Information Technology Reference
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today. We asked which individual(s) or groups are in a favorable position to have
observed cohorts of youth over an extensive period of time. Many groups might
have something to say, but it seemed to us that classroom teachers of long stand-
ing experience might have especially keen insights to share. We sought to obtain
a longitudinal view of the problem space by talking to 40 experienced educators
who have observed changes in students and education over time. We sought out
educators with a minimum of 15 years of school-based experience in order to cap-
ture data relating to students before the widespread public adoption of a graphical
browser web interface in 1992/1993. This 15-year time frame allowed us to focus on
changes in youth habits and behaviors related to NDMwhile limiting other variables
to the greatest extent possible. Educators were identified via peer and professional
recommendations.
The educators we spoke with are from 18 different schools, largely within the
Greater Boston area, and represented a broad range of disciplines across the arts and
humanities, the social, physical and biological sciences, and athletics. Our research
controlled for socioeconomic factors, with nearly 75% of the youth at the schools
from households earning an average annual income of more than $100 k, with close
to 50% in the $150 K-$300 k range. In narrowing our focus, we helped to ensure
that the students we examine were not barred from participating in NDM activities
for economic reasons.
It should be noted that our educator participants are not typical classroom prac-
titioners; they have at least a decade and a half of experience in the classroom and
were recommended by peers and administrators as remarkably observant, thought-
ful, and reflective with respect to their students. They also teach in schools where
there is considerable freedom in the curriculum. As noted, they also represent a
specific demography—central New England.
Interviews were conducted between May 2008 and February 2009. Two inter-
viewers conducted a qualitative interview with each educator for approximately
90-120 min. The interviewers paid special attention to cited changes in cognition,
social cognition, and moral and ethical priorities as they relate to NDM engage-
ment. It should be noted, however, that we explicitly omitted direct references to
NDM in the first half of the interview, allowing the topic to rise spontaneously
(which it usually did). Almost every interview was audio recorded, and each inter-
viewer took detailed notes. A multiple choice questionnaire designed to capture
important facts relating to rates of NDM adoption, usage, and demographic infor-
mation was also administered. As a whole the interviews offer a unique vantage
point into areas of change among youth both more generally as well as in relation
to NDM.
Post-interview, the two sets of notes were distilled into a single master account
and a briefer overview focused on key points. After 20 interviews, work began
on identifying emerging themes; these themes formed the basis of a detailed
project matrix. As the interview progressed, the matrix was modified as needed to
summarize a more nuanced portrait of significant themes.
