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Negative Effects of Social Media: Relationships and Communication

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The Positive and Negative Effects of Internet

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Positive and Negative Effects of Technology on Society

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What makes technology good or bad for us, how technology affects our well-being partly depends on whether it strengthens our relationships..

Everyone’s worried about smartphones. Headlines like “ Have smartphones destroyed a generation? ” and “ Smartphone addiction could be changing your brain ” paint a bleak picture of our smartphone addiction and its long-term consequences. This isn’t a new lament—public opinion at the advent of the newspaper worried that people would forego the stimulating pleasures of early-morning conversation in favor of reading the daily .

Is the story of technology really that bad? Certainly there’s some reason to worry. Smartphone use has been linked to serious issues, such as dwindling attention spans , crippling depression , and even increased incidence of brain cancer . Ultimately, though, the same concern comes up again and again: Smartphones can’t be good for us, because they’re replacing the real human connection of the good old days.

Everyone’s heard how today’s teens just sit together in a room, texting, instead of actually talking to each other. But could those teenagers actually be getting something meaningful and real out of all that texting?

The science of connection

A quick glance at the research on technology-mediated interaction reveals an ambivalent literature. Some studies show that time spent socializing online can decrease loneliness , increase well-being , and help the socially anxious learn how to connect to others. Other studies suggest that time spent socializing online can cause loneliness , decrease well-being , and foster a crippling dependence on technology-mediated interaction to the point that users prefer it to face-to-face conversation.

It’s tempting to say that some of these studies must be right and others wrong, but the body of evidence on both sides is a little too robust to be swept under the rug. Instead, the impact of social technology is more complicated. Sometimes, superficially similar behaviors have fundamentally different consequences. Sometimes online socialization is good for you, sometimes it’s bad, and the devil is entirely in the details.

This isn’t a novel proposition; after all, conflicting results started appearing within the first few studies into the internet’s social implications, back in the 1990s. Many people have suggested that to understand the consequences of online socialization, we need to dig deeper into situational factors and circumstances. But what we still have to do is move beyond recognition of the problem to provide an answer: When, how, and why are some online interactions great, while others are dangerous?

The interpersonal connection behaviors framework

As a scientist of close relationships, I can’t help but see online interactions differently from thinkers in other fields. People build relationships by demonstrating their understanding of each other’s needs and perspectives, a cyclical process that brings them closer together. If I tell you my secrets, and you respond supportively, I’m much more likely to confide in you again—and you, in turn, are much more likely to confide in me.

This means that every time two people talk to each other, an opportunity for relationship growth is unfolding. Many times, that opportunity isn’t taken; we aren’t about to have an in-depth conversation with the barista who asks for our order. But connection is always theoretically possible, and that’s true whether we’re interacting online or face-to-face.

Close relationships are the bread and butter of happiness—and even health. Being socially isolated is a stronger predictor of mortality than is smoking multiple cigarettes a day . If we want to understand the role technology plays in our well-being, we need to start with the role it plays in our relationships.

And it turns out that the kind of technology-mediated interactions that lead to positive outcomes are exactly those that are likely to build stronger relationships. Spending your time online by scheduling interactions with people you see day in and day out seems to pay dividends in increased social integration . Using the internet to compensate for being lonely just makes you lonelier; using the internet to actively seek out connection has the opposite effect .

“The kind of technology-mediated interactions that lead to positive outcomes are exactly those that are likely to build stronger relationships”

On the other hand, technology-mediated interactions that don’t really address our close relationships don’t seem to do us any good—and might, in fact, do us harm. Passively scrolling through your Facebook feed without interacting with people has been linked to decreased well-being and increased depression post-Facebook use.

That kind of passive usage is a good example of “ social snacking .” Like eating junk food, social snacking can temporarily satisfy you, but it’s lacking in nutritional content. Looking at your friends’ posts without ever responding might make you feel more connected to them, but it doesn’t build intimacy.

Passive engagement has a second downside, as well: social comparison . When we compare our messy lived experiences to others’ curated self-presentations, we are likely to suffer from lowered self-esteem , happiness, and well-being. This effect is only exacerbated when we consume people’s digital lives without interacting with them, making it all too easy to miss the less photogenic moments of their lives.

Moving forward

The interpersonal connection behaviors framework doesn’t explain everything that might influence our well-being after spending time on social media. The internet poses plenty of other dangers—for two examples, the sense of wasting time or emotional contagion from negative news. However, a focus on meaningful social interaction can help explain decades of contradictory findings. And even if the framework itself is challenged by future work, its central concept is bound to be upheld: We have to study the details of how people are spending their time online if we want to understand its likely effects.

In the meantime, this framework has some practical implications for those worried about their own online time. If you make sure you’re using social media for genuinely social purposes, with conscious thought about how it can improve your life and your relationships, you’ll be far more likely to enjoy your digital existence.

This article was originally published on the Behavioral Scientist . Read the original article .

About the Author

Jenna Clark

Jenna Clark, Ph.D. , is a senior behavioral researcher at Duke University's Center for Advanced Hindsight, where she works to help people make healthy decisions in spite of themselves. She's also interested in how technology contributes to our well-being through its effect on our close personal relationships.

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Technology and Negative Effects Essay

The development of technology has drastically changed the world. As people are unable to calculate the rates of progress, it is impossible to determine what changes will be brought about with an even greater increase in technological advancements. Modern technology would seem futuristic to someone thirty or even twenty years ago. Primarily, the whole question of the change in technology is very questionable.

Previously, humans were not able to achieve this sort of breakthrough and then, within a very short amount of time, technology came to be. Many people question whether it was a natural evolution or humanity had some help from some other form of alien life. But no matter how it came to be, technology is presently taking over the lives of people and natural existence. There is no way to get rid of evolution and so, people must learn how to control it and predict what will come next.

The biggest question is that sometimes the problems overtake the benefits of technology. This closely relates to the social media and all the out coming issues. Primarily, there is the safety concern, as the information used in the social networks can be used by the advertisement websites. Even though there are safeguards that try to prevent personal information from being shared with other institutions and sites, there are still some was that information gets out.

“Facebook” has been one of the sited networks that is widely used by people, but has compromised some private information. Even though the damage has been done, the site has adjusted its policies to better suite users ( Network Security 2010). Another issue is that people who share information online cannot really control who can access their web page and browse their personal information.

Anyone can leave a comment and become involved in a group of friends. This leads to many concerns, but people are still not aware of the security issues. The unfortunate part is that people do not pay attention to the growing concern and continue using the social networks. It has become so popular that individuals feel to be required to upgrade their social status and produce information that can be acknowledged by others.

Another disadvantage is faced by educational institutions in the possibility of students using the online society without any control. The unauthorized use of online resources, plagiarism and communication with others will greatly increase the student’s chances to use it to their advantage, without relying on their own intelligence. Also a student may discuss the topics given with other students, as well as other people.

This would make the work less individual and the views expressed and information used will be representative of a collective of people instead of that particular student. As the opinion of the individual is the required aspect of work, social networks influence people in an undesired way.

Very often, people will succumb to the pressure and join the majority, as no one wants to be outside the circle and be seen as an outsider. Peer pressure is a very strong force, and it can be seen as the predominant power in the social media and internet networks.

In the twenty-first century, the use of technology has become an everyday occurrence. People are dependent on it in almost all aspects of life. In many instances it has put a major dent in the relationships between people and societies. Technology has distanced people from one another. The communication over large distances makes people closer and unites relatives who could not talk previously. The cheaper phone rates and use of video calling has made communication much more accessible (Green, 2002).

Another problem is the development of virtual reality technology which has reached heights that were not even imagined 20 years ago. There are ways to experience physical sensations, smells and other “real world” stimuli through the gaming experiences. The expressions of different forms of stimuli make cyber world more realistic than ever. This engulfs the person in a fake existence, making the real world unneeded and unwanted by the person.

The conscious mind forgets that a person is in the computer world. The simulation of feelings and thoughts becomes so real that a person believes into the reality of the computer program and spends numerous hours in the cyber world. There is a lot of evidence in the present times that supports this. The games and computer programs are so interactive and realistic that a person can spend a lot of time immersed into the game. There are numerous stories about people who live in a world of computers and virtual spaces.

An article titled “The Right to Privacy is Not a Right to Facebook”, talks about weather the information used on the network should be available to others. Even though there are several layers of security and people are warned about the harms of personal information leaking, organizations are the ones that are using the private information to own advantage. Another problem is that people get so focused on the distant communication through phones and computers that the need for face-to-face communication has become useless.

The development of social networks and the use of internet have made communication between people a form of social status. People focus on the way their facebook page looks, they pay great attention to the amount of pictures they post, number of responses that they receive to certain posts and comments about their status.

The need to go out and do things became not needed. The interaction between people has come down to words on web pages and comments in relation to behavior of others. It is also cheaper and more practical to live in the word of computers, where there is no need to go out, spend money in bars, different attractions and games that involve physical participation of the person and others.

Also, it is very time consuming, so people simply have no time to go out and enjoy nature and the company of others. The constant checking for the replies and posts of others, especially if there is an extreme amount of friends, takes up a lot of time (Restivo, 2005). Very often people add individuals to the category of “friends” through other people. They do not really know the person or are familiar with their individual personality. The only way they “know” them, is by pictures on their page and comments on their “wall”.

The third article talks about the control that is exhibited by the user. The social networks have put a major dent into the society. Self-efficacy and cognitive theory are made use of by understanding the concept of on-line security.

The private information and the communication itself has become a public occurrence where people put their lives out on the public viewing without any concern for security or privacy. Another major issue with technology—texting and emails in particular, is the lack of emotion in the communication. The only way to express emotion is to put pre-set “smiles” beside words or phrases or to use the capital letters or exclamation marks.

When people interact face-to-face, they see each other’s facial expressions, the look in the eyes and see their expression. They can hear the tone of voice and maybe hidden emotions that a person does not want the other to know but nonetheless has them. All of this is impossible to see and feel over the internet or texting. This makes people similar to robots, where the real emotions are not important anymore.

Even if a person is sad, they will put a “smile” beside the word and the other person will not even realize that maybe they must offer a helping hand or console their friend. People become emotionally isolated and strangers (Shilling, 2004). Social media in general, teaches individuals to behave a certain way and to follow the majority. People feel the need to become something they would not think of without the examples given through internet or other mediums.

Even though technology has helped people in a lot of ways, a person must realize its drawbacks and balance the use of technology with the physical interaction with others. The balance must be kept for technology to be helpful instead of detrimental. It is important to keep in mind that technology is not always error proof, thus reliability is a relative concept.

There are many examples that show how technology has proven to be a negative influence on society, but people still continue its use. Security of the personal information is one of the most important things that a person has, and identity theft or abuse of private information has become widespread. People must become aware of the growing problem and use as much care as possible to protect their well being and individuality.

Green, L. 2002. Communication, Technology and Society , SAGE, Thousand Oaks, CA.

Network Security . 2010. Web.

Restivo, S. 2005. Science, Technology, and Society: An Encyclopedia , Oxford University Press, New York, NY.

Shilling, C. 2004. The Body in Culture, Technology and Society , SAGE, Thousand Oaks, CA.

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3. concerns about the future of people’s well-being.

About half of the people responding in this study were in substantial agreement that the positives of digital life will continue to outweigh the negatives. However, as in all great technological revolutions, digital life has and will continue to have a dark side.

Roughly a third of respondents predicted that harms to well-being will outweigh the positives overall in the next decade. In addition, even among those who said they are hopeful that digital life will be more helpful than harmful and among those who said there will not be much change, there were many who also expressed deep concerns about people’s well-being in the future. All of these voices are represented in this section of the report.

The technologies that 50 years ago we could only dream of in science fiction novels, which we then actually created with so much faith and hope in their power to unite us and make us freer, have been co-opted into tools of surveillance, behavioral manipulation, radicalization and addiction. Anonymous research scientist and professor

Rob Reich , professor of political science at Stanford University, said, “If the baseline for making a projection about the next today is the current level of benefit/harm of digital life, then I am willing to express a confident judgment that the next decade will bring a net harm to people’s well-being. The massive and undeniable benefits of digital life – access to knowledge and culture – have been mostly realized. The harms have begun to come into view just over the past few years, and the trend line is moving consistently in a negative direction. I am mainly worried about corporate and governmental power to surveil users (attendant loss of privacy and security), about the degraded public sphere and its new corporate owners that care not much for sustaining democratic governance. And then there are the worries about AI [artificial intelligence] and the technological displacement of labor. And finally, the addictive technologies that have captured the attention and mindspace of the youngest generation. All in all, digital life is now threatening our psychological, economic and political well-being.”

Rich Salz , principal engineer at Akamai Technologies, commented, “We have already seen some negative effects, including more isolation, less ability to focus, more ability to be deceived by bad actors (fake news) and so on. I do not see those lessening. Sadly.”

Leora Lawton , lecturer in demography and sociology and executive director of the Berkeley Population Center at the University of California, Berkeley, shared these reasons digital life is likely to be mostly harmful: “The long-term effects of children growing up with screen time are not well understood but early signs are not encouraging: poor attention spans, anxiety, depression and lack of in-person social connections are some of the correlations already seen, as well as the small number of teens who become addicts and non-functioning adults.”

David Ellis, Ph.D. , course director of the department of communication studies at York University in Toronto, said, “Much like a mutating virus, digital services and devices keep churning out new threats along with the new benefits – making mitigation efforts a daunting and open-ended challenge for everyone. Over the next decade, the majority of North Americans will experience harms of many different kinds thanks to the widespread adoption and use of digital technologies. The last year alone has seen an outpouring of commentary, including some 20 trade books, arguing that our digital habits are harming individual welfare and tearing up the social fabric. In marketing its services, Silicon Valley is committed to the relentless promotion of convenience and connectedness. Its success in doing so has wreaked havoc on personal privacy, online security, social skills and the ability to focus attention, not least in college classrooms. While they may be victims of a kind, most consumers are simply in denial about their compulsive use of smartphones and social media, as well as other services designed by their developers to be addictive – a problem that persists even when legal sanctions are in play, as with texting while driving. There’s growing evidence these digital addictions are promoting depression, loneliness, video-gaming abuse and even suicidal behavior, especially among teens and young adults. Instead of feeling obliged to moderate their level of connectivity, however, consumers have come to feel a sense of entitlement about their habits, unconstrained by social mores that previously framed these habits as inappropriate. Indeed, heavy use of digital devices is widely encouraged because of the misguided idea that so-called multitasking makes us more productive.”

An anonymous research scientist and professor said, “The grand internet experiment is slowly derailing. The technologies that 50 years ago we could only dream of in science fiction novels, which we then actually created with so much faith and hope in their power to unite us and make us freer, have been co-opted into tools of surveillance, behavioral manipulation, radicalization and addiction.”

The next few sections share primary concerns expressed by respondents, grouped under commonly expressed themes: digital deficits; digital addiction; digital distrust/divisiveness; digital duress; and digital dangers.

Digital deficits : People’s cognitive capabilities will be challenged in multiple ways, including their capacity for analytical thinking, memory, focus, creativity, reflection and mental resilience

A number of respondents said people’s cognitive capabilities seem to be undergoing changes detrimental to human performance. Because these deficits are found most commonly among those who live a highly digital life, they are being attributed to near-constant connectivity online.

Steven Polunsky , a research scientist at Texas A&M University, wrote, “One way to describe how we behave is the OODA cycle – when something happens, we Observe it, Orient it to our personal context, Decide what to do and Act on that decision. The internet is easily weaponized to short-circuit that process, so we receive minimal information and are urged to act immediately on it. Unless behavior changes and adapts, this tendency will lead to greater dissatisfaction among internet users and those affected by their actions, which may be a wide audience.”

Nikki Graves , an associate professor at Emory University’s Goizueta Business School, said, “We currently live in a culture that fosters attention-deficit disorder because of hyperconnectivity. I have been teaching at the college level since 1993, and I can see a definitive decline in students’ ability to focus on details and in general. Additionally, I believe that the research on the relationship between hyperconnectivity and this has merit.”

We currently live in a culture that fosters attention-deficit disorder because of hyperconnectivity. Nikki Graves

Meg Mott , a professor of politics at Marlboro College, said, “The internet is harming well-being. My answer has to do with the disturbing trend amongst college students, who operate as if all questions should be answered online. The devices make it so easy to find answers elsewhere that students forget to ask deep questions of themselves. This lack of uninterrupted introspection creates a very human problem: the anxiety of not knowing oneself. The more the culture equates knowledge with data and social life with social media, the less time is spent on the path of wisdom, a path that always requires a good quotient of self-awareness. This becomes evident in classes where a portion of the grade is derived by open-ended writing assignments. In order to write a compelling essay, the author needs to know that the process of crafting a question is more interesting than the retrieval of any answer. Instead, the anxiety is attached to getting the ‘right’ piece of data. I am of the mind that a lot of the anxiety we see in college students is the agony of not having a clue about who they are. This hypothesis is now supported by Jean Twenge’s research on the impact of smartphones on the Millennial and post-Millennial generations.”

An anonymous director of one of the world’s foremost digital rights organization said, “I’m concerned that the pace of technology creation is faster than the pace of our understanding, or our development of critical thinking. Consider, for a moment, the latest buzzword: blockchain . Yesterday, I heard about a blockchain app designed for consent in sexual interactions – designed, of course, by men in Silicon Valley. If it sounds ridiculous, that’s because it is. We’ve reached a phase in which men (always men) believe that technology can solve all of our social problems. Nevermind the fact that a blockchain is a permanent ledger (and thus incontestable, even though sexual abuse can occur after consent is given) or that blockchain applications aren’t designed for privacy (imagine the outing of a sexual partner that could occur in this instance). This is merely one example, but I worry that we’re headed toward a world in which techno-solutionism reigns, ‘value’ has lost all its meaning, and we’re no longer taught critical-thinking skills.”

An anonymous president of a U.S.-based nonprofit commented, “Increasingly social media is continuing to reduce people’s real communication skills and working knowledge. Major industries – energy, religion, environment, etc., are rotting from lack of new leadership. The level of those with aliteracy – people who can read but choose not to do so – is increasing in percentage. The issues we face are complex and intertwined, obfuscated further by lazy bloated media and readers and huge established industry desperate to remain in power as cheaply, easily, safely and profitably as possible – of course! Those of us who still read actual books that require thinking rather than mere entertainment, must redouble our efforts to explain the complex phenomena we are in the midst of addressing in simple terms that can encourage, stimulate, motivate.”

Some respondents also more indirectly noted that individuals’ anxiety over online political divisiveness, security and privacy issues, bullying/trolling, their loss of independent agency due to lack of control over what they are served by platform providers, and other psychosocial stress are contributing factors in this cognitive change.

An anonymous professor wrote, “As life becomes more and more monitored, what was previously private space will become public, causing more stress in people’s lives. Furthermore, some of these technologies will operate without a person’s knowledge or consent. People cannot opt out, advocate for themselves, or fix errors about themselves in proprietary algorithms.”

A sampling of additional comments about “digital deficits” from anonymous respondents :

• “We have less focus – too much multitasking – and not enough real connection.”
• “The downside is too much information and the lack of ability to manage it.”
• “Attention spans have certainly been decreasing recently because people are inundated with information today.”
• “There is increasing isolation from human interaction and increased Balkanization of knowledge and understanding.”
• “Over 50% of U.S. children over 10 now have some sort of social network-based application, whether it be Instagram, Snapchat or Minecraft. These children are always looking for what they may be missing online. They are increasingly finding it hard to be present and focused.”
• “The writing skills of students have been in constant decline, as they opt for abbreviations and symbols rather than appropriately structured sentences.”
• “Digital users who have not lived without technology will not know how to cope with utilizing resources outside of solely tech. With users relying on devices for companionship, we will no longer see people’s faces, only the blue or white screens reflecting from this effervescent gaze.”

Digital addiction : Internet businesses are organized around dopamine-dosing tools designed to hook the public

Some of the most-concerned respondents pointed to the monetization of attention – the foundation of the internet economy – as the driving force behind many wellness issues.

Douglas Rushkoff , writer, documentarian, and professor of media at City University of New York, said, “The real reason why digital technology will continue to compromise human cognition and well-being is that the companies dominating the space (Facebook, Google, Amazon) are run by people with no knowledge of human society or history. By leaving college at an early age, or running companies immediately after graduating, they fell under the spell of venture capitalists who push growth of capital over all other values. So the platforms will necessarily compromise humanity, democracy and other essential values. The larger the companies grow, the more desperate and extractive they will have to become to grow still further.”

Unfortunately, major social media corporations have discovered that anger and insecurity keep people glued to their screens. As long as profit is more important than people, digital life will only grow more destructive. Kate Thomas

Michael Kleeman , senior fellow at the University of California, San Diego and board member at the Institute for the Future, wrote, “The early promise of the Net has been realized, but the financial incentives to use it for harmful purposes, including legal and illegal ones, have proven too attractive. ‘Digital Life’ will continue to erode personal interactions, reduce the diversity of ideas and conversation and contribute to negative health impacts. Other than the use of data analytics we have virtually no proof that wearables, etc., alter health trajectories. We do have evidence of a radical reduction in privacy, increase in criminal activity (as digital means reduce the cost of major financial and personal crimes), reduction of engagement with and caring for the environment as a result of increased interaction with online and digital devices.”

Kate Thomas , a writer/editor based in North America, wrote, “Unfortunately, major social media corporations have discovered that anger and insecurity keep people glued to their screens. As long as profit is more important than people, digital life will only grow more destructive.”

An anonymous professor at one of the world’s leading technological universities who is well-known for several decades of research into human-computer interaction wrote, “Deterioration in privacy; slicing and dicing of identity for sale; identification of individuals as targets for political messaging. I don’t see the institutions growing that will bring this under control. I don’t see corporations taking sufficient responsibility for these issues.”

Sam Punnett , president of FAD Research Inc., said, “Distraction is our most prevalent commodity, paid for with attention span. The society-wide effects of ‘continuous partial attention’ and the tracking, analysis and corruption of the use of data trails are only beginning to be realized.”

Many respondents to this canvassing wrote about their concern that online products are designed to tap into people’s pleasure centers and create a dependence leading to addiction.

Richard Bennett , a creator of the WiFi MAC protocol and modern Ethernet, commented, “Highly-connected nations such as South Korea have had to develop treatment programs for internet addiction. Gamers in particular are subject to this malady, and Korea’s broadband networks make gaming very attractive to socially isolated teens.”

Vicki Davis , an IT director, teacher and podcaster based in North America, said, “Un-savvy consumers don’t realize the addictive nature of the dopamine hits they are getting through the social media sites they use. In an attempt to keep a Snapchat streak going or to perform for the illusion of a growing audience, this generation could easily live a life one inch deep and a mile wide instead of a deeper life with deeper relationships and deeper productivity. The future of society depends upon our ability to educate people who are willing to get out of the zone on their phone and live life in the real world. … Many students I work with seem to show some sort of withdrawal symptoms after just a few hours away from Snapchat or Instagram. The greatest innovations often happen with uninterrupted thought. This interruption generation must learn how to turn off their notifications and find satisfaction in solving problems that aren’t solved in a snap but take years of dedication. Without tenacity, self-control and some modicum of intelligence about the agenda of social media, the interruption generation will miss out on the greatness that could be theirs.”

Robert Stratton , cybersecurity entrepreneur, coach and investor, wrote, “While there may be beneficial uses for this technology … we cannot ignore the question of what happens when addictive technologies are coupled with very plausible but erroneous content, particularly when generated by skilled actors with specific goals. Additionally, there are decentralized, distributed-actor groups with information operations capabilities that I will assert now rival those of nation-states. Things are not what they seem. We now live in an environment where digital audio and video can be generated with modest skill to produce video that is functionally indistinguishable from photography while being essentially wholly specious. Most internet users and virtually all of the news media seem to operating on two errant assumptions: 1) People mean what they write on the internet. 2) People are witting of their roles in events that occur due to their actions. I would respectfully assert that anyone with a basic knowledge of intelligence tradecraft would agree that these are naïve in the modern environment. Additionally, there are now generalized programming APIs that provide the ability to make essentially ANY application or website habituating for its users.”

An anonymous respondent predicted this scenario as a continuation of today’s trends into the next decade: “More and more will seem possible in all aspects of life. People may perceive that their lives are better, but it will be the experience of the lobster in the slowly boiling pot. Digital life will take people’s privacy and influence their opinions. People will be fed news and targeted information that they will believe since they will not access the information needed to make up their own minds. Out of convenience, people will accept limitations of privacy and narrowed information resources. Countries or political entities will be the influencers of certain groups of people. People will be become more divided, more paranoid as they eventually understand that they have no privacy and need to be careful of what they say, even in their own homes. Some people will break free but at the loss of everything they had worked for. The digital divide will become worse, and many will be unable to pay for all the conveniences. To ensure simpler access and control, some political entities may try to make it available to everyone but at a cost of even more privacy. Convenience will be chosen over freedom. Perhaps.”

The massive change in people’s news-finding habits instigated by the rapid adoptions of the smartphone and social media was cited by some as the reason for the destruction of accurate, objective journalism, a foundation of democracy. An anonymous respondent commented, “The addictive nature of social media means the dis-benefits could be profound. Watch a young mother utterly engrossed in her phone and ignoring her small children and you will know what I mean. Humans need real-time, real-life interaction not just social interaction, yet the pull of the phone is overwhelming. More broadly, the platform companies are already destroying the business models of legacy media, and as that continues civic journalism will become thinner, poorer and possibly obsolete. Journalism won’t disappear. It will simply drift back to propaganda.”

A sampling of additional comments related to “digital addiction” from anonymous respondents :

• “Engaging apps and digital experiences are much like addictive substances such as alcohol, tobacco and even sweet foods and sex and there has been little progress in creating a ‘healthy’ consumption model for digital experiences.”
• “Kids and adults alike are prone to go for the quick fix, the easy high or pleasant feeling, but not well armed to understand its impact on their health.”
• “People’s well-being will continue to be affected by the internet because the software, hardware and structures that are already in place are built to do exactly this.”
• “As social networking becomes ‘professional grooming’ as well as providing family/friend updates, the need for multiple platforms (such as LinkedIn and Facebook/Instagram) becomes an assumed need. The amount of time it takes for workers to manage tedious online interactions will lead to an increasing lack of work/life balance.”
• “Behavioral and psychological impacts of digital life will continue to be discovered and will confirm negative trends.”
• “Digital communications and the time they take away from personal interactions are contributing to growing social isolation and eroding interpersonal relationships. This affects individuals’ mental well-being. People everywhere – walking, in their cars, in meetings, etc. – are glued to their cell phones.”
• “Unless we are more aware/careful/media literate, there are a lot of ‘analogue’ behaviours we will jettison that are actually more efficient, positive and valuable.”
• “When human beings are constantly reminding themselves about a selfish bubble they’ve lost touch with the truth.”
• “I fear … social media having us surround ourselves with people who think like we do, entrenching divisions among people.”
• “Engagement in social media takes a lot of time for the individual and gives back small and decreasing jolts of satisfaction for a substantial cost in time.”
• “There is a reason the iPhone was initially called a ‘crack-phone.’ Spending time on websites and apps is a very seductive way to avoid and/or ignore painful and difficult situations. I’ve seen very young children ignored while their caregiver texts, plays games, or surf the Net and can’t help but wonder how this neglect is affecting them. Will these children learn to parent their children in a better way or will they do the same thing?”

Digital distrust/divisiveness : Personal agency will be reduced and emotions such as shock, fear, indignation and outrage will be further weaponized online, driving divisions and doubts

Among the most-expressed fears for well-being in the next decade were those having to do with issues of social isolation, societal distrust and identity and human agency.

Fay Niker , postdoctoral fellow at Stanford University’s Center for Ethics in Society, wrote, “Understanding well-being in terms of human flourishing – which includes among other things the exercise of autonomous agency and the quality of human relationships – it seems to clear to me that the ongoing structuring of our lives by digital technologies will only continue to harm human well-being. This is a psychological claim, as well as a moral one. Unless we are able to regulate our digital environments politically and personally, it is likely that our mental and moral health will be harmed by the agency-undermining, disempowering, individuality-threatening and exploitative effects of the late-capitalistic system marked by the attention-extracting global digital communication firms.”

People spend too much time online, often devouring fake and biased items. They grow hateful of each other rather than closer in understanding. Anonymous respondent

Evan Selinger , a professor of philosophy at Rochester Institute of Technology, wrote, “The repeal of the Obama administration’s 2015 rules for Net neutrality is a devastating blow. … Net neutrality is fundamentally about social control. Thanks to the [Ajit] Pai regime at the FCC, Internet Service Providers have more power than they deserve to micromanage how we conduct our online social, political, educational and economic lives. While Net neutrality advocates have identified several disheartening outcomes to be on our guard for, the projected parade-of-horribles only scratches the surface. If we can’t get the information superhighway right, it’s a bad omen for the future where we’ll need to govern a mature Internet of Things. Second, although analysis of the last U.S. presidential election is shining a spotlight on the problem of botified communication, the focus on internet propaganda obscures the more basic, habit-forming ways that we’re being techno-socially engineered to outsource more and more of our communication – and thus ourselves – to software. Third, despite increased awareness of the value of being able to spend time offline, practical constraints continue make the freedom to unplug ever-harder to achieve.”

Adam Popescu, a freelance journalist who has written for The New York Times, Bloomberg and other publications wrote, “You see it everywhere. People with their heads down, more comfortable engaging with a miniature world-in-a-box than with the people around them. And you see it while they’re behind the wheel driving, while working and performing dangerous and focus-intensive tasks. Forget emotional happiness and the loss of focus and deep thought and the fact that we’re now more comfortable to choose who we sleep with based on an algorithm than we are based on serendipity, intuition, chance, and the potential for rejection by walking up to someone and saying ‘Hi, my name is …’ The biggest issue with our addiction to smartphones, one none of us talk about openly yet all engage in, is the threat to health and safety. Sure, no one says ‘hi’ anymore when they’re passing by, no one takes a moment to be friendly or reach out, even with just our eyes, because our eyes are no longer at eye-level, they’re down, hiding in our screens. Social media over the past year has been revealed for the ugly wolf-in-sheep’s clothing it is, a monster once draped in the skin of liberty. We see it for what it is. When will we see that it’s not just the programs and toys and apps and sites on our screens that are the problem – but our screens themselves?”

Judith Donath, author of “The Social Machine, Designs for Living Online,” also predicted, “We will see a big increase in the ability of technologies to affect our sense of well-being. The ability to both monitor and manipulate individuals is rapidly increasing. Over the past decade, technologies to track our online behavior were perfected; the next decade will see massively increased surveillance of our off-line behavior. It’s already commonplace for our physical location, heart rate, etc., to be tracked; voice input provides data not only about what we’re saying, but also the affective component of our speech; virtual assistants learn our household habits. The combination of these technologies makes it possible for observers (Amazon, government, Facebook, etc.) to know what we are doing, what is happening around us, and how we react to it all. At the same time, increasingly sophisticated technology for emotion and response manipulation is being developed. This includes devices such as Alexa and other virtual assistants designed to be seen as friends and confidants. Alexa is an Amazon interface – owned and controlled by a giant retailer: she’s designed, ultimately, to encourage you to shop, not to enhance your sense of well-being.”

A number of these experts wrote about their concerns that technology’s evolution would make people suffer a “loss of agency” and control over their world.

Dewayne Hendricks , CEO of Tetherless Access, said, “It is important to consider just how much of digital life is provided/controlled by cyber monopolies. Those entities will have an ever-increasing ability to control/shape the factors that make up that digital life. I see individuals for the most part having less control as time passes.”

John Klensin , Internet Hall of Fame member, longtime Internet Engineering Task Force and Internet Society leader, and an innovator of the Domain Name System administration, said, “I am impressed by the increasing anecdotal and research evidence of people not only using the internet to isolate themselves from others but to select the information they are exposed to in a way that confirms and strengthens their existing, predetermined views. While that behavior is certainly not new, the rapid turnaround and instant responsiveness of the internet and social media appear to be reinforcing it in ways that are ultimately undesirable, a situation that is further reinforced by the substitute of labeling and denunciations for examination and reasoning about facts.”

Rosanna Guadagno , a social psychologist with expertise in social influence, persuasion, and digital communication and researcher at the Peace Innovation Lab at Stanford University, wrote, “In my professional opinion, the current trends in digital communication are alarming and may have a negative long-term impact on human social interaction. It was naive of social media companies fail to consider and prepare for the prospect that their platforms could be misused for large-scale information warfare (e.g., Russian interference in the 2016 U.S. presidential election). Furthermore, these companies have shirked their responsibility to their users by failing to protect their customers from cyberwarfare. This has not only interfered with people’s perception of reality and their ability to tell fact from fiction (I’ve actually conducted research demonstrating that information presented on a computer screen is perceived as more persuasive than comparable printed material). This has caused a lot of disinformation to spread online and has fueled myriad divisive online interactions. In addition to these issues, there is quite a bit of evidence mounting that people are spending more and more time alone using digital communication as a proxy for face-to-face interactions and this is increasing loneliness and depression among people, particularly our young adults. These technologies should be designed to promote healthy interactions. One way to accomplish this would be to switch to more interactive options for conversation (e.g., video chat instead of text-based conversation would reduce miscommunications and remind people that there are other people with real thoughts, feelings, and emotions behind the computer screen). It remains to be seen whether any of the promises made by digital technology companies to address these issue will be implemented. As a faculty member, one issue I’ve also commonly noticed is how little time is spent on ethics and psychology as part of the typical software engineering course curriculum. The ethics of software development and the idea that technology should be designed to enhance people’s well-being are both principles that should be stressed as part of any education in software design.”

A sampling of quote excerpts tied to “digital distrust/divisiveness” from anonymous respondents :

• “The dominance of algorithmic decision-making and speed and reach of digital realms have proliferated cultures of misinformation and hatred. We have not yet adjusted to this. It may take a while for the political realm to fully engage with it, and for people to demand tech companies regulate better. I am more optimistic in the long run than I am in the short term.”
• “People spend too much time online, often devouring fake and biased items. They grow hateful of each other rather than closer in understanding. Negative and harmful ideologies now have platforms that can reach much farther.”
• “There will be an increase in isolation, further dependence on technology and an increase in unearned narcissism.”

Digital duress : Information overload + declines in trust and face-to-face skills + poor interface design = rises in stress, anxiety, depression, inactivity and sleeplessness

A swath of respondents argued that as digital life advances it will damage some individuals’ sense of self, their understanding of others and their faith in institutions. They project that as these technologies spread, they will suck up people’s time and attention and some will be overwhelmed to the point that they often operate under duress, in a near-constant state of alert.

Device use will lead to more social alienation, increased depression and less-fit people. Because it’s still relatively new, its dangers are not well understood yet. Anonymous digital strategy director

Larry Rosen , a professor emeritus of psychology at California State University, Dominguez Hills known as an international expert on technology and its impacts on well-being, wrote, “1) We continue to spend more time connecting electronically rather than face-to-face, which lacks essential cues for understanding. 2) We also continue to attempt to multitask even though it harms performance. 3) We insist on using LED-based devices close to our eyes right up to bedtime even though it negatively impacts sleep and our brain’s nightly needs for synaptic rejuvenation harming our ability to retain information.”

Susan Price , lead experience strategist at USAA, commented, “Mental health problems are rising and workplace productivity is falling. The tendency to engage with digital content and people not present instead of people in our immediate presence is growing, and small-screen trance has become an accepted interpersonal norm in the workplace. Culturally-induced attention-deficit behavior has already reached staggering proportions, and is still rising. The mini-serotonin payoffs we get when ‘connecting’ in this way are mildly, insidiously addictive and are squeezing out the more uneven, effortful, problematic real social connections we need for true productivity and intimacy.”

Stowe Boyd , futurist, publisher and editor-in-chief of Work Futures, said, “Well-being and digital life seem so intertangled because of the breakdown between personal and public life … that digital tools have amplified. One significant aspect of public life is our relationship to work. … We need to wake up to the proximate cause of the drive for well-being, which is the trap of overwork and the forced march away from living private lives.”

K.G. Schneider , dean of the university library at Sonoma State University, wrote, “Anonymized discourse, it turns out, is not a civilizing influence, nor is having one’s every thought broadcast in real time the best way for us to interact as humans.”

Marcus Foth , professor of urban informatics at Queensland University of Technology, wrote, “Advancement and innovation of digital technology is still predominantly driven by the goal to increase and optimise productivity rather than people’s quality of life or well-being. While proponents of an elusive work-life balance may argue that you can always switch off digital technology, the reality is that [it] is not being switched off – not because it cannot, but there is now a socio-cultural expectation to be always available and responding in real-time.”

Jan Schaffer , executive director at J-Lab, wrote, “Overall, people will be more harmed than helped by the way the internet is evolving. People’s trust in basic institutions has been hurt, perhaps irreparably, by conflicting accounts of what is true or not, online. People’s productivity at work has been hampered by the distractions of social media. People’s social and emotional intelligence have been impaired by the displacement of personal interactions with online interactions. “

An anonymous digital strategy director for a major U.S. professional association wrote, “Device use will lead to more social alienation, increased depression and less-fit people. Because it’s still relatively new, its dangers are not well understood yet.”

An anonymous professor wrote, “While there are many positive aspects to a more digitally connected life, I find that it is very difficult to keep up with the volume of spaces where one must go. I spend too much time answering emails, communicating in digital spaces and just trying to keep up. This causes a significant amount of stress and a lack of deliberate, thoughtful approach to information sharing. One cannot keep up with personal and professional email accounts, LinkedIn, Twitter, Facebook, Instagram and all the rest. Truly, it is just too much.”

A sampling of comments about “digital duress” from anonymous respondents :

• “There is too much connecting to other people’s anxieties and expectations.”
• “We already know there are negative effects for everyone waiting for a ‘like’ or other similar kind of gratification.”
• “I worry about mental illness and increasing social isolation as a result of more time spent with technology.”
• “Increased digitalization is leading to more sedentary lifestyles in a society already plagued with obesity challenges. Social media use has also led to poor communication skills, even in face-to-face settings, people opt to burying their faces into the smartphone screens.”
• “Some people are creating and then trying to live up to fake worlds they build with their phones.”
• “Constant connections to electronic-information feeds causes anxiety and damage to our eyes, brains.”

Digital dangers : The structure of the internet and pace of digital change invite ever-evolving threats to human interaction, security, democracy, jobs, privacy and more

A number of respondents pointed out that digital life opens the door to societal dangers that can affect individuals’ well-being. They say the digital world’s systems – the internet, the web, the smartphone, all networked digital hardware and software – have evolved so rapidly due to their incredible appeal and the economic and social forces driving them forward that there has been little recognition of nor a real reckoning with the wider negatives emerging with the positives.

What we are seeing now becoming reality are the risks and uncertainties that we have allowed to emerge at the fringes of innovation. Anonymous respondent

Anthony Rutkowski , internet pioneer and business leader, said, “Clearly – as DARPA’s director noted in his seminal 2000 millennium article on this topic – the past 17 years have demonstrated how the DARPA internet, which was never designed for public infrastructure use, has resulted in all kinds of adverse impacts to people’s lives and even the security of society. It has amplified the most outrageous behavior and alt[ernate]-truth as the new normal. See details of my position at http://www.circleid.com/posts/20170312_the_internet_as_weapon/ (Excerpt: ‘The existence of ‘an open platform that enables anyone, everywhere, to share information, access opportunities and collaborate across geographic and cultural boundaries’ globally is fundamentally a weapon. … Such an infrastructure has inherent economic, operational, and political self-destructive properties that are playing out exponentially every day.’)”

An anonymous longtime leader of research at one of the top five global technology companies said, “I chose my career believing that technology would improve our lives. Seeing what has happened, I’ve grown pessimistic. Our species has lived for millions of years in small communities – bands, tribes, extended families. We are wired to feel valued and good about ourselves through direct, repeated interactions in such groups. These tight-knit associations are disappearing as our activity moves online. Relationships are replaced by transactions. If we avoid catastrophe, in the long run natural selection will produce a new kind of human being that is adapted for the world we are creating. That individual will not be like most of us. Living through the transition will be painful.”

Aram Sinnreich , an associate professor at American University’s School of Communication, said, “In general, people’s lives will change for the worse over the next decade because of the internet. There are several factors I am taking into account here: 1) The increasing prevalence and power of internet-based surveillance of citizenry by state and commercial actors. 2) The catalyzing power of digital technology in exacerbating the gaps between haves and have-nots. 3) The as-yet-undertheorized and unchecked role of digital disinformation in polluting the democratic process and news dissemination channels. 4) The increasingly savvy and widespread use of the internet by crime syndicates. 5) The increasing vulnerability of our social infrastructure to internet disruption and hacking. 6) The environmental consequences of the internet, recently exemplified by studies analyzing the electrical power consumption that goes into Bitcoin transaction processing. This isn’t to say there aren’t many benefits to the internet, or that its impact won’t net positively over the longer term. But I don’t see any likely benefits outweighing the threats I outlined above over the next decade.”

An anonymous professor based in North America said there is a public perception of well-being – crafted by platform builders and policy (or lack of policy) – while well-being is actually being damaged. This respondent wrote, “People may very well experience an increase in subjective well-being. The techno-social world we’re building is increasingly geared toward engineering happy humans. While a life of cheap bliss, of satiated will, may yield more net well-being measured in terms of subjective happiness, it would at the same time be a rather pitiful life, devoid of many of the meaningful blessings of humanity. Brett Frischmann and Evan Selinger address the questions you’re asking in a 500-page book, ‘ Re-Engineering Humanity ,’ due out in April 2018. One chapter, ‘To What End?’ directly considers the normative values at stake and the issue of what well-being means. Other chapters explain in detail the technological path we’re on and how to evaluate techno-social engineering of humans.”

Bob Frankston , a technologist based in North America, said, “The internet is not a thing but rather a product of the ability to use software to program around limits. It enables the creation of systems of technologies that work in concert. But the benefits will be limited to point solutions as long as we are limited to solutions that are profitable in isolation, until we invest in common infrastructure and have open interfaces.”

Jeremy Blackburn , a computing sciences professor who specializes in the study of the impacts of digital life, wrote, “1) People will continue to be manipulated via targeted (mis/dis)information (sic) from a variety of sources. 2) There will be an increase in online harassment attacks that will be mostly ignored due to their statistical weight (Google/Facebook/Twitter/etc. do not care if 0.1% of their users are attacked, even though the raw numbers are substantial). 3) There will be an increase in extremists and their ability to recruit and radicalize vulnerable individuals. 4) There will be an increase in information silos, eventually resulting in extreme polarization of information acceptance. 5) There will be decreased concern about individual impact in the face of big data and large-scale machine learning (e.g., a 1% increase in revenue due to scale is worth it, even if it means a few people here and there will suffer). This will eventually cascade to large-scale suffering due to network effects. 6) There will be an increase in the acceptance of opinion as fact due to the democratization of information. No one knows if you are a dog on the Internet, and no one cares if you are an expert.”

An anonymous respondent commented, “What we are seeing now becoming reality are the risks and uncertainties that we have allowed to emerge at the fringes of innovation. One is the systemic loss of privacy, which is a precondition for deliberation and a sense of self-determination. Further, we already see how our critical infrastructures – ranging from energy supply to health systems and the internet itself – increasingly are at risk of failing us due to their openness for malicious attacks, but also due to the complexity of interrelated, networked processes. Due to the lack of traceability on the internet, there is no expectation that we will achieve accountability in such situations.”

An anonymous Ph.D. in biostatistics commented, “The culture of anonymity on the Web is scary and seems to allow people to behave in ways they wouldn’t otherwise (see recent news about ‘swatting’ in the online gaming community). Then there is the social media ‘hive’ that allows internet uproar to dictate what happens. There is no room for discourse, grey areas or mistakes. Lives can be ruined by the publicity of a simple mistake (and combined with people sharing home addresses this can also be dangerous).”

An anonymous professor in the United States commented, “My belief is that unless extensive regulation and user education occurs, we will see an increase in negative consequences of online activity such as violations of privacy, dissemination of misinformation, crime and displacement of jobs.”

An anonymous research scientist and internet pioneer commented, “We have reaped great benefit from digital life over the past decades. My answer compares the next decade to the current situation, not to the time prior to the digital life. The negative aspects of the digital life are becoming more pronounced, and I think the next decade will be one of retrenchment and adjustment, while society sorts out how to deal with our perhaps over-optimistic construction of the digital experience.”

A sampling of additional comments about “digital dangers” from anonymous respondents :

• “Election results will remain unverifiable and subject to digital manipulation by political criminals. … Terrorists will recognize more ways to destabilize economic, social, political and environmental systems.”
• “Security/hacking and manipulation online may cause more harm; e.g., the latest Intel bug.”
• “People’s well-being will be hurt unless we figure out the cultural and social and political solutions – and religious and economic ones – to life online. Every medium needs to be tamed. It will take a while for digits to be domesticated.”
• “I fear government and private-sector security measures in ‘protecting’ individuals, and I fear the advancement of AI.”
• “The loss of privacy as data sharing and integration continues will be highly problematic. Government, industry and hackers will all benefit.”
• “We don’t know the effects of electromagnetic fields (EMF) and radiation. It’s not a mainstream idea to protect people from the negative health impacts of radiation.”
• “Technology’s beneficial effects (improved efficiency, access to information) are increasingly being overwhelmed by its negatives – distraction, disconnection from real in favor of virtual interactions, and how anonymity unleashes ugly behaviors such as misogyny, racism and overall nastiness.”
• “Increasing surveillance and social control by corporations and their political representatives will reduce the standard of living and freedom for the majority of the citizens in a world of rapidly changing climate.”

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Roughly six-in-ten online daters in the u.s. are concerned about data collection, how americans see digital privacy issues amid the covid-19 outbreak, half of americans have decided not to use a product or service because of privacy concerns, about half of americans are ok with dna testing companies sharing user data with law enforcement, most americans support right to have some personal info removed from online searches, most popular.

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

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Essay Samples on Negative Impact of Technology

Negative effects of technology on education: a closer look.

Introduction Technology has penetrated every sphere of our lives, and the education sector is no exception. Schools and institutions around the world are increasingly integrating technology into their curricula to enhance learning experiences. While the positive impacts of this integration are often emphasized, it is...

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• Negative Impact of Technology
• Technology in Education

Short About Negative Effects of Technology: A Closer Look

Introduction In the modern world, technology is a pervasive force, shaping nearly every aspect of our daily lives. While technology has brought about many positive changes, such as improved communication and advances in medicine, it has also engendered a range of negative effects. This essay...

• Impact of Technology

The Negative Impact of Technology on Education: Balancing Learning

Introduction This essay has explored the negative impact of technology on education, addressing challenges related to distraction, reduced face-to-face interaction, information overload, the digital divide, critical thinking erosion, plagiarism, and more. By acknowledging these drawbacks, educators and stakeholders can work towards a more balanced and...

The Dark Side of Technology: the Issue of Smartphone Addiction

Now, we are going to define what is a smartphone and the differences between mobile phones. Both are mobile but the main difference is that smartphones can access the Internet all the time. Those devices provide information on your social identity, status but also almost...

What is Cryptocurrency Addiction: a Modern-Day Obsession

Cryptocurrency is a digitalized token money that encourages direct peer-to-peer assets exchange (known as Trading) withoutthird-party interference (such as central world bank regulations). This platform transcends any minimum age barrier, geographical distance, currency diversity, or having a saving account (which is a must to have...

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Negative Effects of Technology on Child Development and Mental Health

Technology has rapidly grown throughout the world and has become the most reliable necessity in the world today. Tablets, cameras, laptops, smartphones, etc. devices have overtaken the human population. The world is surrounded by technology all around- at home, at school, at work, everywhere. On...

• Childhood Development

Technology Makes Us Lonely: The Negatives of the Progress

There’s food on the table, with many people surrounding it ready to dig into a big family dinner, but wait everyone’s heads are down. What are they doing, are they praying, or are they really invested in a very lengthy book or Epic, like Beowulf?...

Negative Effects of Technology on Child Development

In our modern society, technology is everywhere, specifically digital technology, and nearly everyone has some form of device whether it is a smartphone, smartwatch, tablet, laptop, computer, television, or even smart tv. Our world is loaded with technology because in theory it is all supposed...

Social Media and Technology Makes Us Lonely and Isolated

Technology has been the holy grail that has led to increased connectivity, new frontiers of business and economics and improved lives. On the other hand, it has also led to intense misery and contributed to the destruction of lives. Today, I will present facts and...

Negative Impact Of Technology On Modern Society

In today's society, most people think that technology influences the way people get along with present an opinion, everyone is influencesorried affecting technology affects children's learning ability, we are surrounded by all kinds of technology, and some people think that everything new technology can improve...

The Concept of Overcoming Technological Entrenchment in Society

The entrenchment of technology throughout society is a common and complex issue that is hindering and stunting the development and innovation of newer and arguably better technologies. Through retrospective viewing the paths of technological entrenchment are complex but evident, however, the foresight required at the...

Extremely Negative Impact Of Technology Within Society

Technology plays a huge aspect in society nowadays, it’s inescapable. We’re constantly immersed in it, we constantly rely on it and we could not live without it. These points should be key signs that in the past few years’ technology is slowly beginning to have...

American Society's Growing Dependent On Technology

Technology and computers are rapidly becoming an integral part of society. In fact, it is difficult to even imagine a life without technology. It is improving day by day and from the looks of it our daily life is becoming much more easier and convenient....

• Dependence on Technology

Exploring Whether Society Is Too Dependent On Technology

Society has gotten excessively subject to innovation; might you be able to go a day without your mobile phone? Innovation has prompted hereditary transformation, what's straightaway? Our day by day lives are one-sided totally around innovation. Innovation should be diminished however much as could reasonably...

Ethics Of Mobile Phone Overuse And Its Impact On Interpersonal Relationships

Introduction Phones have made a huge impact in society in the last 10 years. To be able to enter the internet from your pocket, to talking with someone that lives halfway across the world. Having lunch with your friends you see people all around on...

• Ethics in Everyday Life
• Interpersonal Communication

Negative And Positive Impacts Of The Internet Use On Children

Many people do not realize that there are about 2 million children under the age of 15 who access the internet daily basis (Rikkers, Lawrence, Hafekost & Zubrick.2016). According to the statistics, the percentage of children using the internet in Canada from 2014 to 2020...

• Child Psychology
• Children and Technology

Alone Together by Sherry Turkle: How Technology Affects Human Communication

While Twenge makes convincing points about the deleterious impact of digital communication on intimacy, she overlooks the natural tendency and deep emotional attachment that people have towards digital communication, which aligns with the findings of Sherry Turkle in her article Alone Together. In her article,...

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Alone Together by Sherry Turkle: The Impact of Technology on Human Relationships

In Sherry Turkle’s Alone Together, we need to consider more carefully the ways we interact with one another face-to-face. The lack of parental focus is a big concern for families and school. Oppenheimer, “Technology is not driving us apart after all”, describes how Professor Hampton...

Sherry Turkle: Lack of Intimacy and Connection in Social Media

In today’s world, social media comes with many perks like giving you the ability to reconnect with a long-lost friend, sharing photos with family members that may live far away, and you can even look for a job from any location. However are the advantages...

Understanding Cruciality and Necessity of Net Neutrality

In my opinion, the existence of Net Neutrality is necessary and extremely crucial. My argumentations can be illustrated in four aspects. They’re protecting freedom of speech, avoiding corporate censorship of speech, safeguarding consumer interests and maintaining fair competition for enterprises. To, ordinary citizens, freedom of...

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The Pros and Cons of Net Neutrality

The internet has become an important part of people’s lives. From email on our phones to streaming our favorite TV shows, we use the internet every day. The internet grew very fast and was difficult to regulate. It is often compared to the “wild west.”...

Negative Effects Of Overuse Of Electronic In 'The Veldt'

Ray Bradbury does a good job at depicting the negative effects of overuse of electronics and how it can change the bond between parents and children. In the short story The Veldt, the parents create a tv room, the Nursery, that changes with what the...

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Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

Stella timotheou.

1 CYENS Center of Excellence & Cyprus University of Technology (Cyprus Interaction Lab), Cyprus, CYENS Center of Excellence & Cyprus University of Technology, Nicosia-Limassol, Cyprus

Ourania Miliou

Yiannis dimitriadis.

2 Universidad de Valladolid (UVA), Spain, Valladolid, Spain

Sara Villagrá Sobrino

Nikoleta giannoutsou, romina cachia.

3 JRC - Joint Research Centre of the European Commission, Seville, Spain

Alejandra Martínez Monés

Andri ioannou, associated data.

Data sharing not applicable to this article as no datasets were generated or analysed during the current study.

Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially concerning the understanding, adaptation, and design of the education systems in accordance with current technological trends. These issues were emphasized during the recent COVID-19 pandemic that accelerated the use of digital technologies in education, generating questions regarding digitalization in schools. Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses. Such results have engendered the need for schools to learn and build upon the experience to enhance their digital capacity and preparedness, increase their digitalization levels, and achieve a successful digital transformation. Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem, there is a need to show how these impacts are interconnected and identify the factors that can encourage an effective and efficient change in the school environments. For this purpose, we conducted a non-systematic literature review. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors that affect the schools’ digital capacity and digital transformation. The findings suggest that ICT integration in schools impacts more than just students’ performance; it affects several other school-related aspects and stakeholders, too. Furthermore, various factors affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the digital transformation process. The study results shed light on how ICTs can positively contribute to the digital transformation of schools and which factors should be considered for schools to achieve effective and efficient change.

Introduction

Digital technologies have brought changes to the nature and scope of education. Versatile and disruptive technological innovations, such as smart devices, the Internet of Things (IoT), artificial intelligence (AI), augmented reality (AR) and virtual reality (VR), blockchain, and software applications have opened up new opportunities for advancing teaching and learning (Gaol & Prasolova-Førland, 2021 ; OECD, 2021 ). Hence, in recent years, education systems worldwide have increased their investment in the integration of information and communication technology (ICT) (Fernández-Gutiérrez et al., 2020 ; Lawrence & Tar, 2018 ) and prioritized their educational agendas to adapt strategies or policies around ICT integration (European Commission, 2019 ). The latter brought about issues regarding the quality of teaching and learning with ICTs (Bates, 2015 ), especially concerning the understanding, adaptation, and design of education systems in accordance with current technological trends (Balyer & Öz, 2018 ). Studies have shown that despite the investment made in the integration of technology in schools, the results have not been promising, and the intended outcomes have not yet been achieved (Delgado et al., 2015 ; Lawrence & Tar, 2018 ). These issues were exacerbated during the COVID-19 pandemic, which forced teaching across education levels to move online (Daniel, 2020 ). Online teaching accelerated the use of digital technologies generating questions regarding the process, the nature, the extent, and the effectiveness of digitalization in schools (Cachia et al., 2021 ; König et al., 2020 ). Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses (Blaskó et al., 2021 ; Di Pietro et al, 2020 ). Such results have engendered the need for schools to learn and build upon the experience in order to enhance their digital capacity (European Commission, 2020 ) and increase their digitalization levels (Costa et al., 2021 ). Digitalization offers possibilities for fundamental improvement in schools (OECD, 2021 ; Rott & Marouane, 2018 ) and touches many aspects of a school’s development (Delcker & Ifenthaler, 2021 ) . However, it is a complex process that requires large-scale transformative changes beyond the technical aspects of technology and infrastructure (Pettersson, 2021 ). Namely, digitalization refers to “ a series of deep and coordinated culture, workforce, and technology shifts and operating models ” (Brooks & McCormack, 2020 , p. 3) that brings cultural, organizational, and operational change through the integration of digital technologies (JISC, 2020 ). A successful digital transformation requires that schools increase their digital capacity levels, establishing the necessary “ culture, policies, infrastructure as well as digital competence of students and staff to support the effective integration of technology in teaching and learning practices ” (Costa et al, 2021 , p.163).

Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem (Eng, 2005 ), there is a need to show how the different elements of the impact are interconnected and to identify the factors that can encourage an effective and efficient change in the school environment. To address the issues outlined above, we formulated the following research questions:

a) What is the impact of digital technologies on education?

b) Which factors might affect a school’s digital capacity and transformation?

In the present investigation, we conducted a non-systematic literature review of publications pertaining to the impact of digital technologies on education and the factors that affect a school’s digital capacity and transformation. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors which affect the schools’ digital capacity and digital transformation.

Methodology

The non-systematic literature review presented herein covers the main theories and research published over the past 17 years on the topic. It is based on meta-analyses and review papers found in scholarly, peer-reviewed content databases and other key studies and reports related to the concepts studied (e.g., digitalization, digital capacity) from professional and international bodies (e.g., the OECD). We searched the Scopus database, which indexes various online journals in the education sector with an international scope, to collect peer-reviewed academic papers. Furthermore, we used an all-inclusive Google Scholar search to include relevant key terms or to include studies found in the reference list of the peer-reviewed papers, and other key studies and reports related to the concepts studied by professional and international bodies. Lastly, we gathered sources from the Publications Office of the European Union ( https://op.europa.eu/en/home ); namely, documents that refer to policies related to digital transformation in education.

Regarding search terms, we first searched resources on the impact of digital technologies on education by performing the following search queries: “impact” OR “effects” AND “digital technologies” AND “education”, “impact” OR “effects” AND “ICT” AND “education”. We further refined our results by adding the terms “meta-analysis” and “review” or by adjusting the search options based on the features of each database to avoid collecting individual studies that would provide limited contributions to a particular domain. We relied on meta-analyses and review studies as these consider the findings of multiple studies to offer a more comprehensive view of the research in a given area (Schuele & Justice, 2006 ). Specifically, meta-analysis studies provided quantitative evidence based on statistically verifiable results regarding the impact of educational interventions that integrate digital technologies in school classrooms (Higgins et al., 2012 ; Tolani-Brown et al., 2011 ).

However, quantitative data does not offer explanations for the challenges or difficulties experienced during ICT integration in learning and teaching (Tolani-Brown et al., 2011 ). To fill this gap, we analyzed literature reviews and gathered in-depth qualitative evidence of the benefits and implications of technology integration in schools. In the analysis presented herein, we also included policy documents and reports from professional and international bodies and governmental reports, which offered useful explanations of the key concepts of this study and provided recent evidence on digital capacity and transformation in education along with policy recommendations. The inclusion and exclusion criteria that were considered in this study are presented in Table ​ Table1 1 .

Inclusion and exclusion criteria for the selection of resources on the impact of digital technologies on education

To ensure a reliable extraction of information from each study and assist the research synthesis we selected the study characteristics of interest (impact) and constructed coding forms. First, an overview of the synthesis was provided by the principal investigator who described the processes of coding, data entry, and data management. The coders followed the same set of instructions but worked independently. To ensure a common understanding of the process between coders, a sample of ten studies was tested. The results were compared, and the discrepancies were identified and resolved. Additionally, to ensure an efficient coding process, all coders participated in group meetings to discuss additions, deletions, and modifications (Stock, 1994 ). Due to the methodological diversity of the studied documents we began to synthesize the literature review findings based on similar study designs. Specifically, most of the meta-analysis studies were grouped in one category due to the quantitative nature of the measured impact. These studies tended to refer to student achievement (Hattie et al., 2014 ). Then, we organized the themes of the qualitative studies in several impact categories. Lastly, we synthesized both review and meta-analysis data across the categories. In order to establish a collective understanding of the concept of impact, we referred to a previous impact study by Balanskat ( 2009 ) which investigated the impact of technology in primary schools. In this context, the impact had a more specific ICT-related meaning and was described as “ a significant influence or effect of ICT on the measured or perceived quality of (parts of) education ” (Balanskat, 2009 , p. 9). In the study presented herein, the main impacts are in relation to learning and learners, teaching, and teachers, as well as other key stakeholders who are directly or indirectly connected to the school unit.

The study’s results identified multiple dimensions of the impact of digital technologies on students’ knowledge, skills, and attitudes; on equality, inclusion, and social integration; on teachers’ professional and teaching practices; and on other school-related aspects and stakeholders. The data analysis indicated various factors that might affect the schools’ digital capacity and transformation, such as digital competencies, the teachers’ personal characteristics and professional development, as well as the school’s leadership and management, administration, infrastructure, etc. The impacts and factors found in the literature review are presented below.

Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions

The impact of ICT use on students’ knowledge, skills, and attitudes has been investigated early in the literature. Eng ( 2005 ) found a small positive effect between ICT use and students' learning. Specifically, the author reported that access to computer-assisted instruction (CAI) programs in simulation or tutorial modes—used to supplement rather than substitute instruction – could enhance student learning. The author reported studies showing that teachers acknowledged the benefits of ICT on pupils with special educational needs; however, the impact of ICT on students' attainment was unclear. Balanskat et al. ( 2006 ) found a statistically significant positive association between ICT use and higher student achievement in primary and secondary education. The authors also reported improvements in the performance of low-achieving pupils. The use of ICT resulted in further positive gains for students, namely increased attention, engagement, motivation, communication and process skills, teamwork, and gains related to their behaviour towards learning. Evidence from qualitative studies showed that teachers, students, and parents recognized the positive impact of ICT on students' learning regardless of their competence level (strong/weak students). Punie et al. ( 2006 ) documented studies that showed positive results of ICT-based learning for supporting low-achieving pupils and young people with complex lives outside the education system. Liao et al. ( 2007 ) reported moderate positive effects of computer application instruction (CAI, computer simulations, and web-based learning) over traditional instruction on primary school student's achievement. Similarly, Tamim et al. ( 2011 ) reported small to moderate positive effects between the use of computer technology (CAI, ICT, simulations, computer-based instruction, digital and hypermedia) and student achievement in formal face-to-face classrooms compared to classrooms that did not use technology. Jewitt et al., ( 2011 ) found that the use of learning platforms (LPs) (virtual learning environments, management information systems, communication technologies, and information- and resource-sharing technologies) in schools allowed primary and secondary students to access a wider variety of quality learning resources, engage in independent and personalized learning, and conduct self- and peer-review; LPs also provide opportunities for teacher assessment and feedback. Similar findings were reported by Fu ( 2013 ), who documented a list of benefits and opportunities of ICT use. According to the author, the use of ICTs helps students access digital information and course content effectively and efficiently, supports student-centered and self-directed learning, as well as the development of a creative learning environment where more opportunities for critical thinking skills are offered, and promotes collaborative learning in a distance-learning environment. Higgins et al. ( 2012 ) found consistent but small positive associations between the use of technology and learning outcomes of school-age learners (5–18-year-olds) in studies linking the provision and use of technology with attainment. Additionally, Chauhan ( 2017 ) reported a medium positive effect of technology on the learning effectiveness of primary school students compared to students who followed traditional learning instruction.

The rise of mobile technologies and hardware devices instigated investigations into their impact on teaching and learning. Sung et al. ( 2016 ) reported a moderate effect on students' performance from the use of mobile devices in the classroom compared to the use of desktop computers or the non-use of mobile devices. Schmid et al. ( 2014 ) reported medium–low to low positive effects of technology integration (e.g., CAI, ICTs) in the classroom on students' achievement and attitude compared to not using technology or using technology to varying degrees. Tamim et al. ( 2015 ) found a low statistically significant effect of the use of tablets and other smart devices in educational contexts on students' achievement outcomes. The authors suggested that tablets offered additional advantages to students; namely, they reported improvements in students’ notetaking, organizational and communication skills, and creativity. Zheng et al. ( 2016 ) reported a small positive effect of one-to-one laptop programs on students’ academic achievement across subject areas. Additional reported benefits included student-centered, individualized, and project-based learning enhanced learner engagement and enthusiasm. Additionally, the authors found that students using one-to-one laptop programs tended to use technology more frequently than in non-laptop classrooms, and as a result, they developed a range of skills (e.g., information skills, media skills, technology skills, organizational skills). Haßler et al. ( 2016 ) found that most interventions that included the use of tablets across the curriculum reported positive learning outcomes. However, from 23 studies, five reported no differences, and two reported a negative effect on students' learning outcomes. Similar results were indicated by Kalati and Kim ( 2022 ) who investigated the effect of touchscreen technologies on young students’ learning. Specifically, from 53 studies, 34 advocated positive effects of touchscreen devices on children’s learning, 17 obtained mixed findings and two studies reported negative effects.

More recently, approaches that refer to the impact of gamification with the use of digital technologies on teaching and learning were also explored. A review by Pan et al. ( 2022 ) that examined the role of learning games in fostering mathematics education in K-12 settings, reported that gameplay improved students’ performance. Integration of digital games in teaching was also found as a promising pedagogical practice in STEM education that could lead to increased learning gains (Martinez et al., 2022 ; Wang et al., 2022 ). However, although Talan et al. ( 2020 ) reported a medium effect of the use of educational games (both digital and non-digital) on academic achievement, the effect of non-digital games was higher.

Over the last two years, the effects of more advanced technologies on teaching and learning were also investigated. Garzón and Acevedo ( 2019 ) found that AR applications had a medium effect on students' learning outcomes compared to traditional lectures. Similarly, Garzón et al. ( 2020 ) showed that AR had a medium impact on students' learning gains. VR applications integrated into various subjects were also found to have a moderate effect on students’ learning compared to control conditions (traditional classes, e.g., lectures, textbooks, and multimedia use, e.g., images, videos, animation, CAI) (Chen et al., 2022b ). Villena-Taranilla et al. ( 2022 ) noted the moderate effect of VR technologies on students’ learning when these were applied in STEM disciplines. In the same meta-analysis, Villena-Taranilla et al. ( 2022 ) highlighted the role of immersive VR, since its effect on students’ learning was greater (at a high level) across educational levels (K-6) compared to semi-immersive and non-immersive integrations. In another meta-analysis study, the effect size of the immersive VR was small and significantly differentiated across educational levels (Coban et al., 2022 ). The impact of AI on education was investigated by Su and Yang ( 2022 ) and Su et al. ( 2022 ), who showed that this technology significantly improved students’ understanding of AI computer science and machine learning concepts.

It is worth noting that the vast majority of studies referred to learning gains in specific subjects. Specifically, several studies examined the impact of digital technologies on students’ literacy skills and reported positive effects on language learning (Balanskat et al., 2006 ; Grgurović et al., 2013 ; Friedel et al., 2013 ; Zheng et al., 2016 ; Chen et al., 2022b ; Savva et al., 2022 ). Also, several studies documented positive effects on specific language learning areas, namely foreign language learning (Kao, 2014 ), writing (Higgins et al., 2012 ; Wen & Walters, 2022 ; Zheng et al., 2016 ), as well as reading and comprehension (Cheung & Slavin, 2011 ; Liao et al., 2007 ; Schwabe et al., 2022 ). ICTs were also found to have a positive impact on students' performance in STEM (science, technology, engineering, and mathematics) disciplines (Arztmann et al., 2022 ; Bado, 2022 ; Villena-Taranilla et al., 2022 ; Wang et al., 2022 ). Specifically, a number of studies reported positive impacts on students’ achievement in mathematics (Balanskat et al., 2006 ; Hillmayr et al., 2020 ; Li & Ma, 2010 ; Pan et al., 2022 ; Ran et al., 2022 ; Verschaffel et al., 2019 ; Zheng et al., 2016 ). Furthermore, studies documented positive effects of ICTs on science learning (Balanskat et al., 2006 ; Liao et al., 2007 ; Zheng et al., 2016 ; Hillmayr et al., 2020 ; Kalemkuş & Kalemkuş, 2022 ; Lei et al., 2022a ). Çelik ( 2022 ) also noted that computer simulations can help students understand learning concepts related to science. Furthermore, some studies documented that the use of ICTs had a positive impact on students’ achievement in other subjects, such as geography, history, music, and arts (Chauhan, 2017 ; Condie & Munro, 2007 ), and design and technology (Balanskat et al., 2006 ).

More specific positive learning gains were reported in a number of skills, e.g., problem-solving skills and pattern exploration skills (Higgins et al., 2012 ), metacognitive learning outcomes (Verschaffel et al., 2019 ), literacy skills, computational thinking skills, emotion control skills, and collaborative inquiry skills (Lu et al., 2022 ; Su & Yang, 2022 ; Su et al., 2022 ). Additionally, several investigations have reported benefits from the use of ICT on students’ creativity (Fielding & Murcia, 2022 ; Liu et al., 2022 ; Quah & Ng, 2022 ). Lastly, digital technologies were also found to be beneficial for enhancing students’ lifelong learning skills (Haleem et al., 2022 ).

Apart from gaining knowledge and skills, studies also reported improvement in motivation and interest in mathematics (Higgins et. al., 2019 ; Fadda et al., 2022 ) and increased positive achievement emotions towards several subjects during interventions using educational games (Lei et al., 2022a ). Chen et al. ( 2022a ) also reported a small but positive effect of digital health approaches in bullying and cyberbullying interventions with K-12 students, demonstrating that technology-based approaches can help reduce bullying and related consequences by providing emotional support, empowerment, and change of attitude. In their meta-review study, Su et al. ( 2022 ) also documented that AI technologies effectively strengthened students’ attitudes towards learning. In another meta-analysis, Arztmann et al. ( 2022 ) reported positive effects of digital games on motivation and behaviour towards STEM subjects.

Impacts of digital technologies on equality, inclusion and social integration

Although most of the reviewed studies focused on the impact of ICTs on students’ knowledge, skills, and attitudes, reports were also made on other aspects in the school context, such as equality, inclusion, and social integration. Condie and Munro ( 2007 ) documented research interventions investigating how ICT can support pupils with additional or special educational needs. While those interventions were relatively small scale and mostly based on qualitative data, their findings indicated that the use of ICTs enabled the development of communication, participation, and self-esteem. A recent meta-analysis (Baragash et al., 2022 ) with 119 participants with different disabilities, reported a significant overall effect size of AR on their functional skills acquisition. Koh’s meta-analysis ( 2022 ) also revealed that students with intellectual and developmental disabilities improved their competence and performance when they used digital games in the lessons.

Istenic Starcic and Bagon ( 2014 ) found that the role of ICT in inclusion and the design of pedagogical and technological interventions was not sufficiently explored in educational interventions with people with special needs; however, some benefits of ICT use were found in students’ social integration. The issue of gender and technology use was mentioned in a small number of studies. Zheng et al. ( 2016 ) reported a statistically significant positive interaction between one-to-one laptop programs and gender. Specifically, the results showed that girls and boys alike benefitted from the laptop program, but the effect on girls’ achievement was smaller than that on boys’. Along the same lines, Arztmann et al. ( 2022 ) reported no difference in the impact of game-based learning between boys and girls, arguing that boys and girls equally benefited from game-based interventions in STEM domains. However, results from a systematic review by Cussó-Calabuig et al. ( 2018 ) found limited and low-quality evidence on the effects of intensive use of computers on gender differences in computer anxiety, self-efficacy, and self-confidence. Based on their view, intensive use of computers can reduce gender differences in some areas and not in others, depending on contextual and implementation factors.

Impacts of digital technologies on teachers’ professional and teaching practices

Various research studies have explored the impact of ICT on teachers’ instructional practices and student assessment. Friedel et al. ( 2013 ) found that the use of mobile devices by students enabled teachers to successfully deliver content (e.g., mobile serious games), provide scaffolding, and facilitate synchronous collaborative learning. The integration of digital games in teaching and learning activities also gave teachers the opportunity to study and apply various pedagogical practices (Bado, 2022 ). Specifically, Bado ( 2022 ) found that teachers who implemented instructional activities in three stages (pre-game, game, and post-game) maximized students’ learning outcomes and engagement. For instance, during the pre-game stage, teachers focused on lectures and gameplay training, at the game stage teachers provided scaffolding on content, addressed technical issues, and managed the classroom activities. During the post-game stage, teachers organized activities for debriefing to ensure that the gameplay had indeed enhanced students’ learning outcomes.

Furthermore, ICT can increase efficiency in lesson planning and preparation by offering possibilities for a more collaborative approach among teachers. The sharing of curriculum plans and the analysis of students’ data led to clearer target settings and improvements in reporting to parents (Balanskat et al., 2006 ).

Additionally, the use and application of digital technologies in teaching and learning were found to enhance teachers’ digital competence. Balanskat et al. ( 2006 ) documented studies that revealed that the use of digital technologies in education had a positive effect on teachers’ basic ICT skills. The greatest impact was found on teachers with enough experience in integrating ICTs in their teaching and/or who had recently participated in development courses for the pedagogical use of technologies in teaching. Punie et al. ( 2006 ) reported that the provision of fully equipped multimedia portable computers and the development of online teacher communities had positive impacts on teachers’ confidence and competence in the use of ICTs.

Moreover, online assessment via ICTs benefits instruction. In particular, online assessments support the digitalization of students’ work and related logistics, allow teachers to gather immediate feedback and readjust to new objectives, and support the improvement of the technical quality of tests by providing more accurate results. Additionally, the capabilities of ICTs (e.g., interactive media, simulations) create new potential methods of testing specific skills, such as problem-solving and problem-processing skills, meta-cognitive skills, creativity and communication skills, and the ability to work productively in groups (Punie et al., 2006 ).

Impacts of digital technologies on other school-related aspects and stakeholders

There is evidence that the effective use of ICTs and the data transmission offered by broadband connections help improve administration (Balanskat et al., 2006 ). Specifically, ICTs have been found to provide better management systems to schools that have data gathering procedures in place. Condie and Munro ( 2007 ) reported impacts from the use of ICTs in schools in the following areas: attendance monitoring, assessment records, reporting to parents, financial management, creation of repositories for learning resources, and sharing of information amongst staff. Such data can be used strategically for self-evaluation and monitoring purposes which in turn can result in school improvements. Additionally, they reported that online access to other people with similar roles helped to reduce headteachers’ isolation by offering them opportunities to share insights into the use of ICT in learning and teaching and how it could be used to support school improvement. Furthermore, ICTs provided more efficient and successful examination management procedures, namely less time-consuming reporting processes compared to paper-based examinations and smooth communications between schools and examination authorities through electronic data exchange (Punie et al., 2006 ).

Zheng et al. ( 2016 ) reported that the use of ICTs improved home-school relationships. Additionally, Escueta et al. ( 2017 ) reported several ICT programs that had improved the flow of information from the school to parents. Particularly, they documented that the use of ICTs (learning management systems, emails, dedicated websites, mobile phones) allowed for personalized and customized information exchange between schools and parents, such as attendance records, upcoming class assignments, school events, and students’ grades, which generated positive results on students’ learning outcomes and attainment. Such information exchange between schools and families prompted parents to encourage their children to put more effort into their schoolwork.

The above findings suggest that the impact of ICT integration in schools goes beyond students’ performance in school subjects. Specifically, it affects a number of school-related aspects, such as equality and social integration, professional and teaching practices, and diverse stakeholders. In Table ​ Table2, 2 , we summarize the different impacts of digital technologies on school stakeholders based on the literature review, while in Table ​ Table3 3 we organized the tools/platforms and practices/policies addressed in the meta-analyses, literature reviews, EU reports, and international bodies included in the manuscript.

The impact of digital technologies on schools’ stakeholders based on the literature review

Tools/platforms and practices/policies addressed in the meta-analyses, literature reviews, EU reports, and international bodies included in the manuscript

Additionally, based on the results of the literature review, there are many types of digital technologies with different affordances (see, for example, studies on VR vs Immersive VR), which evolve over time (e.g. starting from CAIs in 2005 to Augmented and Virtual reality 2020). Furthermore, these technologies are linked to different pedagogies and policy initiatives, which are critical factors in the study of impact. Table ​ Table3 3 summarizes the different tools and practices that have been used to examine the impact of digital technologies on education since 2005 based on the review results.

Factors that affect the integration of digital technologies

Although the analysis of the literature review demonstrated different impacts of the use of digital technology on education, several authors highlighted the importance of various factors, besides the technology itself, that affect this impact. For example, Liao et al. ( 2007 ) suggested that future studies should carefully investigate which factors contribute to positive outcomes by clarifying the exact relationship between computer applications and learning. Additionally, Haßler et al., ( 2016 ) suggested that the neutral findings regarding the impact of tablets on students learning outcomes in some of the studies included in their review should encourage educators, school leaders, and school officials to further investigate the potential of such devices in teaching and learning. Several other researchers suggested that a number of variables play a significant role in the impact of ICTs on students’ learning that could be attributed to the school context, teaching practices and professional development, the curriculum, and learners’ characteristics (Underwood, 2009 ; Tamim et al., 2011 ; Higgins et al., 2012 ; Archer et al., 2014 ; Sung et al., 2016 ; Haßler et al., 2016 ; Chauhan, 2017 ; Lee et al., 2020 ; Tang et al., 2022 ).

Digital competencies

One of the most common challenges reported in studies that utilized digital tools in the classroom was the lack of students’ skills on how to use them. Fu ( 2013 ) found that students’ lack of technical skills is a barrier to the effective use of ICT in the classroom. Tamim et al. ( 2015 ) reported that students faced challenges when using tablets and smart mobile devices, associated with the technical issues or expertise needed for their use and the distracting nature of the devices and highlighted the need for teachers’ professional development. Higgins et al. ( 2012 ) reported that skills training about the use of digital technologies is essential for learners to fully exploit the benefits of instruction.

Delgado et al. ( 2015 ), meanwhile, reported studies that showed a strong positive association between teachers’ computer skills and students’ use of computers. Teachers’ lack of ICT skills and familiarization with technologies can become a constraint to the effective use of technology in the classroom (Balanskat et al., 2006 ; Delgado et al., 2015 ).

It is worth noting that the way teachers are introduced to ICTs affects the impact of digital technologies on education. Previous studies have shown that teachers may avoid using digital technologies due to limited digital skills (Balanskat, 2006 ), or they prefer applying “safe” technologies, namely technologies that their own teachers used and with which they are familiar (Condie & Munro, 2007 ). In this regard, the provision of digital skills training and exposure to new digital tools might encourage teachers to apply various technologies in their lessons (Condie & Munro, 2007 ). Apart from digital competence, technical support in the school setting has also been shown to affect teachers’ use of technology in their classrooms (Delgado et al., 2015 ). Ferrari et al. ( 2011 ) found that while teachers’ use of ICT is high, 75% stated that they needed more institutional support and a shift in the mindset of educational actors to achieve more innovative teaching practices. The provision of support can reduce time and effort as well as cognitive constraints, which could cause limited ICT integration in the school lessons by teachers (Escueta et al., 2017 ).

Teachers’ personal characteristics, training approaches, and professional development

Teachers’ personal characteristics and professional development affect the impact of digital technologies on education. Specifically, Cheok and Wong ( 2015 ) found that teachers’ personal characteristics (e.g., anxiety, self-efficacy) are associated with their satisfaction and engagement with technology. Bingimlas ( 2009 ) reported that lack of confidence, resistance to change, and negative attitudes in using new technologies in teaching are significant determinants of teachers’ levels of engagement in ICT. The same author reported that the provision of technical support, motivation support (e.g., awards, sufficient time for planning), and training on how technologies can benefit teaching and learning can eliminate the above barriers to ICT integration. Archer et al. ( 2014 ) found that comfort levels in using technology are an important predictor of technology integration and argued that it is essential to provide teachers with appropriate training and ongoing support until they are comfortable with using ICTs in the classroom. Hillmayr et al. ( 2020 ) documented that training teachers on ICT had an important effecton students’ learning.

According to Balanskat et al. ( 2006 ), the impact of ICTs on students’ learning is highly dependent on the teachers’ capacity to efficiently exploit their application for pedagogical purposes. Results obtained from the Teaching and Learning International Survey (TALIS) (OECD, 2021 ) revealed that although schools are open to innovative practices and have the capacity to adopt them, only 39% of teachers in the European Union reported that they are well or very well prepared to use digital technologies for teaching. Li and Ma ( 2010 ) and Hardman ( 2019 ) showed that the positive effect of technology on students’ achievement depends on the pedagogical practices used by teachers. Schmid et al. ( 2014 ) reported that learning was best supported when students were engaged in active, meaningful activities with the use of technological tools that provided cognitive support. Tamim et al. ( 2015 ) compared two different pedagogical uses of tablets and found a significant moderate effect when the devices were used in a student-centered context and approach rather than within teacher-led environments. Similarly, Garzón and Acevedo ( 2019 ) and Garzón et al. ( 2020 ) reported that the positive results from the integration of AR applications could be attributed to the existence of different variables which could influence AR interventions (e.g., pedagogical approach, learning environment, and duration of the intervention). Additionally, Garzón et al. ( 2020 ) suggested that the pedagogical resources that teachers used to complement their lectures and the pedagogical approaches they applied were crucial to the effective integration of AR on students’ learning gains. Garzón and Acevedo ( 2019 ) also emphasized that the success of a technology-enhanced intervention is based on both the technology per se and its characteristics and on the pedagogical strategies teachers choose to implement. For instance, their results indicated that the collaborative learning approach had the highest impact on students’ learning gains among other approaches (e.g., inquiry-based learning, situated learning, or project-based learning). Ran et al. ( 2022 ) also found that the use of technology to design collaborative and communicative environments showed the largest moderator effects among the other approaches.

Hattie ( 2008 ) reported that the effective use of computers is associated with training teachers in using computers as a teaching and learning tool. Zheng et al. ( 2016 ) noted that in addition to the strategies teachers adopt in teaching, ongoing professional development is also vital in ensuring the success of technology implementation programs. Sung et al. ( 2016 ) found that research on the use of mobile devices to support learning tends to report that the insufficient preparation of teachers is a major obstacle in implementing effective mobile learning programs in schools. Friedel et al. ( 2013 ) found that providing training and support to teachers increased the positive impact of the interventions on students’ learning gains. Trucano ( 2005 ) argued that positive impacts occur when digital technologies are used to enhance teachers’ existing pedagogical philosophies. Higgins et al. ( 2012 ) found that the types of technologies used and how they are used could also affect students’ learning. The authors suggested that training and professional development of teachers that focuses on the effective pedagogical use of technology to support teaching and learning is an important component of successful instructional approaches (Higgins et al., 2012 ). Archer et al. ( 2014 ) found that studies that reported ICT interventions during which teachers received training and support had moderate positive effects on students’ learning outcomes, which were significantly higher than studies where little or no detail about training and support was mentioned. Fu ( 2013 ) reported that the lack of teachers’ knowledge and skills on the technical and instructional aspects of ICT use in the classroom, in-service training, pedagogy support, technical and financial support, as well as the lack of teachers’ motivation and encouragement to integrate ICT on their teaching were significant barriers to the integration of ICT in education.

School leadership and management

Management and leadership are important cornerstones in the digital transformation process (Pihir et al., 2018 ). Zheng et al. ( 2016 ) documented leadership among the factors positively affecting the successful implementation of technology integration in schools. Strong leadership, strategic planning, and systematic integration of digital technologies are prerequisites for the digital transformation of education systems (Ređep, 2021 ). Management and leadership play a significant role in formulating policies that are translated into practice and ensure that developments in ICT become embedded into the life of the school and in the experiences of staff and pupils (Condie & Munro, 2007 ). Policy support and leadership must include the provision of an overall vision for the use of digital technologies in education, guidance for students and parents, logistical support, as well as teacher training (Conrads et al., 2017 ). Unless there is a commitment throughout the school, with accountability for progress at key points, it is unlikely for ICT integration to be sustained or become part of the culture (Condie & Munro, 2007 ). To achieve this, principals need to adopt and promote a whole-institution strategy and build a strong mutual support system that enables the school’s technological maturity (European Commission, 2019 ). In this context, school culture plays an essential role in shaping the mindsets and beliefs of school actors towards successful technology integration. Condie and Munro ( 2007 ) emphasized the importance of the principal’s enthusiasm and work as a source of inspiration for the school staff and the students to cultivate a culture of innovation and establish sustainable digital change. Specifically, school leaders need to create conditions in which the school staff is empowered to experiment and take risks with technology (Elkordy & Lovinelli, 2020 ).

In order for leaders to achieve the above, it is important to develop capacities for learning and leading, advocating professional learning, and creating support systems and structures (European Commission, 2019 ). Digital technology integration in education systems can be challenging and leadership needs guidance to achieve it. Such guidance can be introduced through the adoption of new methods and techniques in strategic planning for the integration of digital technologies (Ređep, 2021 ). Even though the role of leaders is vital, the relevant training offered to them has so far been inadequate. Specifically, only a third of the education systems in Europe have put in place national strategies that explicitly refer to the training of school principals (European Commission, 2019 , p. 16).

Connectivity, infrastructure, and government and other support

The effective integration of digital technologies across levels of education presupposes the development of infrastructure, the provision of digital content, and the selection of proper resources (Voogt et al., 2013 ). Particularly, a high-quality broadband connection in the school increases the quality and quantity of educational activities. There is evidence that ICT increases and formalizes cooperative planning between teachers and cooperation with managers, which in turn has a positive impact on teaching practices (Balanskat et al., 2006 ). Additionally, ICT resources, including software and hardware, increase the likelihood of teachers integrating technology into the curriculum to enhance their teaching practices (Delgado et al., 2015 ). For example, Zheng et al. ( 2016 ) found that the use of one-on-one laptop programs resulted in positive changes in teaching and learning, which would not have been accomplished without the infrastructure and technical support provided to teachers. Delgado et al. ( 2015 ) reported that limited access to technology (insufficient computers, peripherals, and software) and lack of technical support are important barriers to ICT integration. Access to infrastructure refers not only to the availability of technology in a school but also to the provision of a proper amount and the right types of technology in locations where teachers and students can use them. Effective technical support is a central element of the whole-school strategy for ICT (Underwood, 2009 ). Bingimlas ( 2009 ) reported that lack of technical support in the classroom and whole-school resources (e.g., failing to connect to the Internet, printers not printing, malfunctioning computers, and working on old computers) are significant barriers that discourage the use of ICT by teachers. Moreover, poor quality and inadequate hardware maintenance, and unsuitable educational software may discourage teachers from using ICTs (Balanskat et al., 2006 ; Bingimlas, 2009 ).

Government support can also impact the integration of ICTs in teaching. Specifically, Balanskat et al. ( 2006 ) reported that government interventions and training programs increased teachers’ enthusiasm and positive attitudes towards ICT and led to the routine use of embedded ICT.

Lastly, another important factor affecting digital transformation is the development and quality assurance of digital learning resources. Such resources can be support textbooks and related materials or resources that focus on specific subjects or parts of the curriculum. Policies on the provision of digital learning resources are essential for schools and can be achieved through various actions. For example, some countries are financing web portals that become repositories, enabling teachers to share resources or create their own. Additionally, they may offer e-learning opportunities or other services linked to digital education. In other cases, specific agencies of projects have also been set up to develop digital resources (Eurydice, 2019 ).

Administration and digital data management

The digital transformation of schools involves organizational improvements at the level of internal workflows, communication between the different stakeholders, and potential for collaboration. Vuorikari et al. ( 2020 ) presented evidence that digital technologies supported the automation of administrative practices in schools and reduced the administration’s workload. There is evidence that digital data affects the production of knowledge about schools and has the power to transform how schooling takes place. Specifically, Sellar ( 2015 ) reported that data infrastructure in education is developing due to the demand for “ information about student outcomes, teacher quality, school performance, and adult skills, associated with policy efforts to increase human capital and productivity practices ” (p. 771). In this regard, practices, such as datafication which refers to the “ translation of information about all kinds of things and processes into quantified formats” have become essential for decision-making based on accountability reports about the school’s quality. The data could be turned into deep insights about education or training incorporating ICTs. For example, measuring students’ online engagement with the learning material and drawing meaningful conclusions can allow teachers to improve their educational interventions (Vuorikari et al., 2020 ).

Students’ socioeconomic background and family support

Research show that the active engagement of parents in the school and their support for the school’s work can make a difference to their children’s attitudes towards learning and, as a result, their achievement (Hattie, 2008 ). In recent years, digital technologies have been used for more effective communication between school and family (Escueta et al., 2017 ). The European Commission ( 2020 ) presented data from a Eurostat survey regarding the use of computers by students during the pandemic. The data showed that younger pupils needed additional support and guidance from parents and the challenges were greater for families in which parents had lower levels of education and little to no digital skills.

In this regard, the socio-economic background of the learners and their socio-cultural environment also affect educational achievements (Punie et al., 2006 ). Trucano documented that the use of computers at home positively influenced students’ confidence and resulted in more frequent use at school, compared to students who had no home access (Trucano, 2005 ). In this sense, the socio-economic background affects the access to computers at home (OECD, 2015 ) which in turn influences the experience of ICT, an important factor for school achievement (Punie et al., 2006 ; Underwood, 2009 ). Furthermore, parents from different socio-economic backgrounds may have different abilities and availability to support their children in their learning process (Di Pietro et al., 2020 ).

Schools’ socioeconomic context and emergency situations

The socio-economic context of the school is closely related to a school’s digital transformation. For example, schools in disadvantaged, rural, or deprived areas are likely to lack the digital capacity and infrastructure required to adapt to the use of digital technologies during emergency periods, such as the COVID-19 pandemic (Di Pietro et al., 2020 ). Data collected from school principals confirmed that in several countries, there is a rural/urban divide in connectivity (OECD, 2015 ).

Emergency periods also affect the digitalization of schools. The COVID-19 pandemic led to the closure of schools and forced them to seek appropriate and connective ways to keep working on the curriculum (Di Pietro et al., 2020 ). The sudden large-scale shift to distance and online teaching and learning also presented challenges around quality and equity in education, such as the risk of increased inequalities in learning, digital, and social, as well as teachers facing difficulties coping with this demanding situation (European Commission, 2020 ).

Looking at the findings of the above studies, we can conclude that the impact of digital technologies on education is influenced by various actors and touches many aspects of the school ecosystem. Figure  1 summarizes the factors affecting the digital technologies’ impact on school stakeholders based on the findings from the literature review.

Factors that affect the impact of ICTs on education

The findings revealed that the use of digital technologies in education affects a variety of actors within a school’s ecosystem. First, we observed that as technologies evolve, so does the interest of the research community to apply them to school settings. Figure  2 summarizes the trends identified in current research around the impact of digital technologies on schools’ digital capacity and transformation as found in the present study. Starting as early as 2005, when computers, simulations, and interactive boards were the most commonly applied tools in school interventions (e.g., Eng, 2005 ; Liao et al., 2007 ; Moran et al., 2008 ; Tamim et al., 2011 ), moving towards the use of learning platforms (Jewitt et al., 2011 ), then to the use of mobile devices and digital games (e.g., Tamim et al., 2015 ; Sung et al., 2016 ; Talan et al., 2020 ), as well as e-books (e.g., Savva et al., 2022 ), to the more recent advanced technologies, such as AR and VR applications (e.g., Garzón & Acevedo, 2019 ; Garzón et al., 2020 ; Kalemkuş & Kalemkuş, 2022 ), or robotics and AI (e.g., Su & Yang, 2022 ; Su et al., 2022 ). As this evolution shows, digital technologies are a concept in flux with different affordances and characteristics. Additionally, from an instructional perspective, there has been a growing interest in different modes and models of content delivery such as online, blended, and hybrid modes (e.g., Cheok & Wong, 2015 ; Kazu & Yalçin, 2022 ; Ulum, 2022 ). This is an indication that the value of technologies to support teaching and learning as well as other school-related practices is increasingly recognized by the research and school community. The impact results from the literature review indicate that ICT integration on students’ learning outcomes has effects that are small (Coban et al., 2022 ; Eng, 2005 ; Higgins et al., 2012 ; Schmid et al., 2014 ; Tamim et al., 2015 ; Zheng et al., 2016 ) to moderate (Garzón & Acevedo, 2019 ; Garzón et al., 2020 ; Liao et al., 2007 ; Sung et al., 2016 ; Talan et al., 2020 ; Wen & Walters, 2022 ). That said, a number of recent studies have reported high effect sizes (e.g., Kazu & Yalçin, 2022 ).

Current work and trends in the study of the impact of digital technologies on schools’ digital capacity

Based on these findings, several authors have suggested that the impact of technology on education depends on several variables and not on the technology per se (Tamim et al., 2011 ; Higgins et al., 2012 ; Archer et al., 2014 ; Sung et al., 2016 ; Haßler et al., 2016 ; Chauhan, 2017 ; Lee et al., 2020 ; Lei et al., 2022a ). While the impact of ICTs on student achievement has been thoroughly investigated by researchers, other aspects related to school life that are also affected by ICTs, such as equality, inclusion, and social integration have received less attention. Further analysis of the literature review has revealed a greater investment in ICT interventions to support learning and teaching in the core subjects of literacy and STEM disciplines, especially mathematics, and science. These were the most common subjects studied in the reviewed papers often drawing on national testing results, while studies that investigated other subject areas, such as social studies, were limited (Chauhan, 2017 ; Condie & Munro, 2007 ). As such, research is still lacking impact studies that focus on the effects of ICTs on a range of curriculum subjects.

The qualitative research provided additional information about the impact of digital technologies on education, documenting positive effects and giving more details about implications, recommendations, and future research directions. Specifically, the findings regarding the role of ICTs in supporting learning highlight the importance of teachers’ instructional practice and the learning context in the use of technologies and consequently their impact on instruction (Çelik, 2022 ; Schmid et al., 2014 ; Tamim et al., 2015 ). The review also provided useful insights regarding the various factors that affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the transformation process. Specifically, these factors include a) digital competencies; b) teachers’ personal characteristics and professional development; c) school leadership and management; d) connectivity, infrastructure, and government support; e) administration and data management practices; f) students’ socio-economic background and family support and g) the socioeconomic context of the school and emergency situations. It is worth noting that we observed factors that affect the integration of ICTs in education but may also be affected by it. For example, the frequent use of ICTs and the use of laptops by students for instructional purposes positively affect the development of digital competencies (Zheng et al., 2016 ) and at the same time, the digital competencies affect the use of ICTs (Fu, 2013 ; Higgins et al., 2012 ). As a result, the impact of digital technologies should be explored more as an enabler of desirable and new practices and not merely as a catalyst that improves the output of the education process i.e. namely student attainment.

Conclusions

Digital technologies offer immense potential for fundamental improvement in schools. However, investment in ICT infrastructure and professional development to improve school education are yet to provide fruitful results. Digital transformation is a complex process that requires large-scale transformative changes that presuppose digital capacity and preparedness. To achieve such changes, all actors within the school’s ecosystem need to share a common vision regarding the integration of ICTs in education and work towards achieving this goal. Our literature review, which synthesized quantitative and qualitative data from a list of meta-analyses and review studies, provided useful insights into the impact of ICTs on different school stakeholders and showed that the impact of digital technologies touches upon many different aspects of school life, which are often overlooked when the focus is on student achievement as the final output of education. Furthermore, the concept of digital technologies is a concept in flux as technologies are not only different among them calling for different uses in the educational practice but they also change through time. Additionally, we opened a forum for discussion regarding the factors that affect a school’s digital capacity and transformation. We hope that our study will inform policy, practice, and research and result in a paradigm shift towards more holistic approaches in impact and assessment studies.

Study limitations and future directions

We presented a review of the study of digital technologies' impact on education and factors influencing schools’ digital capacity and transformation. The study results were based on a non-systematic literature review grounded on the acquisition of documentation in specific databases. Future studies should investigate more databases to corroborate and enhance our results. Moreover, search queries could be enhanced with key terms that could provide additional insights about the integration of ICTs in education, such as “policies and strategies for ICT integration in education”. Also, the study drew information from meta-analyses and literature reviews to acquire evidence about the effects of ICT integration in schools. Such evidence was mostly based on the general conclusions of the studies. It is worth mentioning that, we located individual studies which showed different, such as negative or neutral results. Thus, further insights are needed about the impact of ICTs on education and the factors influencing the impact. Furthermore, the nature of the studies included in meta-analyses and reviews is different as they are based on different research methodologies and data gathering processes. For instance, in a meta-analysis, the impact among the studies investigated is measured in a particular way, depending on policy or research targets (e.g., results from national examinations, pre-/post-tests). Meanwhile, in literature reviews, qualitative studies offer additional insights and detail based on self-reports and research opinions on several different aspects and stakeholders who could affect and be affected by ICT integration. As a result, it was challenging to draw causal relationships between so many interrelating variables.

Despite the challenges mentioned above, this study envisaged examining school units as ecosystems that consist of several actors by bringing together several variables from different research epistemologies to provide an understanding of the integration of ICTs. However, the use of other tools and methodologies and models for evaluation of the impact of digital technologies on education could give more detailed data and more accurate results. For instance, self-reflection tools, like SELFIE—developed on the DigCompOrg framework- (Kampylis et al., 2015 ; Bocconi & Lightfoot, 2021 ) can help capture a school’s digital capacity and better assess the impact of ICTs on education. Furthermore, the development of a theory of change could be a good approach for documenting the impact of digital technologies on education. Specifically, theories of change are models used for the evaluation of interventions and their impact; they are developed to describe how interventions will work and give the desired outcomes (Mayne, 2015 ). Theory of change as a methodological approach has also been used by researchers to develop models for evaluation in the field of education (e.g., Aromatario et al., 2019 ; Chapman & Sammons, 2013 ; De Silva et al., 2014 ).

We also propose that future studies aim at similar investigations by applying more holistic approaches for impact assessment that can provide in-depth data about the impact of digital technologies on education. For instance, future studies could focus on different research questions about the technologies that are used during the interventions or the way the implementation takes place (e.g., What methodologies are used for documenting impact? How are experimental studies implemented? How can teachers be taken into account and trained on the technology and its functions? What are the elements of an appropriate and successful implementation? How is the whole intervention designed? On which learning theories is the technology implementation based?).

Future research could also focus on assessing the impact of digital technologies on various other subjects since there is a scarcity of research related to particular subjects, such as geography, history, arts, music, and design and technology. More research should also be done about the impact of ICTs on skills, emotions, and attitudes, and on equality, inclusion, social interaction, and special needs education. There is also a need for more research about the impact of ICTs on administration, management, digitalization, and home-school relationships. Additionally, although new forms of teaching and learning with the use of ICTs (e.g., blended, hybrid, and online learning) have initiated several investigations in mainstream classrooms, only a few studies have measured their impact on students’ learning. Additionally, our review did not document any study about the impact of flipped classrooms on K-12 education. Regarding teaching and learning approaches, it is worth noting that studies referred to STEM or STEAM did not investigate the impact of STEM/STEAM as an interdisciplinary approach to learning but only investigated the impact of ICTs on learning in each domain as a separate subject (science, technology, engineering, arts, mathematics). Hence, we propose future research to also investigate the impact of the STEM/STEAM approach on education. The impact of emerging technologies on education, such as AR, VR, robotics, and AI has also been investigated recently, but more work needs to be done.

Finally, we propose that future studies could focus on the way in which specific factors, e.g., infrastructure and government support, school leadership and management, students’ and teachers’ digital competencies, approaches teachers utilize in the teaching and learning (e.g., blended, online and hybrid learning, flipped classrooms, STEM/STEAM approach, project-based learning, inquiry-based learning), affect the impact of digital technologies on education. We hope that future studies will give detailed insights into the concept of schools’ digital transformation through further investigation of impacts and factors which influence digital capacity and transformation based on the results and the recommendations of the present study.

Acknowledgements

This project has received funding under Grant Agreement No Ref Ares (2021) 339036 7483039 as well as funding from the European Union’s Horizon 2020 Research and Innovation Program under Grant Agreement No 739578 and the Government of the Republic of Cyprus through the Deputy Ministry of Research, Innovation and Digital Policy. The UVa co-authors would like also to acknowledge funding from the European Regional Development Fund and the National Research Agency of the Spanish Ministry of Science and Innovation, under project grant PID2020-112584RB-C32.

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Essay on Negative Effects Of Technology On Youth

Students are often asked to write an essay on Negative Effects Of Technology On Youth in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Negative Effects Of Technology On Youth

Too much screen time.

When young people spend a lot of time staring at screens, it can hurt their eyes and sleep. They might feel tired during the day because they stay up late using phones or computers. This can make it hard for them to pay attention in school.

Social Skills

Kids who use technology a lot might not get enough practice talking to others face-to-face. This can make it difficult for them to make friends or work well with people in real life because they are used to chatting online instead.

Privacy Problems

Youngsters often share personal information on the internet without knowing the risks. Strangers might see their details or photos, which can be dangerous. It’s important for kids to learn how to stay safe online.

Learning Distractions

Technology can be a big distraction for students. With so many games and social media, it’s easy for them to lose focus on homework or studying, which can lead to lower grades and less knowledge.

Physical Health

Sitting with gadgets for hours can lead to bad posture and less exercise. This might result in weight gain and weak muscles. Kids need to move around and play outside for a healthy body.

250 Words Essay on Negative Effects Of Technology On Youth

Negative impact on health.

When young people spend a lot of time using gadgets like phones and computers, it can lead to health problems. Sitting for hours can make them less active and can hurt their eyes. Too much screen time can also make it hard to sleep, which is very important for growing kids.

Less Time Outdoors

Technology can make kids stay inside instead of playing outside. Playing outside is good for their bodies and helps them make friends. When they choose video games over soccer or tag, they miss out on fun and exercise.

Poor Social Skills

Talking to people face-to-face is different from chatting online. Kids who use technology a lot might find it hard to talk to others in real life. They might feel shy or not know what to say when they are not behind a screen.

Too Much Information

The internet has a lot of information, not all of it good for kids. They might see things that are not right for their age or get the wrong ideas about how people should act. This can confuse them or lead them to behave in ways that are not good.

Focus and Learning

When kids use technology all the time, they can have trouble paying attention to one thing for a long time. This can make it hard for them to learn in school. Also, they might want quick answers like they get online, which is not how real life always works.

Technology can be helpful, but it’s important for kids to use it in a balanced way. Too much tech can lead to problems that can affect them now and as they grow up.

500 Words Essay on Negative Effects Of Technology On Youth

When young people spend a lot of time looking at screens, it can cause problems. These screens are everywhere: on phones, tablets, computers, and TVs. Staring at them for hours can hurt your eyes and make you tired. It can also take away time that could be spent playing outside, reading books, or hanging out with friends in person. Kids might not get enough sleep if they use their devices late into the night, and this can make it hard for them to focus in school the next day.

Less Active Bodies

Technology can make us sit still for a long time. Kids who could be running around and playing sports might end up sitting on a couch playing video games instead. This can lead to a body that is not very fit or strong. Being less active can make it easier to gain weight, and it might also lead to health issues later in life, such as heart problems.

Not So Good Social Skills

Talking to friends online is not the same as talking to them face to face. When kids text or chat on the internet, they miss out on learning how to read people’s faces and body language. This can make it tough for them to make friends or work well with others as they get older. Also, sometimes people say mean things online that they would never say in person. This can hurt feelings and lead to arguments or sadness.

Information Overload

The internet has a lot of information, and not all of it is good or true. Kids might find it hard to tell what is real and what is not. They can also get overwhelmed with so much to look at and listen to. This can make it hard for them to focus on one thing for a long time, like reading a book or finishing homework.

Kids might not understand how important it is to keep some things private. They might share too much information about themselves or their families on the internet. This can be dangerous because there are people who might use that information in bad ways. It is important to teach kids to be careful about what they share online.

Bad Habits and Content

Lastly, the internet can show kids things that are not good for them, like violence or bad words. They might think these things are okay because they see them so much online. Also, kids might start to copy these bad behaviors in their own lives, which can lead to trouble at school or with the law.

In conclusion, technology can have negative effects on young people. It can cause health problems, make it hard to make real friends, confuse them with too much information, create privacy risks, and expose them to bad content. It is important for parents and teachers to help kids use technology in a way that is healthy and safe. This means setting limits on screen time, teaching them about privacy, and showing them how to find good information. By doing this, we can make sure that technology is a helpful tool for kids, not something that causes them problems.

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Promises and Pitfalls of Technology

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Josephine Wolff; How Is Technology Changing the World, and How Should the World Change Technology?. Global Perspectives 1 February 2021; 2 (1): 27353. doi: https://doi.org/10.1525/gp.2021.27353

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Technologies are becoming increasingly complicated and increasingly interconnected. Cars, airplanes, medical devices, financial transactions, and electricity systems all rely on more computer software than they ever have before, making them seem both harder to understand and, in some cases, harder to control. Government and corporate surveillance of individuals and information processing relies largely on digital technologies and artificial intelligence, and therefore involves less human-to-human contact than ever before and more opportunities for biases to be embedded and codified in our technological systems in ways we may not even be able to identify or recognize. Bioengineering advances are opening up new terrain for challenging philosophical, political, and economic questions regarding human-natural relations. Additionally, the management of these large and small devices and systems is increasingly done through the cloud, so that control over them is both very remote and removed from direct human or social control. The study of how to make technologies like artificial intelligence or the Internet of Things “explainable” has become its own area of research because it is so difficult to understand how they work or what is at fault when something goes wrong (Gunning and Aha 2019) .

This growing complexity makes it more difficult than ever—and more imperative than ever—for scholars to probe how technological advancements are altering life around the world in both positive and negative ways and what social, political, and legal tools are needed to help shape the development and design of technology in beneficial directions. This can seem like an impossible task in light of the rapid pace of technological change and the sense that its continued advancement is inevitable, but many countries around the world are only just beginning to take significant steps toward regulating computer technologies and are still in the process of radically rethinking the rules governing global data flows and exchange of technology across borders.

These are exciting times not just for technological development but also for technology policy—our technologies may be more advanced and complicated than ever but so, too, are our understandings of how they can best be leveraged, protected, and even constrained. The structures of technological systems as determined largely by government and institutional policies and those structures have tremendous implications for social organization and agency, ranging from open source, open systems that are highly distributed and decentralized, to those that are tightly controlled and closed, structured according to stricter and more hierarchical models. And just as our understanding of the governance of technology is developing in new and interesting ways, so, too, is our understanding of the social, cultural, environmental, and political dimensions of emerging technologies. We are realizing both the challenges and the importance of mapping out the full range of ways that technology is changing our society, what we want those changes to look like, and what tools we have to try to influence and guide those shifts.

Technology can be a source of tremendous optimism. It can help overcome some of the greatest challenges our society faces, including climate change, famine, and disease. For those who believe in the power of innovation and the promise of creative destruction to advance economic development and lead to better quality of life, technology is a vital economic driver (Schumpeter 1942) . But it can also be a tool of tremendous fear and oppression, embedding biases in automated decision-making processes and information-processing algorithms, exacerbating economic and social inequalities within and between countries to a staggering degree, or creating new weapons and avenues for attack unlike any we have had to face in the past. Scholars have even contended that the emergence of the term technology in the nineteenth and twentieth centuries marked a shift from viewing individual pieces of machinery as a means to achieving political and social progress to the more dangerous, or hazardous, view that larger-scale, more complex technological systems were a semiautonomous form of progress in and of themselves (Marx 2010) . More recently, technologists have sharply criticized what they view as a wave of new Luddites, people intent on slowing the development of technology and turning back the clock on innovation as a means of mitigating the societal impacts of technological change (Marlowe 1970) .

At the heart of fights over new technologies and their resulting global changes are often two conflicting visions of technology: a fundamentally optimistic one that believes humans use it as a tool to achieve greater goals, and a fundamentally pessimistic one that holds that technological systems have reached a point beyond our control. Technology philosophers have argued that neither of these views is wholly accurate and that a purely optimistic or pessimistic view of technology is insufficient to capture the nuances and complexity of our relationship to technology (Oberdiek and Tiles 1995) . Understanding technology and how we can make better decisions about designing, deploying, and refining it requires capturing that nuance and complexity through in-depth analysis of the impacts of different technological advancements and the ways they have played out in all their complicated and controversial messiness across the world.

These impacts are often unpredictable as technologies are adopted in new contexts and come to be used in ways that sometimes diverge significantly from the use cases envisioned by their designers. The internet, designed to help transmit information between computer networks, became a crucial vehicle for commerce, introducing unexpected avenues for crime and financial fraud. Social media platforms like Facebook and Twitter, designed to connect friends and families through sharing photographs and life updates, became focal points of election controversies and political influence. Cryptocurrencies, originally intended as a means of decentralized digital cash, have become a significant environmental hazard as more and more computing resources are devoted to mining these forms of virtual money. One of the crucial challenges in this area is therefore recognizing, documenting, and even anticipating some of these unexpected consequences and providing mechanisms to technologists for how to think through the impacts of their work, as well as possible other paths to different outcomes (Verbeek 2006) . And just as technological innovations can cause unexpected harm, they can also bring about extraordinary benefits—new vaccines and medicines to address global pandemics and save thousands of lives, new sources of energy that can drastically reduce emissions and help combat climate change, new modes of education that can reach people who would otherwise have no access to schooling. Regulating technology therefore requires a careful balance of mitigating risks without overly restricting potentially beneficial innovations.

Nations around the world have taken very different approaches to governing emerging technologies and have adopted a range of different technologies themselves in pursuit of more modern governance structures and processes (Braman 2009) . In Europe, the precautionary principle has guided much more anticipatory regulation aimed at addressing the risks presented by technologies even before they are fully realized. For instance, the European Union’s General Data Protection Regulation focuses on the responsibilities of data controllers and processors to provide individuals with access to their data and information about how that data is being used not just as a means of addressing existing security and privacy threats, such as data breaches, but also to protect against future developments and uses of that data for artificial intelligence and automated decision-making purposes. In Germany, Technische Überwachungsvereine, or TÜVs, perform regular tests and inspections of technological systems to assess and minimize risks over time, as the tech landscape evolves. In the United States, by contrast, there is much greater reliance on litigation and liability regimes to address safety and security failings after-the-fact. These different approaches reflect not just the different legal and regulatory mechanisms and philosophies of different nations but also the different ways those nations prioritize rapid development of the technology industry versus safety, security, and individual control. Typically, governance innovations move much more slowly than technological innovations, and regulations can lag years, or even decades, behind the technologies they aim to govern.

In addition to this varied set of national regulatory approaches, a variety of international and nongovernmental organizations also contribute to the process of developing standards, rules, and norms for new technologies, including the International Organization for Standardization­ and the International Telecommunication Union. These multilateral and NGO actors play an especially important role in trying to define appropriate boundaries for the use of new technologies by governments as instruments of control for the state.

At the same time that policymakers are under scrutiny both for their decisions about how to regulate technology as well as their decisions about how and when to adopt technologies like facial recognition themselves, technology firms and designers have also come under increasing criticism. Growing recognition that the design of technologies can have far-reaching social and political implications means that there is more pressure on technologists to take into consideration the consequences of their decisions early on in the design process (Vincenti 1993; Winner 1980) . The question of how technologists should incorporate these social dimensions into their design and development processes is an old one, and debate on these issues dates back to the 1970s, but it remains an urgent and often overlooked part of the puzzle because so many of the supposedly systematic mechanisms for assessing the impacts of new technologies in both the private and public sectors are primarily bureaucratic, symbolic processes rather than carrying any real weight or influence.

Technologists are often ill-equipped or unwilling to respond to the sorts of social problems that their creations have—often unwittingly—exacerbated, and instead point to governments and lawmakers to address those problems (Zuckerberg 2019) . But governments often have few incentives to engage in this area. This is because setting clear standards and rules for an ever-evolving technological landscape can be extremely challenging, because enforcement of those rules can be a significant undertaking requiring considerable expertise, and because the tech sector is a major source of jobs and revenue for many countries that may fear losing those benefits if they constrain companies too much. This indicates not just a need for clearer incentives and better policies for both private- and public-sector entities but also a need for new mechanisms whereby the technology development and design process can be influenced and assessed by people with a wider range of experiences and expertise. If we want technologies to be designed with an eye to their impacts, who is responsible for predicting, measuring, and mitigating those impacts throughout the design process? Involving policymakers in that process in a more meaningful way will also require training them to have the analytic and technical capacity to more fully engage with technologists and understand more fully the implications of their decisions.

At the same time that tech companies seem unwilling or unable to rein in their creations, many also fear they wield too much power, in some cases all but replacing governments and international organizations in their ability to make decisions that affect millions of people worldwide and control access to information, platforms, and audiences (Kilovaty 2020) . Regulators around the world have begun considering whether some of these companies have become so powerful that they violate the tenets of antitrust laws, but it can be difficult for governments to identify exactly what those violations are, especially in the context of an industry where the largest players often provide their customers with free services. And the platforms and services developed by tech companies are often wielded most powerfully and dangerously not directly by their private-sector creators and operators but instead by states themselves for widespread misinformation campaigns that serve political purposes (Nye 2018) .

Since the largest private entities in the tech sector operate in many countries, they are often better poised to implement global changes to the technological ecosystem than individual states or regulatory bodies, creating new challenges to existing governance structures and hierarchies. Just as it can be challenging to provide oversight for government use of technologies, so, too, oversight of the biggest tech companies, which have more resources, reach, and power than many nations, can prove to be a daunting task. The rise of network forms of organization and the growing gig economy have added to these challenges, making it even harder for regulators to fully address the breadth of these companies’ operations (Powell 1990) . The private-public partnerships that have emerged around energy, transportation, medical, and cyber technologies further complicate this picture, blurring the line between the public and private sectors and raising critical questions about the role of each in providing critical infrastructure, health care, and security. How can and should private tech companies operating in these different sectors be governed, and what types of influence do they exert over regulators? How feasible are different policy proposals aimed at technological innovation, and what potential unintended consequences might they have?

Conflict between countries has also spilled over significantly into the private sector in recent years, most notably in the case of tensions between the United States and China over which technologies developed in each country will be permitted by the other and which will be purchased by other customers, outside those two countries. Countries competing to develop the best technology is not a new phenomenon, but the current conflicts have major international ramifications and will influence the infrastructure that is installed and used around the world for years to come. Untangling the different factors that feed into these tussles as well as whom they benefit and whom they leave at a disadvantage is crucial for understanding how governments can most effectively foster technological innovation and invention domestically as well as the global consequences of those efforts. As much of the world is forced to choose between buying technology from the United States or from China, how should we understand the long-term impacts of those choices and the options available to people in countries without robust domestic tech industries? Does the global spread of technologies help fuel further innovation in countries with smaller tech markets, or does it reinforce the dominance of the states that are already most prominent in this sector? How can research universities maintain global collaborations and research communities in light of these national competitions, and what role does government research and development spending play in fostering innovation within its own borders and worldwide? How should intellectual property protections evolve to meet the demands of the technology industry, and how can those protections be enforced globally?

These conflicts between countries sometimes appear to challenge the feasibility of truly global technologies and networks that operate across all countries through standardized protocols and design features. Organizations like the International Organization for Standardization, the World Intellectual Property Organization, the United Nations Industrial Development Organization, and many others have tried to harmonize these policies and protocols across different countries for years, but have met with limited success when it comes to resolving the issues of greatest tension and disagreement among nations. For technology to operate in a global environment, there is a need for a much greater degree of coordination among countries and the development of common standards and norms, but governments continue to struggle to agree not just on those norms themselves but even the appropriate venue and processes for developing them. Without greater global cooperation, is it possible to maintain a global network like the internet or to promote the spread of new technologies around the world to address challenges of sustainability? What might help incentivize that cooperation moving forward, and what could new structures and process for governance of global technologies look like? Why has the tech industry’s self-regulation culture persisted? Do the same traditional drivers for public policy, such as politics of harmonization and path dependency in policy-making, still sufficiently explain policy outcomes in this space? As new technologies and their applications spread across the globe in uneven ways, how and when do they create forces of change from unexpected places?

These are some of the questions that we hope to address in the Technology and Global Change section through articles that tackle new dimensions of the global landscape of designing, developing, deploying, and assessing new technologies to address major challenges the world faces. Understanding these processes requires synthesizing knowledge from a range of different fields, including sociology, political science, economics, and history, as well as technical fields such as engineering, climate science, and computer science. A crucial part of understanding how technology has created global change and, in turn, how global changes have influenced the development of new technologies is understanding the technologies themselves in all their richness and complexity—how they work, the limits of what they can do, what they were designed to do, how they are actually used. Just as technologies themselves are becoming more complicated, so are their embeddings and relationships to the larger social, political, and legal contexts in which they exist. Scholars across all disciplines are encouraged to join us in untangling those complexities.

Josephine Wolff is an associate professor of cybersecurity policy at the Fletcher School of Law and Diplomacy at Tufts University. Her book You’ll See This Message When It Is Too Late: The Legal and Economic Aftermath of Cybersecurity Breaches was published by MIT Press in 2018.

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Essay on Technology – A Boon or Bane for Students

500+ words essay on technology for students.

In this essay on technology, we are going to discuss what technology is, what are its uses, and also what technology can do? First of all, technology refers to the use of technical and scientific knowledge to create, monitor, and design machinery. Also, technology helps in making other goods that aid mankind.

Essay on Technology – A Boon or Bane?

Experts are debating on this topic for years. Also, the technology covered a long way to make human life easier but the negative aspect of it can’t be ignored. Over the years technological advancement has caused a severe rise in pollution . Also, pollution has become a major cause of many health issues. Besides, it has cut off people from society rather than connecting them. Above all, it has taken away many jobs from the workers class.

Familiarity between Technology and Science

As they are completely different fields but they are interdependent on each other. Also, it is due to science contribution we can create new innovation and build new technological tools. Apart from that, the research conducted in laboratories contributes a lot to the development of technologies. On the other hand, technology extends the agenda of science.

Vital Part of our Life

Regularly evolving technology has become an important part of our lives. Also, newer technologies are taking the market by storm and the people are getting used to them in no time. Above all, technological advancement has led to the growth and development of nations.

Negative Aspect of Technology

Although technology is a good thing, everything has two sides. Technology also has two sides one is good and the other is bad. Here are some negative aspects of technology that we are going to discuss.

Get the huge list of more than 500 Essay Topics and Ideas

With new technology the industrialization increases which give birth to many pollutions like air, water, soil, and noise. Also, they cause many health-related issues in animals, birds, and human beings.

Exhaustion of Natural Resources

New technology requires new resources for which the balance is disturbed. Eventually, this will lead to over-exploitation of natural resources which ultimately disturbs the balance of nature.

Unemployment

A single machine can replace many workers. Also, machines can do work at a constant pace for several hours or days without stopping. Due to this, many workers lost their job which ultimately increases unemployment .

Types of Technology

Generally, we judge technology on the same scale but in reality, technology is divided into various types. This includes information technology, industrial technology , architectural technology, creative technology and many more. Let’s discuss these technologies in brief.

Industrial Technology

This technology organizes engineering and manufacturing technology for the manufacturing of machines. Also, this makes the production process easier and convenient.

Creative Technology

This process includes art, advertising, and product design which are made with the help of software. Also, it comprises of 3D printers , virtual reality, computer graphics, and other wearable technologies.

Information Technology

This technology involves the use of telecommunication and computer to send, receive and store information. Internet is the best example of Information technology.

FAQs on Essay on Technology

Q.1 What is Information technology?

A –  It is a form of technology that uses telecommunication and computer systems for study. Also, they send, retrieve, and store data.

Q.2 Is technology harmful to humans?

 A – No, technology is not harmful to human beings until it is used properly. But, misuses of technology can be harmful and deadly.

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Feb 13, 2023

200-500 Word Example Essays about Technology

Got an essay assignment about technology check out these examples to inspire you.

Technology is a rapidly evolving field that has completely changed the way we live, work, and interact with one another. Technology has profoundly impacted our daily lives, from how we communicate with friends and family to how we access information and complete tasks. As a result, it's no surprise that technology is a popular topic for students writing essays.

But writing a technology essay can be challenging, especially for those needing more time or help with writer's block. This is where Jenni.ai comes in. Jenni.ai is an innovative AI tool explicitly designed for students who need help writing essays. With Jenni.ai, students can quickly and easily generate essays on various topics, including technology.

This blog post aims to provide readers with various example essays on technology, all generated by Jenni.ai. These essays will be a valuable resource for students looking for inspiration or guidance as they work on their essays. By reading through these example essays, students can better understand how technology can be approached and discussed in an essay.

Moreover, by signing up for a free trial with Jenni.ai, students can take advantage of this innovative tool and receive even more support as they work on their essays. Jenni.ai is designed to help students write essays faster and more efficiently, so they can focus on what truly matters – learning and growing as a student. Whether you're a student who is struggling with writer's block or simply looking for a convenient way to generate essays on a wide range of topics, Jenni.ai is the perfect solution.

The Impact of Technology on Society and Culture

Introduction:.

Technology has become an integral part of our daily lives and has dramatically impacted how we interact, communicate, and carry out various activities. Technological advancements have brought positive and negative changes to society and culture. In this article, we will explore the impact of technology on society and culture and how it has influenced different aspects of our lives.

Positive impact on communication:

Technology has dramatically improved communication and made it easier for people to connect from anywhere in the world. Social media platforms, instant messaging, and video conferencing have brought people closer, bridging geographical distances and cultural differences. This has made it easier for people to share information, exchange ideas, and collaborate on projects.

Positive impact on education:

Students and instructors now have access to a multitude of knowledge and resources because of the effect of technology on education . Students may now study at their speed and from any location thanks to online learning platforms, educational applications, and digital textbooks.

Negative impact on critical thinking and creativity:

Technological advancements have resulted in a reduction in critical thinking and creativity. With so much information at our fingertips, individuals have become more passive in their learning, relying on the internet for solutions rather than logic and inventiveness. As a result, independent thinking and problem-solving abilities have declined.

Positive impact on entertainment:

Technology has transformed how we access and consume entertainment. People may now access a wide range of entertainment alternatives from the comfort of their own homes thanks to streaming services, gaming platforms, and online content makers. The entertainment business has entered a new age of creativity and invention as a result of this.

Negative impact on attention span:

However, the continual bombardment of information and technological stimulation has also reduced attention span and the capacity to focus. People are easily distracted and need help focusing on a single activity for a long time. This has hampered productivity and the ability to accomplish duties.

The Ethics of Artificial Intelligence And Machine Learning

The development of artificial intelligence (AI) and machine learning (ML) technologies has been one of the most significant technological developments of the past several decades. These cutting-edge technologies have the potential to alter several sectors of society, including commerce, industry, healthcare, and entertainment. 

As with any new and quickly advancing technology, AI and ML ethics must be carefully studied. The usage of these technologies presents significant concerns around privacy, accountability, and command. As the use of AI and ML grows more ubiquitous, we must assess their possible influence on society and investigate the ethical issues that must be taken into account as these technologies continue to develop.

What are Artificial Intelligence and Machine Learning?

Artificial Intelligence is the simulation of human intelligence in machines designed to think and act like humans. Machine learning is a subfield of AI that enables computers to learn from data and improve their performance over time without being explicitly programmed.

The impact of AI and ML on Society

The use of AI and ML in various industries, such as healthcare, finance, and retail, has brought many benefits. For example, AI-powered medical diagnosis systems can identify diseases faster and more accurately than human doctors. However, there are also concerns about job displacement and the potential for AI to perpetuate societal biases.

The Ethical Considerations of AI and ML

A. Bias in AI algorithms

One of the critical ethical concerns about AI and ML is the potential for algorithms to perpetuate existing biases. This can occur if the data used to train these algorithms reflects the preferences of the people who created it. As a result, AI systems can perpetuate these biases and discriminate against certain groups of people.

B. Responsibility for AI-generated decisions

Another ethical concern is the responsibility for decisions made by AI systems. For example, who is responsible for the damage if a self-driving car causes an accident? The manufacturer of the vehicle, the software developer, or the AI algorithm itself?

C. The potential for misuse of AI and ML

AI and ML can also be used for malicious purposes, such as cyberattacks and misinformation. The need for more regulation and oversight in developing and using these technologies makes it difficult to prevent misuse.

The developments in AI and ML have given numerous benefits to humanity, but they also present significant ethical concerns that must be addressed. We must assess the repercussions of new technologies on society, implement methods to limit the associated dangers, and guarantee that they are utilized for the greater good. As AI and ML continue to play an ever-increasing role in our daily lives, we must engage in an open and frank discussion regarding their ethics.

The Future of Work And Automation

Rapid technological breakthroughs in recent years have brought about considerable changes in our way of life and work. Concerns regarding the influence of artificial intelligence and machine learning on the future of work and employment have increased alongside the development of these technologies. This article will examine the possible advantages and disadvantages of automation and its influence on the labor market, employees, and the economy.

The Advantages of Automation

Automation in the workplace offers various benefits, including higher efficiency and production, fewer mistakes, and enhanced precision. Automated processes may accomplish repetitive jobs quickly and precisely, allowing employees to concentrate on more complex and creative activities. Additionally, automation may save organizations money since it removes the need to pay for labor and minimizes the danger of workplace accidents.

The Potential Disadvantages of Automation

However, automation has significant disadvantages, including job loss and income stagnation. As robots and computers replace human labor in particular industries, there is a danger that many workers may lose their jobs, resulting in higher unemployment and more significant economic disparity. Moreover, if automation is not adequately regulated and managed, it might lead to stagnant wages and a deterioration in employees' standard of life.

The Future of Work and Automation

Despite these difficulties, automation will likely influence how labor is done. As a result, firms, employees, and governments must take early measures to solve possible issues and reap the rewards of automation. This might entail funding worker retraining programs, enhancing education and skill development, and implementing regulations that support equality and justice at work.

IV. The Need for Ethical Considerations

We must consider the ethical ramifications of automation and its effects on society as technology develops. The impact on employees and their rights, possible hazards to privacy and security, and the duty of corporations and governments to ensure that automation is utilized responsibly and ethically are all factors to be taken into account.

Conclusion:

To summarise, the future of employment and automation will most certainly be defined by a complex interaction of technological advances, economic trends, and cultural ideals. All stakeholders must work together to handle the problems and possibilities presented by automation and ensure that technology is employed to benefit society as a whole.

The Role of Technology in Education

Introduction.

Nearly every part of our lives has been transformed by technology, and education is no different. Today's students have greater access to knowledge, opportunities, and resources than ever before, and technology is becoming a more significant part of their educational experience. Technology is transforming how we think about education and creating new opportunities for learners of all ages, from online courses and virtual classrooms to instructional applications and augmented reality.

Technology's Benefits for Education

The capacity to tailor learning is one of technology's most significant benefits in education. Students may customize their education to meet their unique needs and interests since they can access online information and tools. 

For instance, people can enroll in online classes on topics they are interested in, get tailored feedback on their work, and engage in virtual discussions with peers and subject matter experts worldwide. As a result, pupils are better able to acquire and develop the abilities and information necessary for success.

Challenges and Concerns

Despite the numerous advantages of technology in education, there are also obstacles and considerations to consider. One issue is the growing reliance on technology and the possibility that pupils would become overly dependent on it. This might result in a lack of critical thinking and problem-solving abilities, as students may become passive learners who only follow instructions and rely on technology to complete their assignments.

Another obstacle is the digital divide between those who have access to technology and those who do not. This division can exacerbate the achievement gap between pupils and produce uneven educational and professional growth chances. To reduce these consequences, all students must have access to the technology and resources necessary for success.

In conclusion, technology is rapidly becoming an integral part of the classroom experience and has the potential to alter the way we learn radically. 

Technology can help students flourish and realize their full potential by giving them access to individualized instruction, tools, and opportunities. While the benefits of technology in the classroom are undeniable, it's crucial to be mindful of the risks and take precautions to guarantee that all kids have access to the tools they need to thrive.

The Influence of Technology On Personal Relationships And Communication 

Technological advancements have profoundly altered how individuals connect and exchange information. It has changed the world in many ways in only a few decades. Because of the rise of the internet and various social media sites, maintaining relationships with people from all walks of life is now simpler than ever. 

However, concerns about how these developments may affect interpersonal connections and dialogue are inevitable in an era of rapid technological growth. In this piece, we'll discuss how the prevalence of digital media has altered our interpersonal connections and the language we use to express ourselves.

Direct Effect on Direct Interaction:

The disruption of face-to-face communication is a particularly stark example of how technology has impacted human connections. The quality of interpersonal connections has suffered due to people's growing preference for digital over human communication. Technology has been demonstrated to reduce the usage of nonverbal signs such as facial expressions, tone of voice, and other indicators of emotional investment in the connection.

Positive Impact on Long-Distance Relationships:

Yet there are positives to be found as well. Long-distance relationships have also benefited from technological advancements. The development of technologies such as video conferencing, instant messaging, and social media has made it possible for individuals to keep in touch with distant loved ones. It has become simpler for individuals to stay in touch and feel connected despite geographical distance.

The Effects of Social Media on Personal Connections:

The widespread use of social media has had far-reaching consequences, especially on the quality of interpersonal interactions. Social media has positive and harmful effects on relationships since it allows people to keep in touch and share life's milestones.

Unfortunately, social media has made it all too easy to compare oneself to others, which may lead to emotions of jealousy and a general decline in confidence. Furthermore, social media might cause people to have inflated expectations of themselves and their relationships.

A Personal Perspective on the Intersection of Technology and Romance

Technological advancements have also altered physical touch and closeness. Virtual reality and other technologies have allowed people to feel physical contact and familiarity in a digital setting. This might be a promising breakthrough, but it has some potential downsides. 

Experts are concerned that people's growing dependence on technology for intimacy may lead to less time spent communicating face-to-face and less emphasis on physical contact, both of which are important for maintaining good relationships.

In conclusion, technological advancements have significantly affected the quality of interpersonal connections and the exchange of information. Even though technology has made it simpler to maintain personal relationships, it has chilled interpersonal interactions between people. 

Keeping tabs on how technology is changing our lives and making adjustments as necessary is essential as we move forward. Boundaries and prioritizing in-person conversation and physical touch in close relationships may help reduce the harm it causes.

The Security and Privacy Implications of Increased Technology Use and Data Collection

The fast development of technology over the past few decades has made its way into every aspect of our life. Technology has improved many facets of our life, from communication to commerce. However, significant privacy and security problems have emerged due to the broad adoption of technology. In this essay, we'll look at how the widespread use of technological solutions and the subsequent explosion in collected data affects our right to privacy and security.

Data Mining and Privacy Concerns

Risk of Cyber Attacks and Data Loss

The Widespread Use of Encryption and Other Safety Mechanisms

The Privacy and Security of the Future in a Globalized Information Age

Obtaining and Using Individual Information

The acquisition and use of private information is a significant cause for privacy alarm in the digital age. Data about their customers' online habits, interests, and personal information is a valuable commodity for many internet firms. Besides tailored advertising, this information may be used for other, less desirable things like identity theft or cyber assaults.

Moreover, many individuals need to be made aware of what data is being gathered from them or how it is being utilized because of the lack of transparency around gathering personal information. Privacy and data security have become increasingly contentious as a result.

Data breaches and other forms of cyber-attack pose a severe risk.

The risk of cyber assaults and data breaches is another big issue of worry. More people are using more devices, which means more opportunities for cybercriminals to steal private information like credit card numbers and other identifying data. This may cause monetary damages and harm one's reputation or identity.

Many high-profile data breaches have occurred in recent years, exposing the personal information of millions of individuals and raising serious concerns about the safety of this information. Companies and governments have responded to this problem by adopting new security methods like encryption and multi-factor authentication.

Many businesses now use encryption and other security measures to protect themselves from cybercriminals and data thieves. Encryption keeps sensitive information hidden by encoding it so that only those possessing the corresponding key can decipher it. This prevents private information like bank account numbers or social security numbers from falling into the wrong hands.

Firewalls, virus scanners, and two-factor authentication are all additional security precautions that may be used with encryption. While these safeguards do much to stave against cyber assaults, they are not entirely impregnable, and data breaches are still possible.

The Future of Privacy and Security in a Technologically Advanced World

There's little doubt that concerns about privacy and security will persist even as technology improves. There must be strict safeguards to secure people's private information as more and more of it is transferred and kept digitally. To achieve this goal, it may be necessary to implement novel technologies and heightened levels of protection and to revise the rules and regulations regulating the collection and storage of private information.

Individuals and businesses are understandably concerned about the security and privacy consequences of widespread technological use and data collecting. There are numerous obstacles to overcome in a society where technology plays an increasingly important role, from acquiring and using personal data to the risk of cyber-attacks and data breaches. Companies and governments must keep spending money on security measures and working to educate people about the significance of privacy and security if personal data is to remain safe.

In conclusion, technology has profoundly impacted virtually every aspect of our lives, including society and culture, ethics, work, education, personal relationships, and security and privacy. The rise of artificial intelligence and machine learning has presented new ethical considerations, while automation is transforming the future of work. 

In education, technology has revolutionized the way we learn and access information. At the same time, our dependence on technology has brought new challenges in terms of personal relationships, communication, security, and privacy.

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