yes and 4% responded no.
According to females (purple) 34% responded yes and 28% responded no.

Comments: Here are a few comments from group 3 volunteers from the first question of why or why not?
Comment: I read what is pertinent to what I want to know.
Comment: It really depends on how much information I need or want.
Comment: I do not spend alot of time on things that are not essential.
Comment: Sometimes I do and sometimes I don't summarize, it depends.
Comment: I try to find what is relevant to the topic that I am looking for.
Comment: I have to finish a book a week  in order to participate in a class discussion, so I skim to find the important information about the book online.
Comment: It depends on the content whether I read or skim through in-depth information.
Comment: I am much older and not that interested in the Internet because it is too much information out there in cyberspace.
Comment: I only read in-depth to get important information.
Comment: If I skim through I might miss small yet important information, so I read everything even the small print.