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https://goo.gl/forms/22SbtzF89iIAvVAl2

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this is what I share with my students too.

Sonia

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https://padlet.com/popov_research/y80zjeyz9gnv

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(Face recognition)

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Sample B IA unannotated (Face recognition)

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Individual work: Approaches to teaching worksheet

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Individual work: Approaches to teaching worksheet

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Approaches to Teaching Keywords Worksheet

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https://docs.google.com/document/d/1OneG94czQafCOaSBi9GdKaTXIpyp4no0aEaAvdlu-4Q/edit?usp=sharing

Technology has had a profound impact on what it means to be social. Technology can have positive and negative impact on social interactions. Someone can find a long-lost friend through a social networking site, enabling them to reconnect. Alternatively, one can connect with family that is geographically separated. On the other hand, technology can contribute to  negative effects in several realms as well. Moreover, the web creates a virtual reality, which is often distorted, and could lead to pathological behaviours that are dissocial, dissociative and poor impulse control. Additionally, most teens and young adults use technology daily - for leisure as well as work related activities. A study of students and information technology found that 85 percent of undergraduates surveyed used social networking sites (Salaway et al., 2008).

In 2008, Buffardi and Campbell- examined how narcissism is manifested on a social networking Web site (i.e., Facebook.com).

Narcissism—excessive interest in one’s appearance and in oneself—and can negatively impact meaningful relationships, personal sharing, social skills and

METHOD: i) Narcissistic personality self-reports were collected from social networking Web page owners.

ii) Web pages were coded for both objective and subjective content features.

iii) Strangers viewed the Web pages and rated their impression of the owner on agentic traits, communal traits, and narcissism.

FINDINGS: i) Narcissism predicted (a) higher levels of social activity in the online community and (b) more self-promoting content

ii) Strangers judged more narcissistic Web page owners to be more narcissistic.

CT: Bi Directional ambiguity (are narcissists more likely to be more active on social networking websites? Or vice versa)

Studies like this encourage teens to think about how each technology affects their social life and social skills.

Technology can not only influence our social interactions and skills, it can also lead to changes in how we process information and behaviours like reading.

A study conducted by Liu Ziming (2005) aimed to investigate reading behavior in the digital environment.

He used the survey method to collect data. After a rigorous analysis of the data, he found that increasedscreen‐based reading behavior is characterized by reading more selectively, while less time is spent on in‐depth reading, and concentrated reading. Decreasing sustained attention is also noted.

Video gaming is another form of technology that has been researched upon. Ferguson (2007) conducted a meta-analysis and found that excessive use of technology can lead to addictions, depression and aggression. Ritterfield, Cody and Vorderer (2009) supported these findings.

However, in 2012 Prenkey argued that video games could help in implicit learning, due to the nature of open ended problems. This was supported by fMRI scans  (Bralevier, Achtman, Mani and Focker, 2012).

In 2014, Isabella Granic and Adam Lobel claimed that video gaming enhances working memory due to fast and accurate attentional allocation (spatial resolution).

Brain Story:

In the words of Paul J Howards (Technology and the brain: What advice for the online family? Paul Howard-Jones  - Texting at night 'disrupts children's sleep and memory') -The vanguard of our advance into this new world is our children, and especially our teenagers. We know that the developing brain of a child is more plastic, and responds more malleably to experience than an adult’s brain. This provides some justification for the especially strong concerns around the emerging 24/7 technology lifestyle of our children. One of the his research points is that-

-Internet use (including online gaming) is problematic when it regularly interferes with normal daily living and is difficult to control, although internet/gaming addictions have not been established as psychiatric disorders.  -
Link to Melatonin; processing; memory; depression

The CERI Project entitled New Millennium Learners (NML) started in 2007 with the global aims of investigating the effects of digital technologies on school-age learners and providing some recommendations on the most appropriate institutional and policy responses from the education sector- (http://www.oecd.org/site/educeri21st/40554230.pdf ) . Want to explore the pattern of the well-known Mathew effect (the rich become richer and poor become poorer) and, if no political intervention is made, may increase existing socio-economic divides. We can explore this in terms of deprivation of information and the impact of this on the development of brain.

Development psych; growth and development of brain; reversible or not?

CONCLUSION:

Society is likely on the cusp of a social revolution, during which it will be important to redefine socially appropriate and acceptable behaviors (with regard to digital or virtual interaction). We are at a point in history where very few people have given critical thought to new social realities created by technology and what those realities mean for the individual and society.

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Interaction with digital technology has the potential to improve cognitive skills. Rosser et al (2007): study of laparoscopic surgeons who played video games

However, excessive exposure to digital technology results in negative long-term effects. Small & Vorgan (2008).

Can the benefits of digital technology carry further and transfer to other skills? Yes, at least to some extent. Sanchez (2012): effects of video games on science learning.

Effects of technology may depend on the type of technology. Fery & Ponserre (2001): the effects of training on a computer simulator on golf-playing skills.

Induced media multi-tasking. Moreno et al (2012): experience sampling method. Rosen, Carrier & Cheever (2013): young people have a strong need to constantly check on their updates; this constant task-switching is detrimental to attention and focus

What can be done to compensate for these negative effects? Rosen et al (2011): metacognitive strategies as a solution.

Loh & Kanai (2014): neurological correlates of media multi-tasking.

Carrier et al (2015): investigation of the different uses of social networks (to support existing relationships or to find new friends).

Digital technology and ADHD. Swing et al (2010)

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Marsella 2012 Psychology and Globalization: Understanding a Complex Relationship (need to buy) http://onlinelibrary.wiley.com/doi/10.1111/j.1540-4560.2012.01758.x/full

Chiu et al., 2011 Toward a Social Psychology of Globalization (need to buy)

http://onlinelibrary.wiley.com/doi/10.1111/j.1540-4560.2011.01721.x/full

Becker (2002) Fiji anorexia study

Erinosho & Ayonrinde (1978) study – attitudes to mental illness among the Yoruba

Binitie (1970): Attitude of educated Nigerians to psychiatric illness

Arnett (2002). The psychology of globalization. (full text) http://www.jeffreyarnett.com/ArticleArnett_2002_AmPsy.pdf

Nitin Gupta, (2011) "Globalization does lead to change in consumer behavior: An empirical evidence of impact of globalization on changing materialistic values in Indian consumers and its aftereffects", Asia Pacific Journal of Marketing and Logistics, Vol. 23 Iss: 3, pp.251 – 269 (full text)

http://www.emeraldinsight.com/doi/abs/10.1108/13555851111143204

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Review "Why Project-based learning": click here

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Session 6 - Paper 1 section B sample B Without marks

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Session 6 - Paper 1 section A sample A Without marks

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https://padlet.com/popov_research/5cf84a6efiv5

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Self-Management Skills- UshaRani, Vadi, 

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Self-Management Skills- UshaRani, Vadi, 