What has life proved about electronic technologies according to the author?

A) They don’t disrupt brainwork.

B) They could increase the crime level.

C) Television influences intelligence.

D) Scientists can’t do without them.

 

14. According to the author, the arguments of the critics of new media make neuroscientists feel …

A) surprised.

B) confused.

C) annoyed.

D) amused.

 

What does the example of Woody Allen’s reading of “War and Peace” illustrate?

A) Speed-reading programs improve information-processing.

B) Scientific research of brain supports critics of new media.

C) Experience with technology is significant for intellectual abilities.

D) Technology hardly influences the way brain deals with information.

 

16. The phrasal verb “ takes on ” in “ Media critics write as if the brain takes on the qualities …” (paragraph 6) is closest in meaning to …

A) changes.

B) acquires.

C) adapts.

D) rejects.

 

Which negative effect of information flood does the author recognise?

A) Shallow mindedness.

B) Inefficient access to data.

C) Lack of self-control.

D) Continuous distraction.

What idea is expressed in the last paragraph?

A) Human knowledge is developing too fast.

B) New media help us keep up with life.

C) New media are the result of collective brainwork.

D) There are different ways to manage knowledge.

 

Ответы:

 

12. At the beginning of the article the author reminds that the new media technologies …

B) turn our attention off morals.

 

13. What has life proved about electronic technologies according to the author?

A) They don’t disrupt brainwork.

 

14. According to the author, the arguments of the critics of new media make neuroscientists feel …

C) annoyed.

 

15. What does the example of Woody Allen’s reading of “War and Peace” illustrate?

D) Technology hardly influences the way brain deals with information.

 

16. The phrasal verb “ takes on ” in “ Media critics write as if the brain takes on the qualities …” (paragraph 6) is closest in meaning to …

B) acquires.

 

17. Which negative effect of information flood does the author recognise?

D) Continuous distraction.

 

18. What idea is expressed in the last paragraph?

B) New media help us keep up with life.

Текст 6

Tablets out, imagination in

In the heart of Silicon Valley is a nine-classroom school where employees of tech giants Google, Apple and Yahoo send their children. But despite its location in America’s digital centre, there is not an iPad, smartphone or screen in sight. The fact that parents working for the biggest technology companies are questioning the value of computers in education begs the question – is the futuristic dream of high-tech classrooms really in the best interests of the next generation?

A global report by the OECD organisation suggests that there is no link between excessive use of computers and high results for reading, maths and science. What is more, those students who use tablets and computers often tend to do worse than students who use them less frequently.

Beverly Amico from the Association of Waldorf Schools of North America explains that their teachers encourage students to learn subjects by expressing themselves through artistic activities such as painting and drawing, rather than consuming information downloaded onto a tablet. The idea is to get rid of the distraction of electronic media and to encourage stronger communication between teacher and pupil during lessons.

Amico claims one of the reasons parents who work in the digital industry are choosing a low-tech, no-tech education for their children is that it teaches students innovative thinking skills. And these are what many employers desire. She adds that students weaned on technology often lack the ability to think outside the box and solve problems.

Sarah Thorne, head of the London Acorn school, also questions the belief that limiting or removing the use of technology in class will make the students less competitive on the job market.

Students under the age of 12 at the school in Morden, London, are banned from using smartphones and computers, and watching TV or films at all times, including during holidays. The school’s students are allowed to watch TV once they reach 12 years old and then only documentaries that have been previously vetted by parents. They cannot watch films until they are 14. The Internet is banned completely for everyone under 16, both at home and at school. And computers are only to be used as part of the school curriculum for students who are at least 14.

It may sound draconian, but Thorne believes taking a more considered approach to the use of technology in class allows teachers to help students develop core skills such as leadership, decision making and creativity. Besides, much of the technology which is cutting edge today is likely to appear primitive in tomorrow’s world.

Thorne claims feedback from students about the restrictions has been positive. Younger pupils relish the chance to play and even teenagers who have come from a typical school admit they are happier.

Restricting the use of technology is also a challenge for the 21st century teachers, who are used to the easy accessibility of resources and information, thanks to interactive whiteboards and computers. “It is hard work,” admits Ian Young, a class teacher. “You definitely have to be a lot more creative in how you deliver a lesson,” he says. “You have to work with your voice more, whether it is loud or quiet, to give them incentive. You need to make sure you keep them interested in what’s coming next.” He adds: “I don’t think we are doing children any favours by teaching them through machines at that young age.”