INTRODUCTION

Essentially classroom teaching consists of a teacher who teaches and learners who learn. The simplicity of this relationship is influenced by a number of factors, both external and internal, which affect the significance and excellence of the teaching and learning. The amount of time and effort spent in a classroom, however, is worthless unless the learners are learning. This is manifested within the concentration span in a classroom.

FIGURE 1.1: LINKING ATTENTION AND CONCENTRATION

Referring to figure 1.1, a relationship (R1) exists between the teacher and the learner. This relationship is targeted at learning. In order for this learning to take place, the

teacher makes use of a method of focussing the learner’s attention on the target. Focus is seen here as zoning the learner’s attention on the specific pre-chosen target in order for attention to occur. A relationship (R2) therefore exists between the teacher and the target with the aim of leading to a relationship (R3) between the learner and the target. When the learner shifts his/her focus correctly on the intended target, his/her attention is captured. This attention, when sustained over time develops into concentration. (See paragraph 1.2 for definition of concepts).

However, as can be seen in figure 1.1, this concentration can be lost at any time in which case it diverts back to attention (symbolised by the double arrowed lines) which is then focussed elsewhere on a new target. This target is often not the one intended by the teacher. The teacher therefore needs to continually focus the learner back on the required target (R4). If the learner’s attention is focussed on the required learning material, and the learner maintains this focus of attention, over a period of time, this prolonged or sustained attention is concentration. Tsang, Kwan and Fox (2007: 12) state that meaningful learning can be achieved as long as one of three forms of interaction (student-teacher; student-student; student-content) is at a high level.

If however, as already mentioned, a learner’s attention may wander and he/she may focus attention on a new target, the learner fails to concentrate on the chosen learning material and intended learning may not therefore be effective. In today’s world, teachers have found that using computers or computer-related technologies can capture and hold students’ attention (Shelly, 2004: 6.11).

The critical factor in the learning process, according to Hale and Lewis (1979: 33) is attention. Unless the attention of the learner is captured and is optimal, the learning is

minimised even though the teaching may continue. The teacher and learners need to work together efficiently, with each attending to the learning situation in an active, selective fashion.

Education has changed radically over the past century. It can best be described as having evolved from the Agricultural Age to the Industrial Age to the Information Age. The illiterate of the twenty-first century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn (Toffler, 1980: 207; Niess, Lee & Kajder, 2008: 75). Education today is not, however, focussed on the learner recalling and regurgitating facts but rather on the accessibility of these facts and on easy access to the required material.

Today’s learners rely to a great extent on visual learning. Literature from educational research supports the claim that using visuals in teaching results in a greater degree of learning as the learners seem to concentrate better and for more sustained periods of time, according to Ainsworth and Loizou (2003: 675) as well as Sims, O’Leary, Cook and Butland (2002: 129) visuals help to capture and maintain one’s attention. Bitter and Legacy (2008: 23) also point out that learners would retain more information with the help of sufficient visual content in their learning materials. Many students today are visual learners having been brought up in a world of technology, so without visuals in a presentation the learners may not learn (Smaldino, Lowther & Russell, 2008: 259).

In today’s instant world, where people are used to ongoing stimulation in order to attract attention and continued stimulation in order to maintain concentration, does the classroom setting and environment still optimise the learner’s concentration? So many of today’s learners from advantaged homes and families are not interested in learning or

are not motivated to achieve (Barr & Parrett, 2008: 6). Are learners of today stimulated purely by technological gimmicks or are traditional attention seeking methods still relevant in the classroom setting? The question is, do learners of today concentrate optimally in the classroom and if so, what is it that attracts their attention best and allows them to concentrate? Despite their role as innovators, teachers have always had a love-hate relationship with technology (John & Wheeler, 2008: 15), many trying to stay up to date with the latest trends and innovations.