1.

[List 5 or 6 databases and/or journals that you will use to find articles related

to this topic.]

1) The positive impacts of technology on children.

Flujas-Contreras, J. M., García-Palacios, A., & Gómez, I. (2019). Technology-

based parenting interventions for children’s physical and psychological health:

a systematic review and meta-analysis. Psychological Medicine, 49(11), 1787.

“Technology-based interventions therefore can offer an opportunity to facilitate

parenting treatment with some advantages. For example, treatments with virtual

scenarios or stimuli provide a safe intervention context, in which contextual key

elements more effective than imaginary strategies are under the therapist's

control. Web-based intervention can cross geographical and time barriers making

access to intervention possible for patients who were unable to attend before.”

“Among the technologies used for psychological and health interventions, we

found Virtual Reality (VR), that is, the use of virtual scenarios in which the subject

interacting with stimuli to implement the treatment. For example, in a study by

Nilsson et al. (2009), the effect of VR as a distraction of pain in children and

adolescents with cancer was analyzed, showing positive effects in pain

reduction.”

1) Technology becomes more important in children’s education

Sundqvist, P., & Nilsson, T. (2018). Technology education in preschool:

providing opportunities for children to use artifacts and to create. International

Journal of Technology and Design Education, 1, 29. https://doi-

org.gbcprx01.georgebrown.ca/10.1007/s10798-016-9375-y

“van Meeteren and Zan found that building systems of ramps and pathways for balls
and toy cars to roll along promoted essential skills like communication, creativity,

optimism, collaboration, and systems thinking. It also promotes knowledge in

mathematics and physics, showing the advantage of working in an interdisciplinary

 manner to incorporate science, technology, engineering, and mathematics (STEM)

into everyday learning.”

Hoda, R., Henderson, A., Lee, S., Beh, B., & Greenwood, J. (2014). Aligning

technological and pedagogical considerations: Harnessing touch-technology to

enhance opportunities for collaborative gameplay and reciprocal teaching in

NZ early education. International Journal of Child-Computer Interaction, 2(1),

48–59. https://doi-org.gbcprx01.georgebrown.ca/10.1016/j.ijcci.2014.06.001

“ we believe the most effective and powerful technology is one which is a

silent enabler, minimizing efforts spent on comprehending and learning the

use of technology and maximizing opportunities for engagement and

collaboration through bringing domain activities to the forefront. ”

Goodman, N., & Cherrington, S. (2017). Children’s Engagement with Their

Learning Using E-portfolios. Asia-Pacific Journal of Research in Early

Childhood Education, 11(3), 17.

“One of the benefits of eportfolios is that they allow teachers and children to

write stories and upload images easily and remotely. The flexible nature of e-

portfolios allows teachers to support this through encouraging children’s

contribution to documenting their learning.”

1) The problems that technology causes to children

Zahra, N. A. I., & Alanazi, A. A. (2019). Digital Childhood: the Impact of

Using Digital Technology on Children’s Health. International Journal of

Pharmaceutical Research & Allied Sciences, 8(3), 144.

“With regard to the physical development measures of the studied children,

the present study shows that more than three fifths of children have abnormal

weight and about three fifths of them have abnormal body mass index. Using

computer and playing digital games are mainly low-energy demanding

activities. Playing digital games and computers, however, are interactive and

may vary from watching television in their impact on energy intake on two

accounts: they do not leave hands free to eat, and they do not display food

advertisements, which means that there is no trigger to provide oneself with

snacks.”

“Another study conducted by Torsheim et al. discovered that computer use,

computer gaming and television viewing contributed in a unique way to the

forecast of weekly backache and headache among Northern teenagers. The

associations noted show that time spent on screen-based activity contributes to

youth physical complaints.”

Jeong, H., Yim, H. W., Lee, S.-Y., Lee, H. K., Potenza, M. N., Jo, S.-J., &

Son, H. J. (2019). Reciprocal relationship between depression and Internet

gaming disorder in children: A 12-month follow-up of the iCURE study using

cross-lagged path analysis. Journal of Behavioral Addictions, 4, 725.

https://doi-org.gbcprx01.georgebrown.ca/10.1556/2006.8.2019.74

“According to the social displacement hypothesis, the more time a person

spends doing one thing, the less time that may be spent doing another.

Children who spend excessive time on Internet gaming typically spend less

time interacting with other people (Caplan, 2003). An assumption of the social

displacement effect is that time spent on gaming will displace other activities,

such as social interaction, that are essential to psychosocial development in

 children (Zamani, Kheradmand, Cheshmi, Abedi, & Hedayati, 2010). A lack

of social interaction may lead to negative emotions. Gentile et al. (2011)

reported elevated depressive symptoms after video-gaming problems started,

and these symptoms persisted (Gentile et al., 2011). ”

Childhood is a risk period for development of depression.

1) Lead children to use technology correctly

Oliemat, E., Ihmeideh, F., & Alkhawaldeh, M. (2018). The use of touch-screen

tablets in early childhood: Children’s knowledge, skills, and attitudes towards

tablet technology. Children and Youth Services Review, 88, 591–597.

https://doi-org.gbcprx01.georgebrown.ca/10.1016/j.childyouth.2018.03.028

“Most of the research studies (e.g., Couse & Chen, 2010; McCarrick & Li,

2007; Penuel et al., 2009; Wiley, Cameron, Gulati, & Hogg, 2016; Wong,

2012) indicated that tablets have the potential to promote early learning when

used for learning purposes. When children are encouraged to use tablets in

doing homework, this reflects the fact that parents and/or teachers believe in

the role of tablets as learning tools (Wood et al., 2016).”

“Studies conducted in different educational contexts revealed that there was a

variety of purposes for using tablets, such as communicating through emails or

chat and creating through making stories, videos, or audio recording

(Livingstone, Marsh, Plowman, Ottovordemgentschenfelde, & Fletcher-

Watson, 2014). However, these tablet activities have not been raised by the

study sample.”
 “Through using tablets, the children expressed that they need their parents' help

and guidance to complete their tasks or download playing games or movies

from the Internet. Although tablets support independence in learning (Couse &

Chen, 2010; Shuler et al., 2013), these results indicated that children are not in

control while using tablets.”

1) Prevent children from getting hurt in technology.

“Even after the arrest of the culprit behind the deadly game, the game is still

operating through its deadly roots and has claimed 100s of deaths of innocent

youngsters targeted by them worldwide. It is spreading like an epidemic involving

several death cases reported from all over the globe.”

“The key to prevention lies with the parents, teachers and the peer group.”

“The blue whale challenge, is a deadly online craze. It prompts the victim through

online dares ranging from watching a scary movie at midnight, self-harming by

making cuts using razors to committing suicides. Such a menace is of greater

concern in India due to the higher rate of non-traceable depression especially among

teenagers. The participation in a competition, game, survey or any event involves

terms and conditions, but the blue whale game challenges are completely unethical

leading to a gradual destruction of the society. Prompt government efforts are needed

to ban such challenges, for example, government can Frame guidelines for the

publicity of suicide news through mass media including cable TVs, Newspapers, and

the internet, thorough a scrutiny of websites searched by the individuals to get rid of

depression and aids for committing suicide, set up health clinics for dealing with

psychiatric and psychological issues of the youngsters and the troubled individuals

and establish human welfare programs for creating awareness about suicide

prevention among peer groups and the society.”