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GoConqr - Transforma la forma en la que aprendes

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GoConqr es un entorno de aprendizaje personalizado que permite crear, descubrir y compartir recursos de aprendizaje. Transforma tu aprendizaje con GoConqr.

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CREATE A POSTER CONTRASTING THE FOLLOWING WEBPAGES

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CREATE A POSTER CONTRASTING THE FOLLOWING WEBPAGES

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What is the Digital Revolution? - Definition from Techopedia

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Digital Revolution Definition - The Digital Revolution refers to the advancement of technology from analog electronic and mechanical devices to the...

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The Digital Revolution Defined

The Digital Revolution began between the late 1950's and 1970's. It is the development of technology from mechanical and analog to digital. During this time, digital computers and digital record keeping became the norm. The introduction of digital technology also changed the way humans communicate, now via computers, cell phones, and the internet. This revolution led way to the Information Age.

Historical Development of Digital Technology

The 1947 invention of the revolutionary transistor is credited with sowing the seed for digital technology to come. By the 1950's and 1960's, many governments, military forces, and other organizations were already using computers. Soon after, the computer was introduced for household use and by the 1970's, many families had computers for personal use. This occurred at around the same time that video games became popular, both for home systems and arcade use. The infiltration of digital technology even led to the creation of jobs. As businesses moved to digital records keeping, the need for data entry clerks grew. The 1980's brought computer production to films, robots to industry, and automated teller machines (ATMs) to banks. By 1989, 15% of all households in the US owned a computer. Analog mobile phones made way to digital mobile phones in 1991 and the demand soared. This was the same year that the internet was made available to the public. By the end of the decade, the internet was so popular that many businesses had a website and nearly every country on earth had a connection. When the 21st century began, cell phones were a common possession and high-definition television became the most common broadcasting method, replacing analog television. By 2015, around 50% of the world had constant internet connection, and ownership rates of smartphones and commonness of tablet possession have nearly surpassed those of home computers. The ability to store information has grown exponentially with terabyte storage now being very accessible.

The Digital Revolution has also led to several invention becoming obsolete. Some of these now antiquated devices include analog radio, the fax machine, VHS tapes, typewriters, mail correspondence (with the exception of packages), telegrams, and even landline phones to a certain degree.

Societal Impacts

Without question, the Digital Revolution has resulted in broad social impacts and widespread lifestyle changes. It has increased and improved the ability to communicate and find important information. Additionally, it has made globalization possible which has, in turn, resulted in more effective and efficient business productivity. Unfortunately, many people believe that the Digital Revolution has decreased personal privacy, diluted professional journalism, and made separating personal and professional life more difficult.

What the Digital Future Holds

While some experts claim that the world has moved out of the Digital Revolution and into the Information Age, others believe that the Digital Revolution has only just begun. The argument behind this is that these digital advances are now changing the industrial sector. Areas such as three-dimensional (3D) printing and computer design are constantly advancing contributions to science, particularly in the area of robot design. Some of these robots now work with humans and some organizations work with only robots! While that may sound as if robots could replace humans in the near future, this technological advancement has actually increased manufacturing output. With digital inventions, on-line retail has also become very common. People constantly buy from on-line retailers and that trend is expected to continue growing. The Digital Revolution has just recently begun to have an impact on the medical industry as well. This will be particularly important to genomic medicine, the use of genetic information for personalized treatment plans. One thing is certain, the Digital Revolution has changed human lives, bringing with it both positive and negative aspects. These changes are only expected to continue growing in the future.

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The Digital Revolution began between the late 1950's and 1970's. It is the development of technology from mechanical and analog to digital. During this time, digital computers and digital record keeping became the norm. The introduction of digital technology also changed the way humans communicate, now via computers, cell phones, and the internet.

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Andalucia Technology Park - The place for global companies

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history of technology, the development over time of systematic techniques for making and doing things. The term technology, a combination of the Greek technē, "art, craft," with logos, "word, speech," meant in Greece a discourse on the arts, both fine and applied. When it first appeared in English in the 17th century, it was used to mean a discussion of the applied arts only, and gradually these "arts" themselves came to be the object of the designation. By the early 20th century the term embraced a growing range of means, processes, and ideas in addition to tools and machines. By mid-century technology was defined by such phrases as "the means or activity by which man seeks to change or manipulate his environment." Even such broad definitions have been criticized by observers who point out the increasing difficulty of distinguishing between scientific inquiry and technological activity.

A highly compressed account of the history of technology such as this one must adopt a rigorous methodological pattern if it is to do justice to the subject without grossly distorting it one way or another. The plan followed in the present article is primarily chronological, tracing the development of technology through phases that succeed each other in time. Obviously, the division between phases is to a large extent arbitrary. One factor in the weighting has been the enormous acceleration of Western technological development in recent centuries; Eastern technology is considered in this article in the main only as it relates to the development of modern technology.

Within each chronological phase a standard method has been adopted for surveying the technological experience and innovations. This begins with a brief review of the general social conditions of the period under discussion, and then goes on to consider the dominant materials and sources of power of the period, and their application to food production, manufacturing industry, building construction, transport and communications, military technology, and medical technology. In a final section the sociocultural consequences of technological change in the period are examined. This framework is modified according to the particular requirements of every period- discussions of new materials, for instance, occupy a substantial place in the accounts of earlier phases when new metals were being introduced but are comparatively unimportant in descriptions of some of the later phases-but the general pattern is retained throughout. One key factor that does not fit easily into this pattern is that of the development of tools. It has seemed most convenient to relate these to the study of materials, rather than to any particular application, but it has not been possible to be completely consistent in this treatment. Further discussion of specific areas of technological development is provided in a variety of other articles: for example, see electronics; exploration; information processing.

General considerations

Essentially, techniques are methods of creating new tools and products of tools, and the capacity for constructing such artifacts is a determining characteristic of humanlike species. Other species make artifacts: bees build elaborate hives to deposit their honey, birds make nests, and beavers build dams. But these attributes are the result of patterns of instinctive behaviour and cannot be varied to suit rapidly changing circumstances. Human beings, in contrast to other species, do not possess highly developed instinctive reactions but do have the capacity to think systematically and creatively about techniques. Humans can thus innovate and consciously modify the environment in a way no other species has achieved. An ape may on occasion use a stick to beat bananas from a tree, but a person can fashion the stick into a cutting tool and remove a whole bunch of bananas. Somewhere in the transition between the two, the hominid, the first humanlike species, emerges. By virtue of humanity's nature as a toolmaker, humans have therefore been technologists from the beginning, and the history of technology encompasses the whole evolution of humankind.

In using rational faculties to devise techniques and modify the environment, humankind has attacked problems other than those of survival and the production of wealth with which the term technology is usually associated today. The technique of language, for example, involves the manipulation of sounds and symbols in a meaningful way, and similarly the techniques of artistic and ritual creativity represent other aspects of the technological incentive. This article does not deal with these cultural and religious techniques, but it is valuable to establish their relationship at the outset because the history of technology reveals a profound interaction between the incentives and opportunities of technological innovation on the one hand and the sociocultural conditions of the human group within which they occur on the other.

Social involvement in technological advances

An awareness of this interaction is important in surveying the development of technology through successive civilizations. To simplify the relationship as much as possible, there are three points at which there must be some social involvement in technological innovation: social need, social resources, and a sympathetic social ethos. In default of any of these factors it is unlikely that a technological innovation will be widely adopted or be successful.

The sense of social need must be strongly felt, or people will not be prepared to devote resources to a technological innovation. The thing needed may be a more efficient cutting tool, a more powerful lifting device, a labour-saving machine, or a means of using new fuels or a new source of energy. Or, because military needs have always provided a stimulus to technological innovation, it may take the form of a requirement for better weapons. In modern societies, needs have been generated by advertising. Whatever the source of social need, it is essential that enough people be conscious of it to provide a market for an artifact or commodity that can meet the need.

Social resources are similarly an indispensable prerequisite to a successful innovation. Many inventions have foundered because the social resources vital for their realization-the capital, materials, and skilled personnel-were not available. The notebooks of Leonardo da Vinci are full of ideas for helicopters, submarines, and airplanes, but few of these reached even the model stage because resources of one sort or another were lacking. The resource of capital involves the existence of surplus productivity and an organization capable of directing the available wealth into channels in which the inventor can use it. The resource of materials involves the availability of appropriate metallurgical, ceramic, plastic, or textile substances that can perform whatever functions a new invention requires of them. The resource of skilled personnel implies the presence of technicians capable of constructing new artifacts and devising novel processes. A society, in short, has to be well primed with suitable resources in order to sustain technological innovation.

A sympathetic social ethos implies an environment receptive to new ideas, one in which the dominant social groups are prepared to consider innovation seriously. Such receptivity may be limited to specific fields of innovation-for example, improvements in weapons or in navigational techniques-or it may take the form of a more generalized attitude of inquiry, as was the case among the industrial middle classes in Britain during the 18th century, who were willing to cultivate new ideas and inventors, the breeders of such ideas. Whatever the psychological basis of inventive genius, there can be no doubt that the existence of socially important groups willing to encourage inventors and to use their ideas has been a crucial factor in the history of technology.

Social conditions are thus of the utmost importance in the development of new techniques, some of which will be considered below in more detail. It is worthwhile, however, to register another explanatory note. This concerns the rationality of technology. It has already been observed that technology involves the application of reason to techniques, and in the 20th century it came to be regarded as almost axiomatic that technology is a rational activity stemming from the traditions of modern science. Nevertheless, it should be observed that technology, in the sense in which the term is being used here, is much older than science, and also that techniques have tended to ossify over centuries of practice or to become diverted into such para-rational exercises as alchemy. Some techniques became so complex, often depending upon processes of chemical change that were not understood even when they were widely practiced, that technology sometimes became itself a "mystery" or cult into which an apprentice had to be initiated like a priest into holy orders, and in which it was more important to copy an ancient formula than to innovate. The modern philosophy of progress cannot be read back into the history of technology; for most of its long existence technology has been virtually stagnant, mysterious, and even irrational. It is not fanciful to see some lingering fragments of this powerful technological tradition in the modern world, and there is more than an element of irrationality in the contemporary dilemma of a highly technological society contemplating the likelihood that it will use its sophisticated techniques in order to accomplish its own destruction. It is thus necessary to beware of overfacile identification of technology with the "progressive" forces in contemporary civilization.

On the other hand it is impossible to deny that there is a progressive element in technology, as it is clear from the most elementary survey that the acquisition of techniques is a cumulative matter, in which each generation inherits a stock of techniques on which it can build if it chooses and if social conditions permit. Over a long period of time the history of technology inevitably highlights the moments of innovation that show this cumulative quality as some societies advance, stage by stage, from comparatively primitive to more sophisticated techniques. But although this development has occurred and is still going on, it is not intrinsic to the nature of technology that such a process of accumulation should occur, and it has certainly not been an inevitable development. The fact that many societies have remained stagnant for long periods of time, even at quite developed stages of technological evolution, and that some have actually regressed and lost the accumulated techniques passed on to them, demonstrates the ambiguous nature of technology and the critical importance of its relationship with other social factors.

Modes of technological transmission

Another aspect of the cumulative character of technology that will require further investigation is the manner of transmission of technological innovations. This is an elusive problem, and it is necessary to accept the phenomenon of simultaneous or parallel invention in cases in which there is insufficient evidence to show the transmission of ideas in one direction or another. The mechanics of their transmission have been enormously improved in recent centuries by the printing press and other means of communication and also by the increased facility with which travelers visit the sources of innovation and carry ideas back to their own homes. Traditionally, however, the major mode of transmission has been the movement of artifacts and craftsmen. Trade in artifacts has ensured their widespread distribution and encouraged imitation. Even more important, the migration of craftsmen-whether the itinerant metalworkers of early civilizations or the German rocket engineers whose expert knowledge was acquired by both the Soviet Union and the United States after World War II-has promoted the spread of new technologies.

The evidence for such processes of technological transmission is a reminder that the material for the study of the history of technology comes from a variety of sources. Much of it relies, like any historical examination, on documentary matter, although this is sparse for the early civilizations because of the general lack of interest in technology on the part of scribes and chroniclers. For these societies, therefore, and for the many millennia of earlier unrecorded history in which slow but substantial technological advances were made, it is necessary to rely heavily upon archaeological evidence. Even in connection with the recent past, the historical understanding of the processes of rapid industrialization can be made deeper and more vivid by the study of "industrial archaeology." Much valuable material of this nature has been accumulated in museums, and even more remains in the place of its use for the observation of the field worker. The historian of technology must be prepared to use all these sources, and to call upon the skills of the archaeologist, the engineer, the architect, and other specialists as appropriate.

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History of technology | Evolution, Ages, & Facts

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History of technology, the development over time of systematic techniques for making and doing things. The term technology, a combination of the Greek techne, 'art, craft,' with logos, 'word, speech,' meant in Greece a discourse on the arts, both fine and applied.

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The complete history of computers with timeline going from B.C. to 2012 broken down in an easy to read and follow format.

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Advancements in technology allow people to be more connected than ever, but this may come at a price. Overuse of social media and mobile devices have been linked to eyestrain, difficulty focusing on other tasks, and depression.

While some forms of technology may have made positive changes in the world, there is evidence for the negative effects of technology and its overuse, as well.

The overuse of technology may have a more significant impact on developing children and teenagers.

In this article, learn about the psychological and physical health effects of technology, as well as how to create healthful habits with technology and avoid overuse.

Overuse or dependence on technology may have adverse psychological effects, including:

Isolation

Technologies, such as social media, are designed to bring people together, yet they may have the opposite effect in some cases.

A 2017 study in young adults aged 19-32 years found that people with higher social media use were more than three times as likely to feel socially isolated than those who did not use social media as often.

Finding ways to reduce social media use, such as setting time limits for social apps, may help reduce feelings of isolation in some people.

Depression and anxiety

The authors of a 2016 systematic review discussed the link between social networks and mental health issues, such as depression and anxiety.

Their research found mixed results. People who had more positive interactions and social support on these platforms appeared to have lower levels of depression and anxiety.

However, the reverse was also true. People who perceived that they had more negative social interactions online and who were more prone to social comparison experienced higher levels of depression and anxiety.

So, while there does appear to be a link between social media and mental health, a significant determining factor is the types of interactions people feel they are having on these platforms.

Technology use may increase the risk of physical issues as well, including:

Eyestrain

Technologies, such as handheld tablets, smartphones, and computers, can hold a person's attention for long periods. This may lead to eyestrain.

Symptoms of digital eyestrain can include blurred vision and dry eyes. Eyestrain may also lead to pains in other areas of the body, such as the head, neck, or shoulders.

Several technological factors may lead to eyestrain, such as:

screen time

screen glare

screen brightness

viewing too close or too far away

poor sitting posture

underlying vision issues

Taking regular breaks away from the screen may reduce the likelihood of eyestrain.

Anyone regularly experiencing these symptoms should see an optometrist for a checkup.

The 20-20-20 rule for digital viewing

When using any form of digital screen for longer periods of time, the American Optometric Association recommend using the 20-20-20 rule.

To use the rule, after every 20 minutes of screen time, take a 20-second break to look at something at least 20 feet away.

Doing this may help reduce the strain on the eyes from staring at a screen for a continuous period.
Learn more about the 20-20-20 rule in this article.
Poor posture

The way many people use mobile devices and computers may also contribute to incorrect posture. Over time, this may lead to musculoskeletal issues.

Many technologies promote a "down and forward" user position, meaning the person is hunched forward and looking down at the screen. This can put an unnecessary amount of pressure on the neck and spine.

A 5-year study in the journal Applied Ergonomics found an association between texting on a mobile phone and neck or upper back pain in young adults.

The results indicated the effects were mostly short term, though some people continued to have long-term symptoms.

However, some studies challenge these results.

A in the European Spine Journal found that the posture of the neck while texting made no difference in symptoms such as neck pain.

This study concluded that texting and "text neck" did not influence neck pain in young adults. However, the study did not include a long-term follow-up.

It may be that other factors influence neck pain, as well, such as age and activity levels.

Correcting posture problems while using technology may lead to an overall improvement in posture and strength in the core, neck, and back.

For example, if a person finds themselves sitting in the same position for hours at a time, such as sitting at a desk while working, regularly standing or stretching may help reduce strain on the body.

Additionally, taking short breaks, such as walking around the office every hour, may also help keep the muscles loose and avoid tension and incorrect posture.
Learn more about how to stay active and in good posture at work with this article.
Sleep problems

Using technology too close to bedtime may cause issues with sleep. This effect has to do with the fact that blue light, such as the light from cell phones, e-readers, and computers, stimulates the brain.

Authors of a 2014 study found that this blue light is enough to disturb the body's natural circadian rhythm. This disturbance could make it harder to fall asleep or lead to a person feeling less alert the next day.

To avoid the potential impact of blue light on the brain, people can stop using electronic devices that emit blue light in the hour or two before bedtime.

Gentle activities to wind down with instead, such as reading a book, doing gentle stretches, or taking a bath, are alternatives.

Reduced physical activity

Most everyday digital technologies are sedentary. More extended use of these technologies promotes a more sedentary lifestyle, which is known to have negative health effects, such as contributing to:

Finding ways to take breaks from sedentary technologies may help promote a more active lifestyle.

Other forms of technology may help, however.

Research from 2017 indicates that active technologies, such as app notifications, emails, and wearable technologies that promote exercise may reduce short-term sedentary behavior.

This could help people set healthful patterns and become more physically active.

Children's brains are still developing and may be more sensitive to the effects of technology and its overuse than adult brains.

A 2018 review of various studies noted the possible adverse effects of children using different technologies.

Children who overuse technology may be more likely to experience issues, including:

low academic performance

lack of attention

low creativity

delays in language development

delays in social and emotional development

physical inactivity and obesity

poor sleep quality

social issues, such as social incompatibility and anxiety

aggressive behaviors

addiction to these technologies

The research also noted the importance of teaching children to interact with these technologies in healthful ways by monitoring their time using them and providing interesting alternatives.

Additionally, a study of teenagers aged 15-16 found that those who had high digital media use had an increased chance of developing symptoms of attention-deficit hyperactivity disorder (ADHD).

This does not mean that digital media use causes ADHD, rather that there is an association between the two. More research needs to determine what this association means.

The authors of 2015 research found that technology appears to negatively affect the overall health of children and teenagers of all ages. Researchers noted the importance of parents and caregivers controlling screen time in all children.

The American Academy of Pediatrics recommend children under 18 months old avoid screen time altogether, while 2-5-year-olds have no more than 1 hour a day of high-quality viewing with an adult.

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Negative effects of technology: Psychological, social, and health

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While technology has many positives, it can also lead to negative psychological and physical health effects. Learn about the adverse effects of technology here.

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https://news.stanford.edu/report/wp-content/uploads/sites/3/2022/11/antero-garcia-edited.mp3
Listen to the essay, as read by Antero Garcia, associate professor in the Graduate School of Education.
As a professor of education and a former public school teacher, I've seen digital tools change lives in schools.

I've documented the ways mobile technology like phones can transform student engagement in my own classroom.

I've explored how digital tools might network powerful civic learning and dialogue for classrooms across the country - elements of education that are crucial for sustaining our democracy today.

And, like everyone, I've witnessed digital technologies make schooling safer in the midst of a global pandemic. Zoom and Google Classroom, for instance, allowed many students to attend classrooms virtually during a period when it was not feasible to meet in person.

So I want to tell you that I think technologies are changing education for the better and that we need to invest more in them - but I just can't.

Given the substantial amount of scholarly time I've invested in documenting the life-changing possibilities of digital technologies, it gives me no pleasure to suggest that these tools might be slowly poisoning us. Despite their purported and transformational value, I've been wondering if our investment in educational technology might in fact be making our schools worse.

Let me explain.

When I was a classroom teacher, I loved relying on the latest tools to create impressive and immersive experiences for my students. We would utilize technology to create class films, produce social media profiles for the Janie Crawfords, the Holden Caulfields, and other literary characters we studied, and find playful ways to digitally share our understanding of the ideas we studied in our classrooms.

As a teacher, technology was a way to build on students' interests in pop culture and the world around them. This was exciting to me.

But I've continued to understand that the aspects of technology I loved weren't actually about technology at all - they were about creating authentic learning experiences with young people. At the heart of these digital explorations were my relationships with students and the trust we built together.

"Part of why I've grown so skeptical about this current digital revolution is because of how these tools reshape students' bodies and their relation to the world around them."

I do see promise in the suite of digital tools that are available in classrooms today. But my research focus on platforms - digital spaces like Amazon, Netflix, and Google that reshape how users interact in online environments - suggests that when we focus on the trees of individual tools, we ignore the larger forest of social and cognitive challenges.

Most people encounter platforms every day in their online social lives. From the few online retail stores where we buy groceries to the small handful of sites that stream our favorite shows and media content, platforms have narrowed how we use the internet today to a small collection of Silicon Valley behemoths. Our social media activities, too, are limited to one or two sites where we check on the updates, photos, and looped videos of friends and loved ones.

These platforms restrict our online and offline lives to a relatively small number of companies and spaces - we communicate with a finite set of tools and consume a set of media that is often algorithmically suggested. This centralization of internet - a trend decades in the making - makes me very uneasy.

From willfully hiding the negative effects of social media use for vulnerable populations to creating tools that reinforce racial bias, today's platforms are causing harm and sowing disinformation for young people and adults alike. The deluge of difficult ethical and pedagogical questions around these tools are not being broached in any meaningful way in schools - even adults aren't sure how to manage their online lives.

You might ask, "What does this have to do with education?" Platforms are also a large part of how modern schools operate. From classroom management software to attendance tracking to the online tools that allowed students to meet safely during the pandemic, platforms guide nearly every student interaction in schools today. But districts are utilizing these tools without considering the wider spectrum of changes that they have incurred alongside them.

For example, it might seem helpful for a school to use a management tool like Classroom Dojo (a digital platform that can offer parents ways to interact with and receive updates from their family's teacher) or software that tracks student reading and development like Accelerated Reader for day-to-day needs. However, these tools limit what assessment looks like and penalize students based on flawed interpretations of learning.

Another problem with platforms is that they, by necessity, amass large swaths of data. Myriad forms of educational technology exist - from virtual reality headsets to e-readers to the small sensors on student ID cards that can track when students enter schools. And all of this student data is being funneled out of schools and into the virtual black boxes of company databases.

Part of why I've grown so skeptical about this current digital revolution is because of how these tools reshape students' bodies and their relation to the world around them. Young people are not viewed as complete human beings but as boxes checked for attendance, for meeting academic progress metrics, or for confirming their location within a school building. Nearly every action that students perform in schools - whether it's logging onto devices, accessing buildings, or sharing content through their private online lives - is noticed and recorded. Children in schools have become disembodied from their minds and their hearts. Thus, one of the greatest and implicit lessons that kids learn in schools today is that they must sacrifice their privacy in order to participate in conventional, civic society.

The pandemic has only made the situation worse. At its beginnings, some schools relied on software to track students' eye movements, ostensibly ensuring that kids were paying attention to the tasks at hand. Similarly, many schools required students to keep their cameras on during class time for similar purposes. These might be seen as in the best interests of students and their academic growth, but such practices are part of a larger (and usually more invisible) process of normalizing surveillance in the lives of youth today.

I am not suggesting that we completely reject all of the tools at our disposal - but I am urging for more caution. Even the seemingly benign resources we might use in our classrooms today come with tradeoffs. Every Wi-Fi-connected, "smart" device utilized in schools is an investment in time, money, and expertise in technology over teachers and the teaching profession.

Our focus on fixing or saving schools via digital tools assumes that the benefits and convenience that these invisible platforms offer are worth it.

But my ongoing exploration of how platforms reduce students to quantifiable data suggests that we are removing the innovation and imagination of students and teachers in the process.

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Technology might be making education worse - Stanford Report

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Listen to the essay, as read by Antero Garcia, associate professor in the Graduate School of Education.