A Telltale Heart: Exploring the Constitutionality of the Use of Personal Technology to Incriminate Individuals

2017 ◽  
Author(s):  
Caroline McLeod
Keyword(s):  
Personal Technology

Understanding Teens’ Perceptions and Aspirations towards Relationship with Personal Technology: Survey Study (Preprint)

2020 ◽  
Author(s):  
Muhammad Jee ◽  
Alsa Khan
Keyword(s):  
Online Survey ◽  
Design Thinking ◽  
Survey Study ◽  
User Experience Design ◽  
Personal Connection ◽  
New Associations ◽  
Future Technology ◽  
Use Of Technology ◽  
Personal Technology ◽  
Age Range

BACKGROUND Understanding teens' relationship with technology is a pressing topic in this digital era. There seem to be both benefit and harmful implications that originate from use of technology by teens. Approximately 95% of teenagers have access to a smartphone, and several studies show a positive correlation between screen addiction and trends of Anxiety and Depression. While, at the same time, research shows that two-thirds of teenagers believe that technology is a necessity for connecting and making new friends. OBJECTIVE The aim of this research is to understand teens’ perceptions of their own and others’ relationship with personal technology and what future relationships do teens aspire to have with their technology. This will be fundamental in helping designers, healthcare practitioners and youth counselors inform design in technology accordingly. METHODS This research paper explores teens and technology relationship via three lenses. Lens-1 is teens' perception of their current relationship with their personal technology as users. Lens-2 is teens' perception of others' (parents, siblings or friends) relationship with personal technology as bystanders. Lens-3 is teens’ aspiration of how they wish to relate to their personal technology. We conducted an online survey with 619 teens in the 13-19 years age range. RESULTS We found that teens selected 'Essential,' 'Distractive,' and 'Addictive' most commonly to describe their own and others' relationship with personal technology. Whereas teens selected 'Provides an escape' more to describe their own relationship with technology. In contrast, they selected 'It's just a tool' and 'Creates Barrier' more to describe others' relationship with technology. These trends are consistent across ages and genders. Additionally, we found that 13-15 year-olds, particularly the majority of females in this age range, wish to see their future technology as their 'best friend.' However, 16-17 year-olds’ top choice was 'I don't believe in personal connection with mobile technology,’ and 18-19 year-olds’ top choice was 'My personal assistant.’ CONCLUSIONS Our three lenses approach is holistic as it allowed comparison of how teens perceive their relationship with personal technology as users vs. bystanders and from current vs. aspirational perspectives. This research not just confirms what is already known, but uncovers critical new associations more exclusive to teens' own relationship with technology. This paper presents related design implications to inform personal tech design thinking, including our guideline to shift 'user experience design' process to 'user relationship design.'

PEBBLES: A Personal Technology for Meeting Educational, Social and Emotional Needs of Hospitalised Children

2001 ◽  
Vol 5 (3) ◽  
pp. 157-168 ◽  
Author(s):  
Patrice L. (Tamar) Weiss ◽  
Carolynn P. Whiteley ◽  
Jutta Treviranus ◽  
Deborah I. Fels
Keyword(s):  
Emotional Needs ◽  
Social And Emotional ◽  
Personal Technology

scholarly journals The association between personal technology use and cognition: Does use matter?

2020 ◽  
Vol 19 (3) ◽  
pp. 1-9
Author(s):  
Daniel A. Harris ◽  
Kali S. Thomas ◽  
Gary Epstein-Lubow ◽  
Eric Jutkowitz
Keyword(s):  
Technology Use ◽  
Personal Technology

Smartphone-Induced Digital Distractions

2022 ◽  
pp. 189-203
Author(s):  
Kendall Hartley
Keyword(s):  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Current Role ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Challenges And Opportunities ◽  
Personal Technology ◽  
The Individual

This chapter investigates smartphone-induced digital distractions through the lens of social cognitive theory and self-regulated learning. Social cognitive theory's reciprocal triarchic conceptualization is matched with the current role of the smartphone in the learning environment. Self-regulated learning is used to frame the challenges and opportunities presented by the smartphone. A final section suggests two opportunities for generating positive educational outcomes in light of social cognitive theory and self-regulated learning. The first is opportunity described as a reclamation of the dominant narrative regarding the educative role of personal technology. The second is the development of the individual learning scientist.

scholarly journals 0695 Sleepwell24, A Smartphone Application To Promote PAP Therapy Adherence: Feasibility And Acceptability

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A265-A265
Author(s):  
M E Petrov ◽  
K Hasanaj ◽  
C M Hoffmann ◽  
D R Epstein ◽  
L Krahn ◽  
...  
Keyword(s):  
Real Time ◽  
Smartphone Application ◽  
Sleep Medicine ◽  
Retention Rates ◽  
Activity Levels ◽  
Post Intervention ◽  
Personal Technology ◽  
Lost To Follow Up ◽  
First Time

Abstract Introduction We aimed to test the feasibility and acceptability of SleepWell24, a multicomponent, smartphone-delivered intervention to increase positive airway pressure (PAP) adherence among newly diagnosed OSA patients. Methods SleepWell24 targets PAP adherence along with other health behaviors through education, trouble-shooting, goal-setting, and near real-time biofeedback of PAP machine use, and sleep and physical activity levels (via Fitbit integration), and other chronic disease self-management components. Patients with a first-time diagnosis of OSA (AHI≥5) and prescribed PAP therapy were enrolled from the Centers for Sleep Medicine at Mayo Clinic in Rochester, MN and Phoenix, AZ. Patients were randomized to SleepWell24 or usual care (UC) and assessed for PAP use over 60 consecutive nights. UC patients received a Fitbit monitor to control for non-specific intervention effects related to the introduction of a new personal technology. Feasibility was assessed with recruitment and retention rates and acceptability was assessed post-intervention with the validated, 8-item Treatment Evaluation Questionnaire (TEQ; range:0-4). ANCOVA models, adjusting for age, sex, and AHI severity, compared intervention arms on acceptability ratings. Results OSA patients were consented and randomized (N=111). Before the intervention began 4 participants withdrew, 12 were lost to follow-up, and 5 could not start the trial due to durable medical equipment (DME) vendor barriers. Ninety OSA patients (n=41 SleepWell24, n=49 UC; age M±SD=57.2±12.2; 44.4% female, 61.1% AHI≥15) started the intervention, with 2 participants withdrawing, 1 becoming deceased (unrelated to treatment) and 7 with missing PAP data due to DME vendor barriers. There was no significant between-groups differences on post-treatment acceptability (SleepWell24 M±SD=2.7±1.1 vs. UC M±SD=3.1±0.9, F[1,73]=2.3, p=0.11), and 77% of SleepWell24 participants found the app to be moderately to totally acceptable. Conclusion Overall, SleepWell24 was found to be feasible for delivery in two large clinical sleep medicine centers, and patients found the app to be acceptable. A number of challenges in trial delivery were encountered that have implications for scaled-up efficacy testing: (a) partnerships with DME vendors for near real-time PAP data integration; (b) alignment with clinical practice (i.e., referral, medical record integration); and (c) patient engagement. Support National Institute of Nursing Research / National Institutes of Health: R21NR016046

Balancing the threat of personal technology in the workplace

2010 ◽  
Vol 3 (1) ◽  
pp. 73 ◽  
Author(s):  
Sean Garrity ◽  
George R.S. Weir
Keyword(s):  
Personal Technology

A Personal Technology Transfer Effort in DNA Diagnostics

Science ◽  
1994 ◽  
Vol 266 (5189) ◽  
pp. 1317-1318 ◽  
Author(s):  
M. Barinaga
Keyword(s):  
Technology Transfer ◽  
Dna Diagnostics ◽  
Personal Technology

scholarly journals Real-time polling to help corral university-learners' wandering minds

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Trevor John Price
Keyword(s):  
Real Time ◽  
Professional Practice ◽  
Teaching And Learning ◽  
University Teaching ◽  
Learner Engagement ◽  
Content Type ◽  
Personal Technology ◽  
Technical Capability ◽  
The Right

PurposeThis research investigates the use of real-time online polling to enhance university teaching and learning.Design/methodology/approachUsing a case study and employing action research, this work shows how polling can improve professional practice, learner engagement and teaching performance.FindingsIncorporating the right type of online real-time polling into lessons is a professional challenge and can be hard work for teachers but has overriding benefits.Research limitations/implicationsThis research reports one lecturer's experiences within two UK universities, limited to location, variety of students and lecturer technical capability. The research implications are that online polling, especially in different learning environments, is needed. Previous research is outdated or limited to real-time polling for teaching and learning during physical classes. There are research opportunities therefore in the use of polling before, during and after class.Practical implicationsThis research finds that the field of online polling needs to be seen as a modern teaching tool that now uses students' personal technology for easier use by students and teachers: it is more than the use of archaic “clickers” which were extra classroom items to be bought and maintained. Also, online polling, before, during and after classes, can be employed usefully and have validity within teachers' toolboxes. This paper shows how such polls can be successfully deployed.Originality/valueWhilst there are previous reports of polling undertaken within teaching and learning events, this paper builds upon those experiences and boosts collective understanding about the use of polling as a way to improve professional practice and increase learning.

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