“After the activity, the frustrated student raised her hand and said, ‘I didn’t care that we had to think. All I wanted to do was to ‘Google it’ to find the answer.’ This may typify our students’ feelings toward taking advantage of the speedy technology so readily available. What happened to the value of having students think about a problem for a time?” (Philip, 4)

This passage made me think so much about my own experiences with homework, studying and learning over the years. When I was a child, I definitely had more patience to read a book or solve problems for assignments. By the time I was in high school in 2011, I lost a lot of that patience. If I had to write an English literary essay, I would find quotes or themes about the book from the Internet. If I had trouble with my French homework, I would try Google Translate. I would sometimes search for the answers to my Science homework on Google. Over time, my use of the Internet for school work became a quick fix for everything, rather than a last resort aid. Now, wrapping up my last year of undergrad, I find myself so trapped in this habit. I often feel concerned, thinking about what it will be like to teach to a room of kids glued to their phones or try to convince them to use their brains, rather than the Internet, when I already have this same issue myself.