Constantly Connected

As society has transitioned from landlines to iPhones, people find themselves connected to their mobile devices 24/7. While the advantages of new technologies have led to constant availability, it has also led to additional stress and disconnection. For example, how many times have you seen a group of people out to dinner but they are all looking at their phones and not at each other? The problem is not the technology; instead, people need better coping strategies to deal with stress and the constant flood of information. This chapter will address the health consequences of stress and provide suggestions for how people can deal with stress in their lives. It will also illustrate the need for connection and the value of people being their authentic selves instead of portraying an image for social media.

Differentiated Animated Social Stories to Enhance Social Skills Acquisition of Children With Autism Spectrum Disorder

This study developed a web-based social skills intervention system accessible via a tablet/laptop computer which combines differentiated instructions, social stories, multimedia, and animations. This creates an interactive learning environment which (1) allows children to learn social skills repeatedly and pervasively; and (2) promotes teacher/caretaker-parent collaborations to boost the ASD children's social skills acquisition as, a simple logon to the portal enables parents/ caretakers and teachers to view the media prepared by others; track and reinforce the skills a child has learnt at home/ in school, and add his/her social stories which others can view. The prototype evaluation and observation of voluntary participants from the special education school who were treated with differentiated animated social stories demonstrates that digital-based differentiated social story interventions have made the learning of social skills more interactive, appealing and effective compared to the traditional social skill tools.

Technology Shaping Education in Rural Communities

This chapter examines how technology has shaped the teaching and learning process for individuals residing in rural areas. Research on the history and unique needs of rural communities and the impact of technology in these areas is discussed. Educational experiences of students across all grade levels, from early childhood though post-secondary education, is examined. Examples of innovative and creative uses educational technologies in distance and face-to-face settings are described from the perspective of rural teachers and students.

Youths and Cyberbullying

Youths are immersed in a digitally connected world, where blogs, social networking sites, watching videos, and instant messaging tools are a normal part of their lives. Many of these youths cannot remember a time in which electronic technologies were not embedded within their lives. Electronic technologies afford a variety of opportunities for youths, but there are also risks associated with such use, such as cyberbullying. This chapter draws on research from around the world to explain the nature, extent, causes, and consequences of cyberbullying. This chapter concludes with a solutions and recommendation section, emphasizing the need for cyberbullying to be considered a global concern.

The Impact of Technology on the Teaching and Learning Process

The teaching and learning process of traditionally run classrooms will need to change to meet up with the requirements under the reauthorization of the Elementary and Secondary Education Act as the Every Student Succeeds Act (ESSA). Under the ESSA, the infusion of the Universal Design for Learning (UDL) framework into the teaching and learning environment sets the stage so that instruction and assessment support all levels of learners. Along with UDL, ESSA supports the inclusion of technology-rich learning environments to prepare students for 21st century problem-solving and critical thinking skills. Critical to preparing students comes an understanding of who the 21st century learners are. The current teaching and learning process involving the use of technology continues to hold students back as passive observers of content. Merging technology and the UDL framework in the classroom will be an avenue to meeting the learning needs and wants of 21st century students.

The Aging and Technological Society

This chapter provides information and support for researchers, family, and medical providers concerning how technology can improve the quality of life for older adults while remain independent as they age in place at home or a community. In examining the available research, the researchers did find continuous developments in Gerontechnology to be beneficial as the aging population is rapidly increasing worldwide. There is increased recognition of the advancement in technology to help the aging in areas of autonomy, socialization, and mental and physical wellbeing. This chapter covered areas of change, independence with a better quality of life, technological devices/adoptions, generational differences and learning with technologies, and university-based retirement communities. This chapter concludes with suggestions for future development in accessibility of technology-based educational programs and the Internet, how to infuse technology to advance the older adults' independence and quality of life, and how older adults are adapting to living in life span communities.

Cognitive Investment Into the Interaction Society

There is a cascade of interest in the topic of interactive time and space. and it might may be useful to align our cognitive investment that contributes to the operational goals of our thinking, our beliefs, and reactions to the phase of co-evolution of the human with the interaction society. If we want to build a rich understanding of how our mental assets influence involvement into this unique society, we need to be able to make a case for the crucial role of framing how the digital intergalactic transforms individuals and society. The mode of interactions may not be instruments of cognitive evolution, but the how of weaving together different perspectives of human development and engagement with cutting-edge interaction technology may be a significant player in the new cyborg society order.

Distributed Work Environments

Technology is making the traditional workplace obsolete. Companies are taking advantage of the myriads of digital resources available to make their processes leaner, cut costs and have a larger presence in the global market through the concept of distributed work environment. In this chapter, the author provides an overview of the distributed work environment, as well as the impact it has on the human condition in the workplace. Although this technology driven work concept can be beneficial, companies have to ensure that it is the right business model for them and their employees. The author looks at different factors that companies need to consider in deciding to adopt a distributed work environment model. Several companies, over 125 of them, have successfully implemented the concept and the author shares some examples on how they were able to achieve success and employee satisfaction.

Systematic Approach for Improving Accessibility and Usability in Online Courses

The purpose of this chapter is to provide a systematic approach for improving accessibility and usability in online courses. Accessibility and usability are of particular importance to provide equal human development opportunities to those who have various disabilities in the digital age. The authors developed a systematic approach as a result of a comprehensive accessibility and usability review process of an actual online course. The review involved a team-based collaborative approach. The team consisted of an accessibility professional, an instructional design coordinator, and a course instructor who collaborated to perform the thorough examination process. The presented model is of particular importance to improve accessibility and usability of online courses, which in turn enhances the quality of human development for disabled learners.

Mobile Technology and Learning

With an awareness of the unique characteristics of an increasingly mobile world and referencing socio-material mobile learning frameworks, this chapter will provide an overview of the initial stages and growth of mobile learning. The authors also discuss university initiatives to support mobile learning, and examine the implications of mobile technologies for teaching and learning. Additionally, the chapter will introduce a case study detailing the Mobile Learning Innovation at Anderson University (SC) and highlight its impact on the teaching and learning culture on its campus.