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Published by jack elliot


It's important to make a distinction

in terms of reading matter.

Many emails and work-related content doesn't engage the brain in the same way as an engaging novel

or an interesting article.

We react differently to different content but it doesn't mean that's a bad thing surely?

Most educational online stuff aimed at children is highly engaging, quick, colourful quiz type content which obviously doesn't engage the brain in the same way as a story.

Children should be encouraged to read fiction

whether it's in paper or digital form.

The idea that we read differently online is transitory;

soon many will be  not be reading on paper.




The only way I will stop reading actual books

is if they stop publishing them.

Hope the day never comes.

I love my bookshelves and libraries

full of interesting ideas 

When simple video games first came out

(pong and the other firsts)

supposed experts said board games were obsolete.

In fact they have gained in popularity ever since.

People want to interact with tangible things.


There is nothing better than a full bookshelf

and a stack of books
to pick from.

And looking at the books

I possess

and my favourite authors

yields to my checking if any of them has published a new book.


Reading books is a great joy

that I would not want to trade in for anything else.

In Germany there is a great resistance to e-reading, only 26 % e-read,
a percentage that hardly has changed as it was 24 % in 2014.
Whereas 8 out of 10 people read printed books.


Germany 85% functionally literate.
Australia 53% functionally literate.


When we talk of use of a digital learning we must keep some issues in mind:
1) In the absence of either clearly safe face-to-face learning or a means to make the situation safe in the near future, digital learning may be considered acceptable to the third option of no learning at all.
2) Although adults may note problems with their skills in digital learning, children have demonstrated a relatively brisk uptake of the digital technologies to the extent that they have the affluence or other luck to find them and the broadband service required for their use available to them. It is a horrible situation that some areas of the country and many of the poor do not have such access, but that is scarcely the fault of the digital learning itself and resides more in the poor practices of governments and utilities in servicing their population base and the poor priorities of administration of the product.
3) Parents who might have given the youngest children Baby Einstein or similar materials well before any clear reasonable need for the exposure might worry about altering the potential developing neural structures a good deal more that the current plans, while minimal resistance to this was made at the outset and indeed a good deal of marketing was directed to this and with less clear documentation of benefit present in the application.
4) In a society in which digital skills are more and more important, it may be of benefit both to those affluent enough to have access and those who are not to have the incorporation of such use for teaching as it may accelerate proficiency of understanding of the equipment and the software interface. This is to some degree a mixed bag as those in classes in 2020 will probably find a much different set of software and even hardware in 2035 for their use, but some familiarity with the discipline of digital address by learning keyboard and monitor skills may apply later even if these go by the wayside by such a future time. For those less advantaged, the implementation of digital learning may force the hands of governments and perhaps even some industry to foster the use of equipment for those less advantaged for an improved labor force, for a more potentially developed lower income bases' advancement to increase consumer base participation (more high salaries probably induces more purchases and more monies spent possibly for Apple or Microsoft products, etc.) while helping lessen the disparities currently existing, at least in some ideal.


Play a musical instrument and sing.

That involves both sides of the brain,

the motor senses in midbrain,

dopaminergic neurons,

the emotional centres in the frontal lobes and more.

Watch a television,

it is all done for you.

No thinking, just absorb.

Any issues on computer systems permit no thinking at all.

If there is no tickbox that fits, you are out of luck.

One way only, no interplay.

Systems and apps are created by omniscient infallible superhumans.


The brain is just another organ.

If it does not get the exercise it needs, it is going to atrophy.



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