News Herald – Juliann Talkington
During the course of the 20th Century, we transitioned from the Industrial Age to the Digital Age. As part of the transition, computers moved from concept to science lab to family room to clothing accessory. The adoption of these machines in mainstream America changed the way we communicate, learn and interact.
As data trickles in about how these machines have impacted society, some people are beginning to question whether a complete transition to a digital world is wise.
Beginning in the late 1970s schools were put under increasing pressure embrace technology. In response to the pressure, schools began to teach technology classes. To accommodate these new subjects schools cut programs that seemed out-of-date. One of the programs on the chopping block was (and is) handwriting.
Granted it is a much slower method of communication. However, one has to wonder if it is a good idea to eliminate this communication tool and art form from our education system.
Handwriting is one of the most complex skills human beings develop. It involves both fine and gross motor functions and stimulates more than 3,000 nerve endings in each fingertip that connect directly to the brain.
According to researchers, who are now using tools like magnetic resonance imaging to map the brain, writing by hand is more than just a way to communicate. The practice helps students learn letters and shapes, can improve idea generation and expression, and may help with fine motor-skill development.
Cindee Will, assistant principal at James Irwin Charter Elementary School of Colorado Springs, believes cursive writing gives children the mental tools they need to read. The threaded letter strokes help guide students’ eyes left-to-right and helps to correlate reading and writing.
At the Renascence School we find that math proficiency is closely linked to handwriting skill. As a general rule, the less skilled a child is with handwriting the more they struggle with mathematics.
With all this data, it appears that the pendulum may have swung so far toward mechanization that we are losing our ability to think. With shorter cycle times on technology, maybe we need to reevaluate what we teach in schools. Instead of focusing time on computer products that are already obsolete by the time they reach the market, it may make more sense to emphasize activities that teach students how to think dream, calculate and create.