Impacts of Technology Use on Children

(Gottschalk, Francesca 2020) OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France.
Tel: +33-145-24-8200; Fax: +33-145-24-8500;

Children in the 21st century are avid users of technology--more so than generations past. This
rise in use has led to much attention on the consequences of technology use, and how this
impacts children's brains and their socio-emotional, cognitive and physical development. Much
of the research in these fields, especially brain-based research, is in its infancy. Furthermore, it
often shows very small correlations between technology use and child outcomes; whether
technology causes these outcomes is unclear, and small effect sizes bring questions about real-
life implications for children. Despite these issues, policy-makers in various countries have set
guidelines for technology use in children, which are often restriction-focused. This paper
explores some of the literature on the effects of technology use on children in terms of their
brain, cognitive, socio-emotional and physical development, and summarises what is clearly
demonstrated in the literature. It also highlights where more quality research is needed to better
understand the impact of technology on children, and support the development of effective,
evidence-based guidelines.
OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-
24-8500; Web site: http://www.oecd.org

Dere, Zeynep(2022) International Journal of Curriculum and Instruction 14(1)

Technology can provide children new opportunities to dive into the internet and play online
games. Parents are showing concerns towards losing the ability to observe children's accession
to technological devices. It is also growing concern that technological addiction has some
negative impacts on young children

Technology, Literacy, and Teaching during a Pandemic

Marshall, Deborah; Ward, Lisa 2020 International Technology and Engineering Educators Association.
1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353

One of the goals of a teacher, regardless of subject area, is to help students become digitally
and technologically literate. Technological literacy is much more than just knowledge about
computers and their applications. It involves every person having a degree of knowledge about
the nature, behavior, power, and consequences of utilizing technology from a real-world
perspective. Teachers around the world have done an excellent job of making students more
comfortable with technology and digital resources as the necessity for online education
increased due to the virus. In this article, the goal is to offer advice that can be incorporated in
virtual or face-to-face classrooms and help get the school year off to a great start!

Students' Ideas about Technological Systems Interacting with Human

Needs
Lind, Johan; Pelger, Susanne; Jakobsson, Anders(2019)
Technology is a compulsory subject at Swedish elementary schools and, according to the
syllabus, helps students develop their ability to examine different technological solutions and
reason how these solutions affect society, environment, and humans. An important challenge for
educational research is to analyse and understand the consequences and impacts of
technologies on students' learning, well-being, and participation in society. It is important to
understand how technological systems work in order to orient oneself in modern society and to
make well-informed decisions about what is good or bad use of technology. The purpose of this
study is to further explore students' understanding of technological systems and their features
through investigating the students' reasoning and collaboration in small-group interactions. We
found a relatively large number of situations where students clearly demonstrate that they
understand technological systems and the components and relationships among them. On the
other hand, some situations indicate that students have difficulty explaining and understanding
or realising concepts, theories, and relationships regarding technological systems. The findings
need to be examined critically, although the students in this study were not used to this way of
working with concepts or using images in their presentations. 
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel:
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https://link.springer.com/

Intended and Unintended Consequences of Educational Technology

on Social Inequality
Tawfik, Andrew A(2016)
While much has been written in the field of educational technology regarding educational
excellence and efficiency, less attention has been paid to issues of equity. Along these lines, the
field of educational technology often does not address key equity problems such as academic
achievement and attainment gaps, and inequality of educational access and opportunity

Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505;
e-mail: service-ny@springer.com; Web site: http://www.springerlink.com

Gauging Technology Costs and Benefits

Kaestner, Rich(2017)
Regardless of the role technology plays in a school district, district personnel should know the
costs associated with technology, understand the consequences of technology purchases, and
be able to measure the benefits of technology, so they can make more informed decisions.
However, determining costs and benefits of current technology or proposed projects is difficult
because the value of technology for education is viewed differently than for businesses. School
district personnel can better understand current technology costs and more easily determine the
value of proposed projects using a couple of valuable tools: Total Cost of Ownership and Value
of Investment. This article discusses these new tools devised by the Consortium for School
Networking
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730.
Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Causes and consequences of technology
addiction
Osman USLU(2022) International Journal of Social Sciences and Education
Research (2022) DOI: 10.24289/ijsser.1131136

 With conceptual and descriptive intent, the scope of technology addiction, its similarities and
differences with other addictions, and the causes and consequences of technology addiction
have been examined. It has been determined that substance addictions differ from technology
addictions due to their destructive consequences. Internet, game, smartphone, and social
networking sites addictions are the most prominent types of technology addiction. Personality,
personality traits, psychological mood, and environmental factors are significant in terms of both
causes and consequences of technology addiction.
International Journal of Social Sciences and Education Research (2022) DOI: 10.24289/ijsser.1131136

The role of teachers, the internet, and technology in the education of young people
Andrzej Szymkowiak(2021) University of Montenegro, Faculty of Economics, Montenegro
https://doi.org/10.1016/j.techsoc.2021.101565

Technology is the application of knowledge for achieving practical goals in a reproducible way.
Technological progress has influenced the way we acquire knowledge and learn. On the other
hand, the Internet provides fast access to information technology in different fields and thus,
improves efficiency and saves time. The importance of online technology is especially
emphasized in new methods for learning and education. 
University of Montenegro, Faculty of Economics, Montenegro
https://doi.org/10.1016/j.techsoc.2021.101565