Dyer the benefits and consequences of growing up in a digital world rvsdmdyer15
This document discusses the benefits and consequences of growing up in a digital world. It notes that Generation Z has never known a world without smartphones, tablets, or Google. While this generation is tech savvy and able to multitask, there are concerns about how constant technology use can negatively impact brain development, attention spans, the ability to focus, and form meaningful relationships. The document explores issues like addiction to distraction, constant connectivity replacing real-life interactions, and oversharing of private information online. It argues that interventions are needed to help digital natives harness technology's benefits while mitigating its risks.
Dyer portfolio essay technology and the changing brainMichelle Dyer
The document discusses how technology is rapidly changing the human brain and society. It notes that research shows technology use can impair attention and cause brains to adapt to multitasking and quick decision making. However, brains are highly plastic and can learn new skills. While some experts warn that these changes could undermine deep thinking, others argue that different skills can coexist. The document concludes that by working together, digital natives and immigrants can help each other develop balanced skills to thrive in a fast-paced world without losing important abilities.
This document discusses how technology has drastically changed what it means to be young in the 21st century. Generation Z has grown up with technology and are considered "digital natives", while older generations struggle to understand their world. While technology provides benefits like access to information and education, it can also be distracting and raise privacy and mental health issues. However, technology is not entirely negative - it allows for connection, empowerment, and mobile learning opportunities. The challenges of growing up with technology must be addressed, but it also holds promise for the future.
The document discusses how educators are adapting to new technologies and social media. It summarizes views from several experts on topics like the filter bubble, social networking, and gaming. Educators need skills to engage authentically with students who are "digital natives" and support the intellectual, creative, social, and ethical use of technologies. While technology is neither good nor bad, institutions still have a role in ensuring educational quality, evidence-based practices, and responses to issues with social media and students' online behaviors.
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
Digital literacy - a new language for disruptionJoyce Hostyn
The document discusses the concept of digital literacy and how it is becoming increasingly important. It notes that 80% of CIOs surveyed felt that their top management was not fully digitally literate. It also contains quotes about how the illiterate of the 21st century will be those who cannot learn, unlearn and relearn. Overall, the document emphasizes that digital literacy and the ability to adapt to changes in digital technology will be crucial for individuals, organizations and societies going forward.
Dyer the benefits and consequences of growing up in a digital world rvsdmdyer15
This document discusses the benefits and consequences of growing up in a digital world. It notes that Generation Z has never known a world without smartphones, tablets, or Google. While this generation is tech savvy and able to multitask, there are concerns about how constant technology use can negatively impact brain development, attention spans, the ability to focus, and form meaningful relationships. The document explores issues like addiction to distraction, constant connectivity replacing real-life interactions, and oversharing of private information online. It argues that interventions are needed to help digital natives harness technology's benefits while mitigating its risks.
Dyer portfolio essay technology and the changing brainMichelle Dyer
The document discusses how technology is rapidly changing the human brain and society. It notes that research shows technology use can impair attention and cause brains to adapt to multitasking and quick decision making. However, brains are highly plastic and can learn new skills. While some experts warn that these changes could undermine deep thinking, others argue that different skills can coexist. The document concludes that by working together, digital natives and immigrants can help each other develop balanced skills to thrive in a fast-paced world without losing important abilities.
This document discusses how technology has drastically changed what it means to be young in the 21st century. Generation Z has grown up with technology and are considered "digital natives", while older generations struggle to understand their world. While technology provides benefits like access to information and education, it can also be distracting and raise privacy and mental health issues. However, technology is not entirely negative - it allows for connection, empowerment, and mobile learning opportunities. The challenges of growing up with technology must be addressed, but it also holds promise for the future.
The document discusses how educators are adapting to new technologies and social media. It summarizes views from several experts on topics like the filter bubble, social networking, and gaming. Educators need skills to engage authentically with students who are "digital natives" and support the intellectual, creative, social, and ethical use of technologies. While technology is neither good nor bad, institutions still have a role in ensuring educational quality, evidence-based practices, and responses to issues with social media and students' online behaviors.
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
Digital literacy - a new language for disruptionJoyce Hostyn
The document discusses the concept of digital literacy and how it is becoming increasingly important. It notes that 80% of CIOs surveyed felt that their top management was not fully digitally literate. It also contains quotes about how the illiterate of the 21st century will be those who cannot learn, unlearn and relearn. Overall, the document emphasizes that digital literacy and the ability to adapt to changes in digital technology will be crucial for individuals, organizations and societies going forward.
The document discusses how the world of learning is changing as the internet allows for easy, anytime, anywhere access to information and connections between individuals. It argues that schools need to shift to being more mobile, networked, personalized, and learner-driven to meet the needs of 21st century students. The author provides eight shifts that educators and schools should make, such as being open to learning from strangers online, helping students curate an online portfolio, and empowering students to follow their passions.
Information talk slides february2011 1-finalKaisa Schreck
1. The document discusses how the exponential growth of information and technology is impacting human cognition and behavior. It explores issues like information overload, distraction, loss of focus and deep thinking.
2. It examines how our brains may be adapting to the online world through neuroplasticity but that it also risks eroding our humanity and ability to think deeply if we are not careful.
3. The conclusion calls for more awareness of these issues and developing skills to better manage information consumption in order to reassert control over technology and find a balanced approach between online and offline living.
This document provides an outline for a presentation on memory loss and technology in the information age. It discusses how memory has historically relied on the human brain but has expanded to include external tools like writing, books, and now digital devices. As technology has advanced, it has taken over more memory functions, allowing the brain to focus on higher-level thinking but also making people more reliant on devices. This overreliance could lead to problems with critical thinking skills and a "digital dark age" if digital formats become obsolete. The presentation poses discussion questions about these issues.
The document discusses how technology has radically changed the world since the creation of the World Wide Web in 1992. It notes how dependent people have become on technology, complaining when devices are slow or have weak signals, yet always wanting more. While technology has enabled progress and connectivity, it also risks distracting people from real-life interactions and experiences in nature. The document urges people to control technology rather than be controlled by it, and to use it wisely without letting it become the center of attention in their lives.
This document discusses shifts towards digital fluency and embracing change in education. It notes that children are immersed in digital technologies from a young age, but the idea of "digital natives" is inaccurate as access and opportunities vary. It defines digital fluency as using technologies readily and strategically for learning, work and play. Communicating, connecting and collaborating online requires network literacies and understanding how networks function. Examples show using relevant modes, the power of global audiences, utilizing networks, and teaching/learning online. Embracing change involves planning for technology renewal, evaluating emerging technologies, responsible use policies, embracing free and open resources, understanding privacy and citizenship issues online.
This document provides guidance for parents on helping their children navigate the digital world. It includes tips on understanding social media, online gaming, and mobile use as well as advice on managing online reputation and privacy. Experts discuss common challenges parents face and how to have open conversations about appropriate and safe technology use. The magazine aims to help parents get involved with the technologies children enjoy and provide oversight of both opportunities and risks.
Presented in February 2013 at the Kidscreen Summit in New York City, this presentation discusses the behavioral impact of preschoolers being introduced to various digital platforms. Who is teaching them about the importance and value of digital experiences? What behaviors will stay with them as they mature and become the next consumer audience? Ipsos MediaCT's LMX Family has been tracking how preschoolers and their families are adopting and using technology for three years now. This presentation features data from our study and provides insight into how the world of our youngest citizens — and their parents—has changed, and what this means for your brand.
The document discusses how the world is experiencing unprecedented disruption due to factors like the democratization of information, globalization, and new technologies. It notes that success now depends more on people strategies than processes or technology. The principles of the digital space like participation, sharing knowledge, and building trust globally are not just buzzwords but should inform how organizations design their people, processes, and technologies to engage customers and stakeholders in this changing environment. Performance comes from developing social intelligence within networks of people using tools to connect, collaborate, and execute plans.
Digital Literacy - Values in Education Conference 2017Dave Dixon
The document discusses the importance of digital literacy in today's changing digital world. It covers topics like online behaviors, critical literacy strategies, and the need for schools to teach students to safely and responsibly use technology. The overall message is that digital literacy is crucial for students to effectively engage with technology and avoid online risks.
1. Digital media have complicated controlling our digital footprint and separating digital and real lives, directly impacting identity. The speed and spread of social media make information easily shared publicly by default.
2. Many children have a significant digital presence and footprint from a very young age. This challenges the notion of having separate online and offline identities.
3. The complex issues around digital identity pose challenges for youth well-being but education around these topics is lacking. Cyberbullying is associated with increased risks of suicide. While students are immersed in technology, they need guidance to use it responsibly and for learning.
Se hace una descripción de los cambios que la Red y la cultura digital ha provocado en nuestras vidas y de cómo estamos inmersos en un proceso de transformación digital que está afectando a organizaciones y profesionales.
Esta transformación se traduce en un nuevo conjunto de competencias que tanto profesionales como organizaciones deben incorporar.
A nivel de los profesionales las competencias profesionales digitales se adquieren y gestionan desde la toma de conciencia de su propia identidad digital.
También se presenta el concepto de Entorno Personal (profesional) de Aprendizaje (PLE), desde donde resulta más fácil el desarrollo y gestión de parte de estas "nuevas" competencias digitales profesionales.
Esta presentación es parte del material de una clase impartida en el Instituto Europeo de Diseño de Madrid (IED) en febrero y julio de 2014.
Digital Nativity: Education in the Generation of the Tech-SaavyChris Mogensen
"The newest generation of learners arriving at our shores have never been without technology in their lives…how does this simple fact change their perception of education? What does it mean for them, and us? Explore the paradigm of teaching to the Digital Native."
Presentation given at the Association of Adult Educators conference on October 23rd, 2015 at Nova Scotia Community College - Waterfront Campus in Dartmouth, Nova Scotia, Canada.
Bibliography available on request.
This document provides an overview of several projects led by UNICEF's Youth Section to empower youth and promote their participation. It describes initiatives using traditional and new media like social networks, SMS, and digital mapping. Projects highlighted include Voices of Youth, an online platform for youth to discuss issues; Connecting Classrooms, linking classrooms globally; and Unite for Climate, a campaign engaging youth on climate change. The goal is to ensure UNICEF remains relevant for new generations by advocating for youth education, awareness, and capacity building using the latest communication tools.
The document summarizes preliminary findings from a survey of over 1,100 parents and 300 teachers on their attitudes towards digital media and learning. Key findings include:
- Most parents see the potential for learning in digital media and believe it teaches important 21st century skills, though they were more skeptical in 2008.
- Parents think the internet affords learning several skills but view other platforms like video games and apps as teaching fewer skills.
- Parents get involved in their children's media use primarily to protect them but also to help with comprehension and optimize learning, especially for younger kids.
- Parents encourage more traditional or familiar uses of digital media and actively discourage other uses.
1) The document discusses how social networks and Web 2.0 tools can positively transform research, teaching, and service for academics if they build serious academic lives online.
2) It explores concepts like knowledge, the human thought process, coding languages, and how media and society have shifted with increased access to digital tools and networks.
3) Examples are provided of how networks can increase the power of audiences, support learning, and enable teaching/learning online through meaningful collaboration and sharing of information.
The document discusses the impact of technology on psychology and society. It covers how technology has transformed society and increased connectivity through social networking. It also discusses how gaming can impact cognition, noting that violent video games may briefly increase aggressiveness in children and regular exposure could make them "meaner". However, gaming may also improve visual attention and spatial reasoning skills. The document examines different perspectives on technology and looks at trends in technology use across generations.
Facebook Generation For The Bits Foundation November 12 2009raglandpark
The document discusses generational differences in attitudes towards technology and work. It notes that digital natives, born after 1982, have grown up with technologies like the internet and smartphones. However, others argue this view overgeneralizes and most young people globally do not have access to digital technologies. The document concludes by asking whether organizations should change practices to suit digital natives or focus on improving digital literacy for all.
The document discusses strategies for acculturating "Echo Boomers" or "Generation Y" students. It recommends establishing an online learning community on platforms like Facebook to share resources and supplemental course materials. It also suggests leveraging students' technical skills by having them teach faculty about technology. Student-student interactions in these online learning networks may involve more higher-level thinking than student-teacher interactions. Acculturating students this way can enhance security, build a learning community, and increase student satisfaction.
The document discusses how technology has impacted modern families. It describes the Smith family, with each member absorbed in their own digital devices, disconnected from each other. It then explores research showing high rates of technology adoption, especially among teens. Both positives and negatives are noted. The "ugly" includes issues like sexting, pornography, violence, gambling and cyberbullying. The "bad" includes isolation, less time for other activities, and disruption of family time. The "good" includes technologies supporting relationships, encouraging skills, and helping separated families stay connected.
The document discusses how technology has changed human behavior and development. It explores how increased technology usage has impacted childhood development, causing issues like reduced physical activity and increased psychological/behavioral disorders. However, more research is still needed to understand the relationships between technology and these impacts. The document also examines how constant connectivity through technology can reduce social skills and "social capital" by limiting meaningful interactions and connections with others.
Technology Creates Social Isolation and Neurosis Tyson_Hill
The document discusses how technology may be contributing to social isolation and neurosis. It explores how certain technologies like social media, mobile phones, and video games can weaken real-world social ties by fostering online-only relationships. The document also examines how constant stimulation from technologies can negatively impact children's development by reducing face-to-face social interactions and time spent meeting developmental milestones. While technology enables connection, overuse may replace in-person socializing and increase isolation, anxiety, and mental health issues like neurosis.
The document discusses how the world of learning is changing as the internet allows for easy, anytime, anywhere access to information and connections between individuals. It argues that schools need to shift to being more mobile, networked, personalized, and learner-driven to meet the needs of 21st century students. The author provides eight shifts that educators and schools should make, such as being open to learning from strangers online, helping students curate an online portfolio, and empowering students to follow their passions.
Information talk slides february2011 1-finalKaisa Schreck
1. The document discusses how the exponential growth of information and technology is impacting human cognition and behavior. It explores issues like information overload, distraction, loss of focus and deep thinking.
2. It examines how our brains may be adapting to the online world through neuroplasticity but that it also risks eroding our humanity and ability to think deeply if we are not careful.
3. The conclusion calls for more awareness of these issues and developing skills to better manage information consumption in order to reassert control over technology and find a balanced approach between online and offline living.
This document provides an outline for a presentation on memory loss and technology in the information age. It discusses how memory has historically relied on the human brain but has expanded to include external tools like writing, books, and now digital devices. As technology has advanced, it has taken over more memory functions, allowing the brain to focus on higher-level thinking but also making people more reliant on devices. This overreliance could lead to problems with critical thinking skills and a "digital dark age" if digital formats become obsolete. The presentation poses discussion questions about these issues.
The document discusses how technology has radically changed the world since the creation of the World Wide Web in 1992. It notes how dependent people have become on technology, complaining when devices are slow or have weak signals, yet always wanting more. While technology has enabled progress and connectivity, it also risks distracting people from real-life interactions and experiences in nature. The document urges people to control technology rather than be controlled by it, and to use it wisely without letting it become the center of attention in their lives.
This document discusses shifts towards digital fluency and embracing change in education. It notes that children are immersed in digital technologies from a young age, but the idea of "digital natives" is inaccurate as access and opportunities vary. It defines digital fluency as using technologies readily and strategically for learning, work and play. Communicating, connecting and collaborating online requires network literacies and understanding how networks function. Examples show using relevant modes, the power of global audiences, utilizing networks, and teaching/learning online. Embracing change involves planning for technology renewal, evaluating emerging technologies, responsible use policies, embracing free and open resources, understanding privacy and citizenship issues online.
This document provides guidance for parents on helping their children navigate the digital world. It includes tips on understanding social media, online gaming, and mobile use as well as advice on managing online reputation and privacy. Experts discuss common challenges parents face and how to have open conversations about appropriate and safe technology use. The magazine aims to help parents get involved with the technologies children enjoy and provide oversight of both opportunities and risks.
Presented in February 2013 at the Kidscreen Summit in New York City, this presentation discusses the behavioral impact of preschoolers being introduced to various digital platforms. Who is teaching them about the importance and value of digital experiences? What behaviors will stay with them as they mature and become the next consumer audience? Ipsos MediaCT's LMX Family has been tracking how preschoolers and their families are adopting and using technology for three years now. This presentation features data from our study and provides insight into how the world of our youngest citizens — and their parents—has changed, and what this means for your brand.
The document discusses how the world is experiencing unprecedented disruption due to factors like the democratization of information, globalization, and new technologies. It notes that success now depends more on people strategies than processes or technology. The principles of the digital space like participation, sharing knowledge, and building trust globally are not just buzzwords but should inform how organizations design their people, processes, and technologies to engage customers and stakeholders in this changing environment. Performance comes from developing social intelligence within networks of people using tools to connect, collaborate, and execute plans.
Digital Literacy - Values in Education Conference 2017Dave Dixon
The document discusses the importance of digital literacy in today's changing digital world. It covers topics like online behaviors, critical literacy strategies, and the need for schools to teach students to safely and responsibly use technology. The overall message is that digital literacy is crucial for students to effectively engage with technology and avoid online risks.
1. Digital media have complicated controlling our digital footprint and separating digital and real lives, directly impacting identity. The speed and spread of social media make information easily shared publicly by default.
2. Many children have a significant digital presence and footprint from a very young age. This challenges the notion of having separate online and offline identities.
3. The complex issues around digital identity pose challenges for youth well-being but education around these topics is lacking. Cyberbullying is associated with increased risks of suicide. While students are immersed in technology, they need guidance to use it responsibly and for learning.
Se hace una descripción de los cambios que la Red y la cultura digital ha provocado en nuestras vidas y de cómo estamos inmersos en un proceso de transformación digital que está afectando a organizaciones y profesionales.
Esta transformación se traduce en un nuevo conjunto de competencias que tanto profesionales como organizaciones deben incorporar.
A nivel de los profesionales las competencias profesionales digitales se adquieren y gestionan desde la toma de conciencia de su propia identidad digital.
También se presenta el concepto de Entorno Personal (profesional) de Aprendizaje (PLE), desde donde resulta más fácil el desarrollo y gestión de parte de estas "nuevas" competencias digitales profesionales.
Esta presentación es parte del material de una clase impartida en el Instituto Europeo de Diseño de Madrid (IED) en febrero y julio de 2014.
Digital Nativity: Education in the Generation of the Tech-SaavyChris Mogensen
"The newest generation of learners arriving at our shores have never been without technology in their lives…how does this simple fact change their perception of education? What does it mean for them, and us? Explore the paradigm of teaching to the Digital Native."
Presentation given at the Association of Adult Educators conference on October 23rd, 2015 at Nova Scotia Community College - Waterfront Campus in Dartmouth, Nova Scotia, Canada.
Bibliography available on request.
This document provides an overview of several projects led by UNICEF's Youth Section to empower youth and promote their participation. It describes initiatives using traditional and new media like social networks, SMS, and digital mapping. Projects highlighted include Voices of Youth, an online platform for youth to discuss issues; Connecting Classrooms, linking classrooms globally; and Unite for Climate, a campaign engaging youth on climate change. The goal is to ensure UNICEF remains relevant for new generations by advocating for youth education, awareness, and capacity building using the latest communication tools.
The document summarizes preliminary findings from a survey of over 1,100 parents and 300 teachers on their attitudes towards digital media and learning. Key findings include:
- Most parents see the potential for learning in digital media and believe it teaches important 21st century skills, though they were more skeptical in 2008.
- Parents think the internet affords learning several skills but view other platforms like video games and apps as teaching fewer skills.
- Parents get involved in their children's media use primarily to protect them but also to help with comprehension and optimize learning, especially for younger kids.
- Parents encourage more traditional or familiar uses of digital media and actively discourage other uses.
1) The document discusses how social networks and Web 2.0 tools can positively transform research, teaching, and service for academics if they build serious academic lives online.
2) It explores concepts like knowledge, the human thought process, coding languages, and how media and society have shifted with increased access to digital tools and networks.
3) Examples are provided of how networks can increase the power of audiences, support learning, and enable teaching/learning online through meaningful collaboration and sharing of information.
The document discusses the impact of technology on psychology and society. It covers how technology has transformed society and increased connectivity through social networking. It also discusses how gaming can impact cognition, noting that violent video games may briefly increase aggressiveness in children and regular exposure could make them "meaner". However, gaming may also improve visual attention and spatial reasoning skills. The document examines different perspectives on technology and looks at trends in technology use across generations.
Facebook Generation For The Bits Foundation November 12 2009raglandpark
The document discusses generational differences in attitudes towards technology and work. It notes that digital natives, born after 1982, have grown up with technologies like the internet and smartphones. However, others argue this view overgeneralizes and most young people globally do not have access to digital technologies. The document concludes by asking whether organizations should change practices to suit digital natives or focus on improving digital literacy for all.
The document discusses strategies for acculturating "Echo Boomers" or "Generation Y" students. It recommends establishing an online learning community on platforms like Facebook to share resources and supplemental course materials. It also suggests leveraging students' technical skills by having them teach faculty about technology. Student-student interactions in these online learning networks may involve more higher-level thinking than student-teacher interactions. Acculturating students this way can enhance security, build a learning community, and increase student satisfaction.
The document discusses how technology has impacted modern families. It describes the Smith family, with each member absorbed in their own digital devices, disconnected from each other. It then explores research showing high rates of technology adoption, especially among teens. Both positives and negatives are noted. The "ugly" includes issues like sexting, pornography, violence, gambling and cyberbullying. The "bad" includes isolation, less time for other activities, and disruption of family time. The "good" includes technologies supporting relationships, encouraging skills, and helping separated families stay connected.
The document discusses how technology has changed human behavior and development. It explores how increased technology usage has impacted childhood development, causing issues like reduced physical activity and increased psychological/behavioral disorders. However, more research is still needed to understand the relationships between technology and these impacts. The document also examines how constant connectivity through technology can reduce social skills and "social capital" by limiting meaningful interactions and connections with others.
Technology Creates Social Isolation and Neurosis Tyson_Hill
The document discusses how technology may be contributing to social isolation and neurosis. It explores how certain technologies like social media, mobile phones, and video games can weaken real-world social ties by fostering online-only relationships. The document also examines how constant stimulation from technologies can negatively impact children's development by reducing face-to-face social interactions and time spent meeting developmental milestones. While technology enables connection, overuse may replace in-person socializing and increase isolation, anxiety, and mental health issues like neurosis.
This document discusses the negative effects of technology addiction on human development from childhood through adulthood. It argues that ubiquitous technology use causes humans to become isolated, dependent on technology for interaction and rewards, and unable to develop important social skills. Studies show that excessive screen time is linked to mental health issues in children like attention deficits and emotional instability. As people progress through life stages, their technology addictions worsen and interfere with normal development, such as forming social relationships in adolescence and carrying out adult responsibilities. The document concludes that technology has become a "crutch" and "drug" that hinders independence and human connection.
1) The document discusses how increased technology usage may be linked to cognitive decline and "digital dementia". Excessive technology use can alter brain development and functioning, potentially weakening skills like memory, focus, empathy and problem solving.
2) Studies show young people and children complaining more of memory problems, and MRI scans revealing technology overuse may cause an overdeveloped left brain hemisphere and underdeveloped right hemisphere. This can impact functions like emotional processing.
3) Statistics demonstrate large increases in Americans' online time from 2004-2009, and more people feeling unable to disconnect from technology or having relationship issues due to internet addiction. Some surveys found over 10% of adults reporting increased confusion or memory loss.
Social media has both positive and negative impacts on people's social skills and mental health. While it allows constant connection between users, overuse of social media can distract from in-person interactions and damage well-being. Excessive social media use has been linked to higher risks of depression, anxiety, loneliness, and other issues. For students, heavy social media usage may hamper learning abilities and cause eye strain or poor physical and mental health due to reduced sleep and focus. Guardians and schools need to monitor youth social media use to prevent potential negative consequences.
Technology creates social isolation and neurosisagnesdenzelmaia
This document discusses how technology has impacted social development and interactions. It explores how cell phones, television, video games, and social media can reduce meaningful social connections and in-person interactions. While technology provides benefits, overuse of devices leads to social isolation, less family time, loss of social skills like writing, and more superficial online relationships instead of real-world connections. The conclusion warns that too much technology risks making people less human.
This document summarizes a presentation on the effects of technology on human socialization. It discusses how excessive technology use can lead to social isolation, neurosis, and changes in brain structure. While technology provides advantages like access to information and support for education, it is also replacing natural human experiences. Both overuse of social media and lack of technology can impact brain development in children. The future impact will depend on how technology evolves and is implemented globally.
Be Out There takes an in-depth look at how to balance screen time with green time in the report, Friending Fresh Air: Connecting Kids to Nature in a Digital Age. Here, we offer insight on how to use technology you already love and still connect your kids to nature.
The document discusses several modern maladies caused by excessive digital technology use including digital obsession, boredom, loneliness, and fear of missing out. It notes that while technology has benefits, many people have become addicted to social media and smartphones, experiencing neurological effects from constant use. This overuse leads to declining attention spans, less focus, increased stress and loneliness, and even depression. The document examines how boredom, busyness, and fear of loneliness drive further technology overuse in a vicious cycle.
The document discusses how technology may be negatively impacting traditional families. It argues that technology draws family members' time and attention to individual pursuits, reducing quality time together and weakening family bonds. While technology enables communication, interactions tend to be superficial compared to natural in-person conversations. Prolonged technology use is linked to declines in social skills and increases in loneliness and depression. The document expresses concern that children growing up with ubiquitous technology will struggle to develop strong communication skills and relationships.
This document discusses human-computer interaction for kids. It begins by looking at how technology has changed over the past 25 years. It then examines how children interact with technology differently than adults due to factors like physical, cognitive, and social development. It explores genres of technology for kids, the importance of designing products with and for children, and involving children in the design process. The document emphasizes that to create effective interactive products for children, one must understand how children are different from adults.
This document discusses the impact of digital technology on Montessori education. It notes that several early technology pioneers supported Dr. Montessori's methods. While technology has advanced greatly since her time, there is little research on how it affects learning. Some findings suggest digital devices capture children's attention but not necessarily their engagement. The document calls for more observation of how children interact with technology to understand its role in development and whether it could enhance Montessori education.
Millennials will benefit and suffer from their hyperconnected lives according to experts surveyed. While some believe millennials will be adept decision makers by accessing information online, others expect that constant connectivity will lead to shallow thinking and lack of focus. The document calls for education reform to teach skills like critical thinking, synthesis, and focus to help youth succeed in an online world.
Parker 1
Nameo Parker
Professor Munro
English 102-102
26 October 2017
Mobile Tech: Cellular Stranger Danger
It’s probably safe to say that most people can be accused of, more often than not, peering down towards their mobile phones fairly often throughout the day; to check for emails or status updates or simply, just pass the time. It would be an unusual sight to be practically anywhere, and not see someone looking down toward a mobile device. Not surprisingly, “[t]he average American spends nearly half a day staring at a screen;” nearly eleven hours each day is spent consuming media; astonishingly, this number was calculated on media usage only and didn’t include time spent texting or taking pictures (Howard). Perhaps one could admit, through the constant use of mobile devices, complacency is becoming the new norm. Personal contact, good listening skills and our physical/mental health are all affected by the incessant need to stay updated and connected.
In the 1800's, a railroad construction worker by the name of Phineas Gage, permanently damaged the left half of his brain, the frontal lobe, when a large iron rod pierced through his cheek and out of his skull: "Gage not only survived the incident but also apparently never fully lost consciousness" (Guidotti). Before the accident he was known as being "reliable, systematic, and hardworking;" after the incident and the damage to his frontal lobe, Gage became "impulsive" and neurotic in his behavior (Guidotti). At the time, physicians didn't realize that the frontal lobe is the area of the brain that is "responsible for decoding and comprehending social interactions;" it is through this area of the brain that we learn how to read numerous facial cues and personal flair that one exhibits when interacting with others (Margalit). In the early 1900's a psychosurgical procedure called the prefrontal lobotomy was first performed on humans. This "surgical operation separat[ed] the frontal brain lobes from the thalamus to relieve extreme anxiety" and was proclaimed a miracle cure for those suffering from mental disease (Shaffer). Some fifty years later the lobotomy became unpopular because "the operation caused mental deterioration" and would eventually be replaced with chemical versions of treatment; i.e., antipsychotic drugs, tranquilizers (Shaffer). Over time, scientist have begun to realize that when replacing real-life contact with symbols and text through a screen, the capabilities of the brains frontal lobe lose effectiveness; empathetic abilities dwindle and engaged interactions with real people become more and more difficult. Some addicted tech users have issues with depression and anxiety when having to interact with a real human being; through constant engagement with a screen and habitually less real-world interactions and relationships, we are losing our abilities to care, to understand, to feel emotion.
Is our desire to stay in touch and be in the know diminishing other aspects of our .
Similar to Dyer cse619 spr17 final paper.docx (14)
This document contains announcements from Chemeketa Community College's Yamhill Valley Campus from September 2020 through December 2020. It highlights upcoming events, important dates, faculty spotlights, and motivational messages for students. Recurring topics include tutoring resources, program information sessions, student leader activities, and registration reminders. The posts aim to engage and support the remote learning community during the COVID-19 pandemic.
The YVC Social Media Plan focuses on connecting with current and prospective students, community partners, and staff through Instagram and Facebook. The plan's goals are to encourage, inform, educate, and motivate students while also increasing community involvement and followers. Content will highlight students, campus events, community news, and diversity/equity using bright colors and photos. Hashtags will include references to Chemeketa, community college, and the local area to engage the target audiences. Content will be created through free online design tools to share through Instagram and Facebook according to the outlined strategy.
High school culture assumes less maturity from students compared to college culture. In high school, students have fewer choices, are required to attend, and teachers provide more discipline and reminders. College culture expects greater maturity as students have more autonomy over their choices and are responsible for managing their own time and solving problems without reminders. While educational costs are covered for high school, students are responsible for college costs like tuition and textbooks.
The document provides tips for students to have a successful college career. It advises students to do research on their college's programs, know and utilize available resources, and stay on track to graduation by attending classes, getting to know teachers, and seeing an advisor to make a degree plan. Following these tips will help students stay on the path to completing their college program.
Dyer portfolio essay technology and the changing brain rvsdmdyer15
This document summarizes research on how technology is changing the human brain. It discusses how constant connectivity and rapid information processing from devices is rewiring our brains. Studies show increased brain activity from internet searches compared to reading. This rapid rewiring can impair attention and be addictive. However, some mentally stimulating online activities may provide cognitive benefits. While some experts warn that these changes may undermine deep thought, others see it as a natural adaptation. The rise in ADHD diagnoses may also be connected to how technology encourages skimming information and multitasking. Overall, the research suggests that technology is substantially altering the human brain in short periods of time through its addictive and stimulating nature.
Iste standards for educators (permitted educational use)mdyer15
The ISTE Standards for Educators outline seven roles that educators should embrace to improve learning and teaching with technology:
1. Empowered Professional: Educators continually improve their practice through self-directed learning and collaboration.
2. Learning Catalyst: Educators lead and participate in local and global learning to enhance student empowerment.
3. Designer: Educators design authentic, learner-driven activities and environments that recognize student variability and accommodate different needs.
EPortfolios are electronic collections that can be used for learning, teaching, or marketing purposes. They contain artifacts and reflections of what an individual has done or learned. Common uses of ePortfolios include marketing oneself for employment by showcasing skills and qualifications, demonstrating a student's progress and mastery of skills over time, and allowing teachers to showcase their development for reviews or new jobs. The author plans to use their ePortfolio to reflect on their learning in a graduate program and potentially as a marketing tool for future employment.
Online education allows students to attend programs at any university in the country that offers their desired program, regardless of location. Coursework is accessible 24/7 from anywhere with an internet connection, allowing students to control their own schedule and learn independently or as part of a global community. Teachers and technical support are available to guide students and answer questions every step of the way.
This document provides information to help new students get started at Chemeketa Community College Yamhill Valley Campus. It outlines the six steps to enroll which include applying for admission, applying for financial aid, taking a placement test, completing orientation, attending an advising session, and registering for classes. It also provides details on certificate and associate degree programs, paying for college, online class options, textbooks, academic tips, career resources, and degree requirements. The overall document serves as a guide for new students to navigate the enrollment process at Chemeketa Community College.
This document provides information and steps for new students starting at Chemeketa Community College Yamhill Valley Campus. It outlines certificate and associate programs offered, explains terms like tuition and fees, and details seven steps for enrolling including applying for admission, financial aid, taking a placement test, attending orientation, advising, setting up an account, and registering for classes. Resources like FAFSA, scholarships, and advisors are available to help students through the enrollment process.
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- The goal was to make students aware of support services and feel cared for and supported. The target audience was new college students.
- Through multiple iterations, the designer experimented with layout, imagery, fonts, and color schemes to create visual interest while clearly communicating the message of support. The final landscape design balanced elements and used repetition effectively.
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1. Running Head: GROWING UP DIGITAL 1
The Benefits and Consequences of Growing Up in a Digital World
Michelle L Dyer
Western Oregon University
2. GROWING UP DIGITAL 2
The Benefits and Consequences of Growing Up in a Digital World
The Digital age is here. The generation growing up right now, Generation Z, are
growing up in a completely digitally integrated world. They will never know a world
without smartphones, tablets, or google. Many of them learned to use devices, game
consoles and computers while they were still teething. Most can navigate a smartphone
before they can speak. These children of the digital age are the future of our world; you
could say they are the evolution of our species. Some say this is a terrifying prospect
and some say it is an amazing prospect. In truth, it is both.
There is great benefit to the changes taking place in our world, in human brains,
the way they function interacts and communicate; there is great risk of consequences
as well. It is the job of Generation X, as the last generation to know the print and the
television age, and Generation Y (millennials), who were born at the cusp of the
information age, to bridge the gap and to help Generation Z take full advantage of the
beauty of the times they are growing up in and to help mitigate the possible
consequences.
This is a look at some of the changes that are taking place in our society, due to
rapidly changing and evolving technology; its effect on people and how they function,
operate and communicate; the benefits and consequences, and what we might be able
to do to make the most of these changes.
Changes in the Brain
The first major change is in the brain. There has been a lot of research done, by
Jane Healy and others, into how technology is changing the brain. The brain is very
malleable, especially in children. Learning occurs when repetition, focus and
3. GROWING UP DIGITAL 3
concentration activate the synapse and new neuron connections grow. Scans of brains
show that where those connections are occurring, and what parts of the brains are
being activated is changed by heavy technology use.
It is a proven fact that technology does change the brain, how the connections
are wired, what areas are active, and this effects how people connect with the world
around them. Jane Healy (2013) in her book Endangered Minds talks about how “Fast-
paced lifestyles, coupled with heavy media diets of visual immediacy, beget brains
misfitted to traditional modes of academic learning.” (para 1) The neurons involved in
learning and making memories takes quite a bit of activation and repetition to activate
those connections, and that just cannot happen with the fast-paced, multitasking, highly
visual environment.
Neil postman in his book Amusing Ourselves to Death related television
(technology) to a child’s game of peek-a-boo. Postman (2005) said that the television
called into being a peek-a-boo world where events and images just popped in and out of
existence across the screen in rapid succession and we have become accustomed to
passively viewing the world and world events in this manner. (p. 77) This is highly
entertaining, like a child’s game, but not a great way to build one’s view of the world, or
to get real information or meaningful content. The situation is so much worse now than it
was when Postman wrote about his concerns; with the current technologies people are
getting this content streaming on multiple devices, passively taking in information 24
hours a day if they want to.
The majority of young adults and children growing up in the information age are
very tech savvy. The benefit is that they tend to think quicker, multitask better, switch
4. GROWING UP DIGITAL 4
gears quicker, and make decisions on the fly. That is how their brains are now being
wired. The draw back can be that they have a hard time staying on task and focusing.
They may not have the patience to invest the time necessary in deep thought,
engagement and processing to achieve real learning, critical thinking and good decision
making. These changes in the brain can impede their school work, their performance on
the job, and their ability to create and maintain meaningful relationships. This can cause
issues and misunderstandings in multigenerational settings. Many are always just too
distracted by all the diversions, interruptions and digital noise around them to be quiet
and still, to think.
Distraction
Who can blame them though? With so many screens, devices, and technologies
vying for one’s attention, it is hard not to become distracted, especially if your wired for
it, but even if you are not. However, as technology becomes more and more pervasive,
it can become impossible to find the time to engage in deep thinking and focus.
Another issue is that people, especially young people get almost addicted to the
distractions. Matt Richtel (2010) explains why in his article Growing up Digital, Wired for
Distraction, he explains that part of problem is “Their brains are rewarded not for staying
on task but for jumping to the next thing,” according to Michael Rich, an associate
professor at Harvard Medical School and executive director of the Center on Media and
Child Health in Boston. (para.7). This chemical reward, similar the reward we get when
we exercise, laugh or have sex, can make it even more tempting to give in to the
distractions. It can be difficult for people to step back from the multitasking and the
5. GROWING UP DIGITAL 5
devices and to spend time in activities that require focus, concentration and critical
thinking skills.
Maggie Jackson (2009), in her book Distracted: The Erosion of Attention and the
Coming Dark Age, points out the dangers of habitual multitasking, she says, “Without
the powers of focus, awareness, and judgement that fuel self-control, we cannot fend off
distractions, set goals, manage a complex, changing environment, and ultimately shape
the trajectory of our lives.” (p. 233) Focus and self-control are needed to avert
distraction, and distraction is killing our ability to focus and practice self-control; Self-
control which is needed to fuel the engagement which leads to academic success.
Another big problem of distraction and multitasking is that a lot of thoughts, ideas
and tasks get lost in the process. The human mind can only hold 3 or 4 thoughts at a
time. When people are reading or watching tv, talking to a friend on the phone, texting,
instant messaging, and possibly trying to get their work or their school work done,
rapidly switching between tasks, we have lost threads of thoughts, withering away and
dying. Jackson (2009) said, “Depending too heavily on multitasking to navigate a
complex environment and on technology as our guide carries a final risk: the derailing of
the painstaking work of adding to our storehouse of knowledge. That’s because
anything that we want to learn must be entered into our long-term memory stores,
cognitive work that can take days and even months to accomplish.” (p. 93) We are
choosing quantity of information over quality. We cannot learn or achieve in this
environment. When we switch rapidly from one thing to the next, and try to handle
multiple tasks at once, things get lost between the short-term memory and the long-term
6. GROWING UP DIGITAL 6
memory. The fear is that we may well lose the ability to really use the storehouse of our
long-term memory.
Mobile Lifestyle
Another side effect of the digital age where everyone you know can be taken with
you in your pocket on your smartphone is that society has become highly mobile;
therefore young adults more likely to change jobs, spouses, friends, houses, or where
they live very quickly, and without giving it a lot of thought. This is perfectly normal and
acceptable to them, and is
another thing that can cause friction in their interactions with someone of an
older generation, either in their family, at school or at work.
This mobile lifestyle they have is in danger of doing away with the roots that our
ancestors had. Maggie Jackson talks about the mobility of the young adults coming up
in the information age. The benefit is that they can take their work, classes, friends or
family with them wherever they go, via the internet on laptops, tablets, smart phones,
computers, often doing several at once.
They are not bound by a location. They are not locked into a home base. Their
world is mobile. One consequence is that they are always highly connected, and yet so
detached and removed from people and places in the physical world around them.
Jackson (2009) says, “Detachment is the cost of our wondrous, liberating mobility, the
price we pay for living untethered.” (p.120) These are amazing times that we live in; it is
fantastic that the world has shrunk so far because of technology that a person may have
classmates or colleagues all over the world. People have the freedom to live and work
7. GROWING UP DIGITAL 7
anywhere in the world that they desire. But as Jackson stated, that freedom comes at a
cost.
It is hard to say if that cost is high or low. It is only in retrospect that we will be
able to tell how that detachment will affect the future of our society. There is, after all, a
fine line “between rich relations and meaningless hyper- connectedness, between
abundance and chaos.” (Jackson, 2009, p. 37) and many young adults struggle with
how to balance this every day. Our society is so busy with their multiple technologies,
that they don’t take the time for the real-life experiences that used to bring people
together, and help to build lasting, meaningful relationships.
The family used to be the main training ground for how to build relationships and
work through issues. Now families are fragmented. Maybe physically together, but
separated by technology. Everyone on their own screens, often several at once. And
once the kids grow up, they are very likely to move far from family and lose those deep
connections and support systems all together. Those relationships do not seem to mean
as much for many as they used to. I fear, if we lose the ability and skills to functions in
sustainable relationships, that we are in danger of losing much of our humanity, much of
the closeness and bonding that make us human.
Public vs Private Information
Another big strain that we face in the information age is the daily decisions
between public and private information. The internet, with the help of new media
technologies, can be a great place to share with the world; to collaborate, to learn civic
engagement, democratic participation, to have one’s voice heard. It can also be a
8. GROWING UP DIGITAL 8
detached, anonymous wasteland, where unspeakable and vile threats await a person,
where cyber bullies can attack, abuse and threaten with little chance of retribution.
The decisions must be made about what to share, who to share it with and
how/where to share. People growing up now are more open about their personal lives in
some ways and closed off in others. They will post very personal details on their social
media. They will post videos of their lives, and their thoughts, and their triumphs and
mistakes online for the world to see, this can be very risky. They are like babies with
superpowers, (James, 2009, p. 18) they do not really understand the risk and
implications of their hyperconnectedness. They need to be taught what is safe to share
online, and what is not, and why.
This is part of the reason why, according to Carrie James (2009), in Young
People, Ethics and Digital Media, the Ad Council created the “Think before You Post”
videos, “to make teen girls aware of the potential dangers of sharing and posting
personal information online and of communicating with unfamiliar people to help reduce
their risk of sexual victimization and abduction” (p. 4) Posting personal information puts
them at risk, and they do not realize the very real danger. More education programs
need to be developed to inform and educate people of the dangers of oversharing.
Many people, especially young people, have not developed the critical thinking
skills to look beyond the fact that it is “just online” and see the possible real-world
consequences for their online line relationships and the information that they share
online. However, for all their connectedness online, they have more difficulty being
closely and intimately involved with friends and loved ones in person, face-to-face.
9. GROWING UP DIGITAL 9
Openness is not necessarily a bad thing though. The benefit of this tug of war
over public vs private information online is that the current generation of young adults,
Millennials, tend to be extremely collaborative. With their openness and cooperative
spirit can achieve great things; in fact, they have already achieved many great things,
brought about social change, given freely of their time and energy to open source
programs and coding, brought people from around the world together to change lives
and open minds.
Carrie James (2009) also talks about an online group out of New York called
Global Kids, which is an online Leadership program where youth learn to:
simultaneously build technical, new media literacy, leadership, and civic
engagement skills. Youth participants engage in online dialogues about civic
issues, regularly post comments on a blog, learn to design educational
games and digital films, and play an active role in Teen Second
Life, including its youth summer camp, which brings them together
online to educate one another about global issues, such as child sex
trafficking. (p.2)
Forums like that are great training grounds for youth, to guide them in ethics and safety
online, to engage them so that they learn to channel their abilities and use the online to
do great things.
What We Can do to Help
These are only four of the ways new technologies and digital media are changing
the face of our society; the way our brains work, the way we think, the way we live, the
10. GROWING UP DIGITAL 10
way we interact and relate to one another, the way we collaborate. There are others.
Why does any this matter? These four will significantly determine what the future of our
society looks like. The concern is that if society continues on the path we are currently
on the will be heading into what Maggie Jackson refers to as the coming dark age; an
age in our society in which we forget the lessons from past, where we come from, who
we are, and the storehouse of knowledge that we have built-up over time. Jackson
(2009) claims that if we continue to be “Smitten with the virtual, split-split and nomadic,
we are corroding the pillars for our attention: Focus, judgment and awareness.” (p. 215)
Jackson (2009) warns of the dangers of this happening, that we “would lose trust, depth
and connection, in our relations and our thought.” (p. 215) We cannot be
hyperconnected and build only shallow, surface, virtual relationships without losing the
trust and depth that intimate, face-to-face relationships bring.
Jackson (2009) asks “Can a society without deep focus preserve and learn from
its past? Does a culture of distraction evolve to meet the needs of its future?” (p. 215) If
we lose the ability for deep thought and focus, and look only at the here and now, and
look only for instant gratification, how can we continue to evolve as a society to change
the trajectory that we are on.
Jackson (2009) says, “These [questions] surely are the litmus tests of a new dark
age and the challenges we look perilously at risk of failing.” (p. 215) The fear that
Jackson eludes to could be a fear that we will end up in the future that Aldous Huxley
envisioned; one where members of society are grown to meet specific needs of the
government, are controlled by short-term, immediate needs of self-gratification,
propaganda, programing, and drug induced happiness and carefreeness. A future in
11. GROWING UP DIGITAL 11
which we are shut off from the past, and live only for the moment. A future in which a
person’s role is set at conception in the tube, and they follow along through their life, like
sheep led from the cradle to the grave, living only to serve the ruling class in the role
that was selected for them. It is not technology that is leading us down the path to this
future, it is our giving up our control to technology that puts us at risk. We can help to
change this path at any time.
We have no hope or desire of slowing down the use of technology. Technology
can benefit students and society, and it surely will continue to be a growing part of our
lives. One thing that will need to happen, is that schools will need to develop curriculum
designed to help students navigate these fairly new, rapidly changing issues that
technology brings about. Much like schools designed character education and
development courses to help bridge the gap in knowledge that so many of the latch-key
kids of the 80’s and 90’s were not getting at home; so we now need to develop
curriculum to help kids make ethical, safe and beneficial choices about how they use
technology and their online behavior.
Also, research is showing that if we can delay heavy technology use until a child
is around 8 years old, the child will have a chance to develop those critical thinking
skills, without their future technology skills being hampered. Many teacher and parents
are concerned about delaying teaching children with and about computers, as they fear
it will put them at a disadvantage when they reach high school or enter the job market,
but the research does not coincide with that.
Jane Healy (2013) has suggested that spending more time, at home and at
school, helping children learn crucial language and listening skills, is very important
12. GROWING UP DIGITAL 12
during childhood and adolescence to help children develop the habits of mind, and the
literal brain structure needed to develop problem solving, critical thinking, and learning
skills. Healy (2009) say, “I would suggest that every home and every school institute a
"curriculum" for listening and following sequential directions, as well as emphasizing the
use of language to talk through problems, to plan behavior, and to reason analytically
about such concepts as cause and effect. Deficits in these fundamental "habits of mind"
cause not only academic but also social problems” (para. 5). And Healy points out that
this is going to require children AND the adults in their lives to spend some time not
focused on tv or computer screens; they need together, time away from technology. She
feels that it is our responsibility to do so. Healy (2013) says, “We have a responsibility to
children -- all children -- to demonstrate the habits of mental discipline and attention
necessary to reflect on, utilize, and apply the information they learn.” (para. 6) Children
model the behavior that they see around them. We have an obligation to model
responsible technology use. This one seemingly small act can help change the
trajectory we are currently on, and secure a better future for our children and
grandchildren.
13. GROWING UP DIGITAL 13
References
Cerra, A. J. C. (2011). Identity Shift. Hoboken: Wiley. Retrieved from
http://ebookcentral.proquest.com/lib/wou/detail.action?docID=818145
Jackson, M. (2009). Distracted: the erosion of attention and the coming
Dark Age. Amherst, NY: Prometheus Books
James, C. (2009). Young people, ethics, and the new digital media:
a synthesis from the GoodPlay project. Cambridge, MA: MIT Press. Retrieved
from https://dmlcentral.net/wp-content/uploads/files/young_people_ethics_
and_new_digital_media1.pdf
Johnson, C. (2014, May 26). Growing up digital: How digital culture is changing the way
kids play. Retrieved May 31, 2017, from
http://www.deseretnews.com/article/865603829/Growing-up-digital-How-digital-
culture-is-changing-the-way-kids-play.html
Healy, J. (2013, May 15). Endangered Minds: Jane Healy. Retrieved June 04, 2017,
From http://education.jhu.edu/PD/newhorizons/future/creating_the_future
/crfut_healy.cfm
Huxley, A., & Huxley, A. (n.d.). Brave New World ; and, Brave New World Revisited.
New York: Harper Perennial Modern Classics.
Postman, N. (1993). Technopoly: the surrender of culture to
technology. New York: Vintage Books.
Postman, N. (2005). Amusing ourselves to death: public discourse in the age of show
business. Penguin USA.
Richtel, M. (2010, November 20). Growing Up Digital, Wired for Distraction.
14. GROWING UP DIGITAL 14
Retrieved May 26, 2017, from
http://www.nytimes.com/2010/11/21/technology/21brain.html?pagewa
nted=all&_r=0