Fenwick, T., & Edwards, R. (2015). Exploring the impact of digital technologies on professional responsibilities and education. European Educational Research Journal , 15 (1), 117-131. doi: 10.1177/1474904115608387
The main points addressed in this article include a highlight of the significant impacts of digital technologies such as predictive analytics and big data on the organization and individual practices at both international and national levels. Besides, the authors provide insights concerning the interplay between digital electronic technology and the increased level of persuasiveness in professional, leadership, and governance practices. In this regard, the article explains the various ways through which the use of technology in the contemporary world has reshaped relations among scholars, students, and professional groupings. This article relates to the selected topic in the sense that it provides different perspectives and arguments regarding both the benefits and some of the negative impacts associated with the use of electronic and digital technologies by humans in various social and professional applications. The research in this article does not support one method of treatment over the other when it comes to psychological well-being. In their assumption, the authors of this article argue that new electronic and digital technologies are linked to the reconfiguration of professional responsibility and practice reconfiguring professional practice and responsibility.
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Kim, H. (2016). The impact of online social networking on adolescent psychological well being (WB): a population-level analysis of Korean school-aged children. International Journal Of Adolescence And Youth , 22 (3), 364-376. doi: 10.1080/02673843.2016.1197135
This article tries to examine the extent to which various activities on the internet and social media are associated with the psychological well-being experienced among adolescents. In conducting its analysis, the article relies on hierarchical linear models that have been estimated to be responsible for the probing of the psychological influences and impacts of the duration spent online. In presenting this article's perspective and analysis, the author focuses on demonstrating the various ways through which online social networking is characterized by adverse influence on the psychological status of the adolescents. In this respect, the adverse psychological effects of social media addiction are presented in terms of suicidal thoughts as well as self-acknowledged and self-reported problems of the mental status. This article relates to the selected topic by supporting the argument that the effects of the internet and social media addictions among adolescents are overwhelming as compared to its benefits for learning and self-improvement. The assumption made by the author in this article includes is that online and social media use finds its basis on cross-sectional data.
Kushlev, K. (2018). Media technology and well-being: A complementarity-interference Model. In E.Diener, S. Oishi, & L. Tay (Eds.), Handbook of well-being . Salt Lake City, UT: DEF Publishers.doi:nobascholar.com
The focus of the author in this article involves examining the various impacts of media technology on the psychological well-being of people using it for a prolonged duration. This article identifies some of the various forms of media technology as social media, mass media, computer-meditated communication, and video gaming, among others. In this article, the author argues that people are increasingly becoming dependent on electronic media technology to perform different functions in their daily lives. To that extent, media technology is mostly responsible for the generation of conflicts that exist between unmediated social activities that are critical for psychological well-being and online activities. In relating to the selected topic, this article supports the argument that the effects of the internet and social media addictions have more adverse compared to the advantages realized by users of electronic technology in learning and self-improvement. Besides, this article does not support one method of treatment over the other when it comes to psychological well-being. This article assumes that the existing evidence forms the basis for its arguments about the effects of electronic technology on people's psychological well-being.
Magsamen-Conrad, K., Billotte-Verhoff, C., & Greene, K. (2014). Technology addiction’s contribution to mental wellbeing: The positive effect of online social capital Computers In Human Behavior , 40 , 23-30. doi: 10.1016/j.chb.2014.07.014
This article examines the impact of internet use and online social capital on mental well-being, especially for people who are prone to the personality of self-concealment. According to the authors, self-concealment may be described as a trait that is exhibited by people having a higher likelihood of withholding private and personal information, which eventually inhibits well-being and catharsis. Further, the article focuses on investigating the hypothesis that addiction to communication technology can positively influence the psychological well-being of self-concealing people, where the form of online interaction remains positive. However, the authors acknowledge that addiction to technology, in any context, is largely linked to negative outcomes. This article could be used in the presentation to the extent that it relates to the selected topic by providing a different view. In their views, the authors in this article observe that online social capital could have positive effects on the mental well-being of individuals whose personality traits are characterized by self-concealment. The assumption made by the study presented in this article is that not all people prefer communicating with others in environments of face-to-face settings.
Warren, M. (2016). Teaching with Technology: Using Digital Humanities to Engage Student Learning. Teaching Theology & Religion , 19 (3), 309-319. doi: 10.1111/teth.12343
This article gives insights regarding the role played by digital and electronic technology in learning. In this regard, the author focuses on the wide usage of digital technology in facilitating learning activities humanities such as theology and religion. Besides, this article addresses some of the challenges associated with fostering effective student engagement without the involvement of digital teaching technologies. This article supports the selected topic by providing a different argument concerning the effects of technology. In this respect, the article argues that several benefits can be linked to digital and electronic technology such as enhancement of learning as well as self-improvement. The adoption of technology is capable of aiding learners to have a higher ‐ quality understanding of different humanity subjects. The bias made by the author in this article involves designing the experience in the classroom to promote the use of student ‐ centered technologies in teaching and studying.
Yang, F., Helgason, A., Sigfusdottir, I., & Kristjansson, A. (2012). Electronic screen use and mental well-being of 10-12-year-old children. The European Journal Of Public Health , 23 (3), 492-498. doi: 10.1093/eurpub/cks102
This article focuses on exploring the relationship that exists between prolonged use of the electronic screen and the mental well-being of children aged between ten and twelve years. Further, the article examines other behaviors among children that are occasioned or influenced by their tendency to be addicted to electronic screens through the internet. The authors argue that the extent of total daily electronic screen duration, as well as the link between the use of the electronic screen and psychological well-being, is the variables determining the extent of the negative impact caused. This article relates to the selected topic in the sense that it provides a wide range of perspectives and arguments concerning some of the negative impacts associated with the use of electronic and digital technologies among children. This article does not provide any information supporting one method of treatment over the other when it comes to psychological well-being. The assumption by this article involves the fact that children aged between ten and twelve years have a higher tendency of accessing and spending prolonged duration on an electronic screen.
References
Fenwick, T., & Edwards, R. (2015). Exploring the impact of digital technologies on professional responsibilities and education. European Educational Research Journal , 15 (1), 117-131.doi: 10.1177/1474904115608387
Kim, H. (2016). The impact of online social networking on adolescent psychological well being (WB): a population-level analysis of Korean school-aged children. International Journal Of Adolescence And Youth , 22 (3), 364-376. doi: 10.1080/02673843.2016.1197135
Kushlev, K. (2018). Media technology and well-being: A complementarity-interference Model. In E.Diener, S. Oishi, & L. Tay (Eds.), Handbook of well-being . Salt Lake City, UT: DEF Publishers.doi:nobascholar.com
Magsamen-Conrad, K., Billotte-Verhoff, C., & Greene, K. (2014). Technology addiction’s contribution to mental wellbeing: The positive effect of online social capital. Computers In Human Behavior , 40 , 23-30. doi: 10.1016/j.chb.2014.07.014
Warren, M. (2016). Teaching with Technology: Using Digital Humanities to Engage Student Learning. Teaching Theology & Religion , 19 (3), 309-319. doi: 10.1111/teth.12343
Yang, F., Helgason, A., Sigfusdottir, I., & Kristjansson, A. (2012). Electronic screen use and mental well-being of 10-12-year-old children. The European Journal Of Public Health , 23 (3), 492-498. doi: 10.1093/eurpub/cks102
