scholarly journals 24/7 Connectedness and its Potential Impact on Today’s Physics Students: Technology Use, Multitasking, and GenMe

2018 ◽  
Vol 8 (2) ◽  
pp. 72 ◽  
Author(s):  
Teresa L. Larkin ◽  
Benjamin R. Hein
Keyword(s):  
Technology Use ◽  
Digital Age ◽  
Smart Phones ◽  
Access To Information ◽  
Physics Students ◽  
Generation Me ◽  
Impact Of Technology ◽  
Physics Course ◽  
The Impact ◽  
Silver Lining

There is no question that the digital age is upon us. For many of us, the trans-formation to the digital age has been gradual; and, most often, welcomed. In the classroom, we have developed many useful and innovative applications technolo-gy-based pedagogies. Outside of the classroom, we use routinely rely on tech-nology to communicate with our students. However, not all of us grew up with 24/7 access to information that the internet and today’s technologies provide. Perhaps the impact of technology on those of us that teach is a bit different from the impact on our students. Many of our students today are members of the mil-lennial generation, which is sometimes referred to as Generation Me (GenMe). Members of GenMe have literally grown up with technology and the instantane-ous availability of information right at their fingertips. Computers, smart phones, iPads, and other technologies offer their users immediate access to information. Might these technologies be seen as a significant distraction to whatever the task at hand might be? Could these distractions be to blame for the perception of many in GenMe that they must multitask in order to get everything done? Might instant access to information be casting a cloud on student learning? If so, does this cloud have a silver lining? This paper addresses these and other questions through the use of a survey given to students in a second-level physics course in spring 2016. Results reveal that nearly all students feel the need to maintain this 24/7 connection using their smart phones. The impact that this level of connect-edness may have on our students will be discussed.

scholarly journals Windows of Opportunity: Family Systems Theory and Developmental Considerations for Supporting Youth, Parents and Clinicians in the Digital Age

2014 ◽  
Vol 9 (1) ◽  
pp. 14-28
Author(s):  
Steven Barreto ◽  
Sue K. Adams ◽  
Jennifer Daly
Keyword(s):  
Systems Theory ◽  
Family Systems ◽  
Technology Use ◽  
Family System ◽  
Rapid Evolution ◽  
Family Systems Theory ◽  
Daunting Task ◽  
Evolution Of Technology ◽  
Impact Of Technology ◽  
The Impact

Digital technology use is an integral part of children’s and adolescent’s lives. With the rapid evolution of technology, adult caregivers can easily feel overwhelmed by the daunting task of setting boundaries on technology use. Family systems theory offers a unique perspective for understanding how external factors (i.e., technology) can impede or enhance the family system, particularly when integrated into a developmental framework. Five clinical concepts are presented that weave together developmental tasks and family systems theory. This paper offers recommendations for clinicians to help parents understand the potentially harmful consequences of technology use across the developmental spectrum. We also provide recommendations for how to support parents in discussing technology use with their children and adolescents. Lastly, we offer suggestions for how the impact of technology use on development can be integrated into human service courses at the university level.

scholarly journals 0366 Power Off is Better Off: The Impact of Technology Use on Sleep Among University Students

SLEEP ◽  
2018 ◽  
Vol 41 (suppl_1) ◽  
pp. A140-A140
Author(s):  
L M Repa ◽  
N Rodriguez ◽  
S N Garland
Keyword(s):  
University Students ◽  
Technology Use ◽  
Impact Of Technology ◽  
The Impact

scholarly journals Exploring and conceptualizing teacher formative assessment practices and digital applications within a technology-enhanced high school classroom

2017 ◽  
Author(s):  
◽  
Nilay Muslu
Keyword(s):  
High School ◽  
Formative Assessment ◽  
Technology Use ◽  
Assessment Process ◽  
Assessment Practices ◽  
Sociocultural Learning ◽  
Classroom Norms ◽  
Impact Of Technology ◽  
Ipad Applications ◽  
The Impact

Formative assessment is essential for improving student learning. Formative assessment research has predominantly used cognitive learning theories. In this dissertation study, I used sociocultural learning perspectives to understand how formative assessment supported student learning during interaction and how it empowered students. This dissertation included three manuscripts. The first manuscript was a conceptual study. I developed a new formative assessment cycle that was built on sociocultural perspectives and prior formative assessment cycles. The model included four steps: building community, monitoring community, community mediation, and redefining goals. These steps were described in detail with examples, and the roles of the teacher, learners, and peers were discussed. Future researchers may potentially use the model to understand formative assessment practices. Practicing teachers and teacher educators may benefit from the provided examples for classroom implementation of the model. In the empirical part of the dissertation, Chapter Three and Chapter Four, the participant teacher, who was a high school physics teacher, was selected from teachers that had been actively using iPads in their classrooms. This study was conducted at a public high school in the Midwest United States that had a diverse student population. Data were collected across eighteen class sessions. Primary data sources included video recorded observation of class sections, iPad applications, and teacher interviews. Supporting secondary sources included pictures taken during observations, lesson plans, assessment examples, student-works, and student interviews. In the second manuscript, I examined a high school physics teacher's technology enhanced classroom to understand the impact of technology on the teacher's formative assessment practices, and how the iPad influenced the formative assessment process, by using sociocultural learning perspectives. The participant teacher's formative assessment practices were described (members, tools, and classroom norms). Results showed that influences of the iPad on the formative assessment process were: 1) transforming classroom community, 2) empowering students, and 3) facilitating evidence-based discussions. This study shed light on: the impact of technology use on the teacher's formative assessment practice, how the impact rebuilt the classroom norms, and how technology use impacted student identity development. In the third manuscript, I focused on the most important aspect of formative assessment - feedback. I examined how well iPad applications (apps) supported providing feedback. Then, I compared the app affordances with teacher practice. To enable analysis of data, I enhanced Hatzipanagos and Warburton's (2009) feedback dimensions. Analysis revealed app diversity in supporting different feedback dimensions, and the teacher, through additional discussion and interactions with students, was able to support dimensions that an app did not. The provided examples of app affordances and teacher practices may be beneficial to prospective and practicing teachers. Application designers may benefit from this study towards improving their apps to support effective feedback.

scholarly journals Technophobia as emerging risk factor in aging: Investigation on computer anxiety dimension

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Dina Di Giacomo ◽  
Federica Guerra ◽  
Enrico Perilli ◽  
Jessica Ranieri
Keyword(s):  
Risk Factor ◽  
Technology Use ◽  
Computer Anxiety ◽  
Low Frequency ◽  
Digital Native ◽  
Use Of Technology ◽  
Management Of Technology ◽  
Emerging Risk ◽  
Impact Of Technology ◽  
The Impact

Digital innovation changed the daily living impacting Quality of Life of individuals. Our study was focused on adult and elder behavioural approach to the technology. Out study aimed to investigate the impact of technology use in not digital native in order to investigate the behavioural degree of adaptation. An observational study was conducted on adult and old subjects (age range 50–67 years) measuring computer anxiety and technology use ability variables identifying the indexes for technophobia risk in digital living. Not digital native subjects and more older ones appeared being influenced by technophobia features because of feeling themselves as inadequate in the management of technology. Oneway ANOVA and then Bonferroni’s post-hoc analysis showed that non-autonomous (p<0.01), low-frequency (p<0.01), and feelingneed- for-help users (p<0.01) had higher levels of computer anxiety. No significant effect was in gender distribution. Finally, social networking seems related better use of technology and lower anxiety for digital solutions. Our findings highlight technophobia as a possible new risk factor for not digital native because it can affect their daily life through lower adherence to digital solutions; rather than aging successfully, they could develop fragile ageing. More, they seemed inadequate to use the digital solutions for better living in aging.

Technology: Negotiating Tomorrow’s Armed Conflict and Terrorism in West Africa

2019 ◽  
pp. 48-67
Author(s):  
Bukola Adeyemi Oyeniyi
Keyword(s):  
West Africa ◽  
Armed Conflict ◽  
Digital Age ◽  
Armed Conflicts ◽  
Boko Haram ◽  
Border Communities ◽  
North Eastern ◽  
Strategic Assets ◽  
Impact Of Technology ◽  
The Impact

This paper, using the case of Boko Haram in Nigeria, examines the impact of technology on future armed conflicts and violent extremism in Nigeria and West Africa. As Africa enters the new digital age, characterized by increasing access to mobile telephoning, internet penetration, 3D printing and the Internet of Things; networking between and among groups with similar ideologies will improve. Results from the author’s recent fieldwork in north-eastern Nigeria are used to shed light on Boko Haram’s activities across border communities in that region where Nigeria’s borders meet those of Niger and Cameroon. Those activities include tactical efforts like mobilizing crowds, disseminating ideologies, recruiting strategic assets, and sharing technical know-how, and have facilitated the transformation of Boko Haram from a dagger-wielding, arrow-shooting group into a deployer of mobile-phone-triggered IEDs, coordinating simultaneous attacks on multiple targets. Undoubtedly, the new digital age guarantees cultural cohesiveness and a more robust outside support that will serve in recruitment, financing, logistics and training. With mobile telephony and internet access providing (dangerous) information and resources to aspiring insurgents, what future awaits Nigeria, West Africa and Africa should Boko Haram gain access to remote controlled flying drones, quadcopters, and other ‘toys’ fitted with homemade bombs and IEDs? What new level of domestic terror would emerge if Boko Haram develops a capacity for cyberterrorism, especially since cyberterrorism affects data and cash, guarantees no risk of personal bodily harm, involves minimal resources commitment, and affords opportunities to inflict a higher level of damage? This study examines these issues and type of responses available to government in dealing with a technology-driven armed conflict and terrorism.

Second or Foreign Language Learning With Augmented Reality

2018 ◽  
pp. 193-221 ◽  
Author(s):  
Aubrey Statti ◽  
Kelly M. Torres
Keyword(s):  
Augmented Reality ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Technology Use ◽  
Foreign Language Learning ◽  
Theoretical Framework ◽  
Learning Contexts ◽  
Impact Of Technology ◽  
The Impact

The following chapter will discuss the impact of technology use and mobile learning, specifically augmented reality (AR), in the process of learning a second or foreign language, namely English and Spanish. The chapter will begin with an overview of AR and then include a discussion of the theoretical framework, language learning contexts, as well as AR tools and applications in the process of second or foreign language learning. An overview of the benefits of AR in language learning will also be included, as well as an introduction to AR applications and specific AR systems, platforms, and case studies in language learning. The research will also provide a discussion of the challenges of using AR in language learning contexts, including specific attention to challenges with AR and learning, AR and language learning, and mobile learning as a whole. The chapter will conclude with final thoughts from the authors in terms of potential areas of AR development that are in need of further attention.

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