Effects and Consequences of Media Technology on Learning and Innovative Educational Strategies

Giusi Antonia Toto 1 *
More Detail
1 Università degli Studi di Foggia, Foggia, ITALY
* Corresponding Author
Online Journal of Communication and Media Technologies, Volume 9, Issue 1, Article No: e201902. https://doi.org/10.29333/ojcmt/3988
OPEN ACCESS   5506 Views   2561 Downloads   Published online: 21 Dec 2018
Download Full Text (PDF)

ABSTRACT

The use of media technology is a possibility of growth and at the same time an educational problem not to be underestimated because of the extreme pervasiveness and diffusion among adolescents. Many of the studies conducted so far, although not validated in the literature, suggest that Internet abuse would be related to dysfunctional and compulsive behaviours, tolerance and impoverishment of the functioning of the individual. This increases the risk of the onset of feelings of loneliness, depressive moods and low self-esteem. The purpose of this article is to examine some aspects of the positive and negative effects of technology in education and socialization of today’s adolescents and the opportunity to use technology during text comprehension tasks (in this case on a geographical track) through a pilot study on Italian adolescents (age m = 12.11). Methodologically, in the first part of the document, a systematic review of the literature of the issues presented in the second part of the experience described, tools used and results obtained was carried out. The conclusions of this research are that the way to overcome the problem of the negative effects of technology is to exploit its educational potential, finalizing it to the construction of meanings and social relationships. In the study conducted, the students took into consideration the use of the highly motivating and stimulating technological tool even if, the general interpretation was better in the print texts than in the digital reading.
Keywords: media technologies, learning objects, innovative educational strategies, technological addiction, applied psychology

CITATION

Toto, G. A. (2019). Effects and Consequences of Media Technology on Learning and Innovative Educational Strategies. Online Journal of Communication and Media Technologies, 9(1), e201902. https://doi.org/10.29333/ojcmt/3988

REFERENCES

  • Aharony, N. (2016). Relationships among attachment theory, social capital perspective, personality characteristics, and Facebook self-disclosure. Aslib Journal of Information Management, 68(3), 362-386. https://doi.org/10.1108/AJIM-01-2016-0001
  • Ambad, S. N. A., Kalimin, K. M., & Yusof, K. M. A. A. K. (2017). The Effect of Internet Addiction on Students’ emotional And Academic Performance. e-Academia Journal, 6(1).
  • Doumen, S., Smits, I., Luyckx, K., Duriez, B., Vanhalst, J., Verschueren, K., & Goossens, L. (2012). Identity and perceived peer relationship quality in emerging adulthood: The mediating role of attachment-related emotions. Journal of Adolescence, 35(6), 1417–1425. https://doi.org/10.1016/j.adolescence.2012.01.003
  • Fanchi, M., & Scussolin, A., (2015). Strange games. Rete, esperienze ludiche e processi di rigenerazione dello spazio urbano (p.139-152). In: Catolfi A., & Giordano F. (eds.). L’immagine videoludica. Cinema e media digitali verso la gamification.
  • Filippello, P., Sorrenti, L, Cuzzocrea, F., Nuzzaci, A., & Larcan, R. (2014). The Subtle Sound of Learning: What Are the Roles of the Self-esteem, Decision-Making, and Social Skills in Adolescents’ Academic Performance?. Us-China Education Review, 4, 73-85.
  • Geist, E. (2014). Using tablet computers. Young Children, 69(1), 58-63.
  • Hart, J., Nailling, E., Bizer, G. Y., & Collins, C. K. (2015). Attachment theory as a framework for explaining engagement with Facebook. Personality and Individual Differences, 77, 33-40. https://doi.org/10.1016/j.paid.2014.12.016
  • Ho, W. C. (2004). Use of information technology and music learning in the search for quality education. British Journal of Educational Technology, 35(1), 57-67. https://doi.org/10.1111/j.1467-8535.2004.00368.x
  • Hyseni Duraku, Z., Kelmendi, K., & Jemini-Gashi, L. (2018). Associations of psychological distress, sleep, and self-esteem among Kosovar adolescents. International Journal of Adolescence and Youth, 1-9. https://doi.org/10.1080/02673843.2018.1450272
  • Junco, R. (2015). Student class standing, Facebook use, and academic performance. Journal of Applied Developmental Psychology, 36, 18-29. https://doi.org/10.1016/j.appdev.2014.11.001
  • Karpov, V. Y., Eremin, M. V., Petrova, M. A., Alifirov, A. I., & Skorosov, K. K. (2015). Modern approaches to preventing drug addiction by means of physical activity and sports. Biology and Medicine, 7(5), 1-4.
  • Kashiha, H. (2018). Malaysian ESL Students’ Perception of Metadiscoure in Essay Writing. Online Journal of Communication and Media Technologies, 8(3), 193-201. https://doi.org/10.12973/ojcmt/2650
  • Kerr, M. A., & Symons, S. E. (2006). Computerized presentation of text: Effects on children’s reading of informational material. Reading and Writing, 19(1), 1–19. https://doi.org/10.1007/s11145-003-8128-y
  • Kuss, D. J., Griffiths, M. D., & Pontes, H. M. (2017). Chaos and confusion in DSM-5 diagnosis of Internet Gaming Disorder: Issues, concerns, and recommendations for clarity in the field. Journal of Behavioral Addictions, 6(2), 103-109. https://doi.org/10.1556/2006.5.2016.062
  • Lee, Y. K., Chang, C. T., Lin, Y., & Cheng, Z. H. (2014). The dark side of smartphone usage: Psychological traits, compulsive behavior and technostress. Computers in Human Behavior, 31, 373-383. https://doi.org/10.1016/j.chb.2013.10.047
  • Legrottaglie, S., & Ligorio, M. B. (2014). The use of technology at school: teachers’ point of view. Italian Journal of Educational Technology, 22(3), 183-190.
  • Ligorio, M. B. (2010). Tecnologia e apprendimento. Paradigmi. Rivista di critica filosofica, 1, 181-187. https://doi.org/10.3280/para2010-001015
  • Limone, P. (2012). Le direzioni della scrittura scientifica: digitale, collaborativa, distribuita. Pedagogia Oggi, 89-106.
  • Limone, P. (2012). Ambienti di apprendimento e progettazione didattica. Proposte per un sistema educativo transmediale. Roma: Carocci.
  • Lin, J. H. (2016). Need for relatedness: A self-determination approach to examining attachment styles, Facebook use, and psychological well-being. Asian Journal of Communication, 26(2), 153–173. https://doi.org/10.1080/01292986.2015.1126749
  • Logue, A. W. (1995). Self-control: Waiting for Tomorrow for What you Want Today. (Prentice Hall: Englawood Cliffs).
  • Makransky, G., & Lilleholt, L. (2018). A structural equation modeling investigation of the emotional value of immersive virtual reality in education. Educational Technology Research and Development, 1-24. https://doi.org/10.1007/s11423-018-9581-2
  • Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61–68. https://doi.org/10.1016/j.ijer.2012.12.002
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. PLoS medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
  • Monacis, L., De Palo, V., Griffiths, M. D., & Sinatra, M. (2017). Exploring individual differences in online addictions: The role of identity and attachment. International Journal of Mental Health and Addiction, 15(4), 853-868. https://doi.org/10.1007/s11469-017-9768-5
  • Oldmeadow, J. A., Quinn, S., & Kowert, R. (2013). Attachment style, social skills, and Facebook use amongst adults. Computers in Human Behavior, 29(3), 1142-1149. https://doi.org/10.1016/j.chb.2012.10.006
  • Pontes, H. M., & Griffiths, M. D., (2017). The development and psychometric evaluation of the Internet Disorder Scale (IDS-15), Addictive Behaviors, 64, 261–268. https://doi.org/10.1016/j.addbeh.2015.09.0030306-4603
  • Ponticorvo, M., & Miglino, O. (2018). Hyper activity books for children: how technology can open books to multisensory learning, narration and assessment. Qwerty, 13, 46-61.
  • Prensky, M. (2001). Digital natives, digital immigrants. Part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424843
  • Rahmawati, A., Soesilowati, E., & Sanjoto, T. B. (2018). Adolescent Lifestyle of Gadget Users in Kudus City. Journal of Educational Social Studies, 7(1), 51-58.
  • Shaw, P., Greenstein, D., Lerch, J., Clasen, L., Lenroot, R., Gogtay, N., Evans, A., Rapoport, J., & Giedd, J., 2006, Intellectual ability and cortical development in children and adolescents. Nature, 440, 676-679. https://doi.org/10.1038/nature04513
  • Singer, L. M. (2014). Reading across mediums. Presentation at a meeting at the Educational Psychology Colloquium, Department of Human Development and Quantitative Methodology, College Park, MD.
  • Singer, L. M., & Alexander, P. A. (2017a). Reading across mediums: Effects of reading digital and print texts on comprehension and calibration. The journal of experimental education, 85(1), 155-172. https://doi.org/10.1080/00220973.2016.1143794
  • Singer, L. M., & Alexander, P. A. (2017b). Reading on paper and digitally: What the past decades of empirical research reveal. Review of Educational Research, 87(6), 1007-1041. https://doi.org/10.3102/0034654317722961
  • Stephens, M. (2014). Beyond news: The future of journalism. New York: Columbia University Press.
  • Toto, G. (2018). From Educational Contexts to Addictions: the Role of Technology in Teaching Methodologies and in Prevention as an Educational Function. Journal of e-Learning and Knowledge Society, 14(2), 203-202.
  • Toto, G. A. (2017a). The influences of musical learning on psycho-physical development, intelligence and technology. The online journal of educational technology, 16(1), 604-610.
  • Toto, G. A. (2017b). The Role of The musical Learning in the Development of the socio and cognitive abilities. A review. The online journal of educational technology, 16(1), 801-807.
  • Toto, G. A., & Strazzeri I. (2019). Sport and physical education as prevention against technological addictions. Journal of Human Sport & Exercise, 14(1) https://doi.org/10.14198/jhse.2019.141.11
  • Vayola, P. (2016). Risks and opportunities of digital technologies in the school. Reflections about planning the teacher’s training. Form@ re, 16(2), 180.
  • Wichstrøm, L., Stenseng, F., Belsky, J., von Soest, T., & Hygen, B. W. (2018). Symptoms of Internet Gaming Disorder in Youth: Predictors and Comorbidity. Journal of abnormal child psychology, 1-13. https://doi.org/10.1007/s10802-018-0422-x
  • Wondemtegegn, S. A. (2018). University Students` Perception and Utilization of Technology for Learning: The Case of Haramaya University. Online Journal of Communication and Media Technologies, 8(1), 130-149.
  • Yakar, G. (2017). An Alternative Method and Display for Content Analysis: Textual Visualization. Online Journal of Communication and Media Technologies, 7(December 2017 - Special Issue), 14-21.
  • Yoon, J., & Kim, K. J. (2017). Science Song Project: Integration of Science, Technology and Music to Learn Science and Process Skills. K-12 STEM Education, 3(3), 235-250.
  • Young, K. (1999). Internet addiction: Evaluation and treatment. Student British Medical Journal, 7, 351-352.