Increasing Technology and Its Impact on Children - Essay Example

Greg Reichelt Human Development Psychology Increasing technology and its impact on children Technology is increasing in our midst as man tries to simplify work and even play through the use of technology. Technology includes those which man uses to communicate and reach out to the world including computers and cell phones. With these are MP3 players and iPods which are more sonic and on the entertainment side, and the earlier media which is television. Adults as well as children use these gadgets but in different ways and in different times. This is where the difference lies. The problem is that there may be probable negative effects on their use, especially on children. Research findings on technology and child development are conflicting where some say technology advances children's cognition and some say it hinders it. When quantified, however, technology benefits seem to surpass supposed destructive effects on children's development - with some caution on use. For example, immediately following are reports from research detailing negative effects on children, after which the positives follow. Television. A cross-sectional research has suggested that television viewing may be linked with decreased attention spans in children. (Christakis, Zimmerman, DiGiuseppe, &McCarty, 2004). The harder it is for the child to pay attention later in life then, the more TV viewing he or she is exposed to. Christakis et al. (2004) found that children, age one, watch television an average of 2.2 hours a day, and children, age three, watch 3.6 hours a day or about 20 to 30 percent of their waking hours. With such considerable exposure, their parents' reports are said to register that these children were more easily distractible and had shorter attention spans than others. Computers. As for computers, they were found to pose danger to children, including occasional stress injuries, eyestrain, obesity, social isolation, and long-term damage to physical, emotional, or intellectual development (Behrman, 2000). In one research by Subrahmanyam, Kaveri, Kraut, Greenfield, & Gross (2000), technology use by children was found to lead to obesity, eye, back, and wrist injuries, and aggressive behavior. In 1998, the National Science Board reported that prolonged exposure to computing environments may lead to "individuals incapable of dealing with the messiness of reality, the needs of community building, and the demands of personal commitments" (Behrman, 2000). Moreover, exposure to violent computer games are associated with increased aggressive behavior (Subrahmanyam et al, 2000). Excessive, unmonitored use of computers can place children at risk on their physical, social, and psychological development, and expose them to inappropriate violent, sexual, as well as commercial content (Behrman, 2000). Cellphones. Another gadget that would give probable negative effects of technology on children is the cell phone. An important report linked heavy use of mobile phones to ear and brain tumours and concluded that risks had been underestimated by most scientists (Coates, Hawkes & Blair, 2005). William Stewart, chairman of the National Radiological Protection Board of United Kingdom said that children are at greater risk of harm when using their mobile phones. Recommending that children under the age of eight not use mobile phones, Stewart's report on Mobile Phones and Health discussed four studies that are of public interest. One of these was a ten-year Sweden study that advised that heavy mobile users are more prone to non-malignant tumors in the ear and brain; whereas a Dutch study had suggested changes in cognitive function. A project supported by the EU had shown evidence of cell damage from fields typical of those of mobile phones, whereas the German study has hinted at an increase in cancer around base stations (Coates et al., 2005). On the other hand, William Thomas (2003) wrote that cell phones harm children even worse than adults. Thomas bared the new findings by the Spanish Neuro Diagnostic Research Institute. He quoted Dr Gerald Hyland as saying - "The results show that children's brains are affected for long periods even after very short-term use. Their brain wave patterns are abnormal and stay like that for a long period. This could affect their mood and ability to learn in the classroom if they have been using a phone during break time, for instance." The Swedes from Sweden's Lund University Hospital supported the Spanish findings, reporting that exposure to radiation emitted by mobile handsets and neighborhood relay towers can destroy cells in the parts of the brain responsible for learning, memory, and movement (Thomas, 2003). Accordingly, RF waves emitted by cell phones actually break down the "blood-brain" barrier, a system that filters toxins out of the bloodstream before it reaches the brain. These effects, Thomas (2003) reported, are far more drastic in young children, destroying their blood-brain barrier quickly, "possibly making one senile at 30." MP3 Players and iPods. On the audio side, research conducted for Royal National Institute for the Deaf (RNID) in UK revealed that a shocking 58% of 16-30 year olds are completely unaware of any risk to their hearing from using MP3 players and other audio products that attach directly to the ears. The organization is so concerned that it is calling on manufacturers of MP3 players to protect consumers by providing clearer warnings on packaging about the dangers of listening too loudly to their products (RNID calls, 2006). Damage to hearing caused by high volume is said to be determined by its duration so that continuous listening to an MP3 player, even at a seemingly reasonable level, can damage the delicate hair cells in the inner ear that transmit sound impulses to the brain. According to Brian Fligor of Children's Hospital in Boston, studies have shown that people exposed to 85 decibels for eight hours tend to develop hearing loss." Fligor found that all the CD players he examined produced sound levels well in excess of 85 decibels (Valeo, 2005). France and other European countries were said to have enacted laws limiting the volume of iPods and other devices to 100 decibels. However, as soon as those European nations capped the sound level of iPods, web sites started providing detailed instructions on how to reverse that limit. (Valeo, 2005). Game-Playing. Games can be played by children in gameboys, the television, cell phones, the computer or whatever electronic gadget available. Existing research indicates that moderate game playing does not significantly impact children's social skills and relationships with friends and family either positively or negatively. Also, studies often found no differences in the "sociability" and social interactions of computer game players versus nonplayers (Phillips, 1994), but a few studies found some mildly positive effects. According to Griffiths & Hunt (1995), little is just known about the consequences of excessive computer use over time among the 7% to 9% of children who play computer games for 30 hours per week or more. Spending much time on any one leisure activity at the expense of others was suggested to cramp social and educational development (Griffiths, 1997). It is said that much playing of violent computer games may lead to increased aggressiveness and hostility and worse, make children insensitive to violence (Provenzo, 1991). Technology has its bad side. In children's interactions with parents and other adult authority figures, the traditional parent-child relationship is reversed, with the computer-savvy child becoming teacher to the parent (Kiesler, 1998), eroding authority structures, and resulting in children as less accepting of parental authority (Impact of Home computer, n.d.). Children learn to form "electronic friendships" with computers instead of friendships with their peers and this might hinder them in developing their interpersonal skills (Griffiths, 1997). The Alliance for Childhood thinks technology is not helpful but doing the opposite -- worsening academic performance and increasing drop-out rates (Alliance, n.d.). The Alliance believes that childhood is a critical phase of life and must be protected to be fully experienced and should not be hurried (Children, 2000). The Alliance quoted Larry Cuban of Stanford University, the former president of the American Educational Research Association as saying, "There is no clear, commanding body of evidence that students' sustained use of multimedia machines, the Internet, word processing, spreadsheets, and other popular applications has any impact on academic achievement." (Children, 2000). In the early grades, the Alliance believe, children need live lessons that engage their hands, hearts, bodies, and minds -- not computer simulations. With all the promise of enriched learning and easier life with technology, there is still the risk of possible harm. In fact, evidence suggests that excessive, unmonitored use of computers can place children at risk for harmful effects on their physical, social, and psychological development, and expose them to inappropriate violent, sexual, or commercial content. (Behrman, 2006). The same is true with cell phones and to some extent, the MP3 and iPod. Nevertheless, technology is totally bad. Technology that includes computers and the Internet are widely used by children for schoolwork and for information (Subrahmanyam et al, 2000). The position paper of the National Association for the Education of Young Children (Technology, 2001) said technologies empower young children, increasing their independence and supporting their learning. When used properly, technologies like computers are said to intrinsically motivate young children, and in the process contribute to their cognitive and social development. They can also enhance the children's self-concept and improve their attitudes about learning (Behrman, 2000). To conclude, technology is a tool that can provide another way for children to learn and make sense of their world. Computers and other technologies can be used in developmentally appropriate ways that are beneficial to children, or they can be misused, just as any other materials can be misused (Children, 2006). Among all of these gadgets, it is the use of computers that have been sufficiently argued upon. The questions are: Is it developmentally appropriate - is it consistent with how a child develops and learns, and with the child's current developmental stage Will the activity benefit the child (Technology, 2001). The age of the child and his or her developmental stage must be taken into account when considering computer use. The same can be said with the ubiquitous cell phone and iPod. Accordingly, for very young children the answers to these questions are usually "no" as their use for most children under age three does not have meaning for the child (Technology, 2001). To reduce such risks, it is proposed that children's time of use on these technologies be limited and their exposure to different types of content should be supervised. As these studies have shown, when used appropriately, technology can support and extend learning in valuable ways and can increase educational opportunities for children and fulfill their communication needs. The key is just in finding the balance, knowing how to coordinate the components of a healthy childhood with the unequalled potentialities offered by technology. References Alliance for Childhood. What we are doing and who we are. Retrieved December 1, 2006 from http://www.allianceforchildhood.net/ Behrman, R. E. (Ed.). Children and computer technology: Executive summary. Volume 10. Number 2. Fall/Winter 2000. Retrieved November 30 2006, from http://www.futureofchildren.org/info-url2849/info-url_show.htmdoc_id=76717 Christakis, D. A., Zimmerman, F.J., DiGiuseppe, D.L. & McCarty, C.A. Early television exposure and subsequent attention problems in children. Pediatrics. Vol. 113 No. 4 April 2004 Children and computers: A call for action. The alliance for childhood. September 12, 2000. Retrieved December 1, 2006, from http://www.allianceforchildhood.net/projects/computers/computers_articles_call_for_action.htm Coates, S., Hawkes, N. & Blair, A. Mobile phones tumor risk to young children. Timesonline. January 12, 2005. Retrieved December 1, 2006, from http://www.timesonline.co.uk/article/0,,2-1436543,00.html Griffiths, M.D., and Hunt, N. Computer game playing in adolescence: Prevalence and demographic indicators. Journal of Community and Applied Social Psychology (1995) 5:189-93; Elmer-Dewitt, P. The amazing video game boom. Time. September 27, 1993, pp. 54-59; see also note no. 11, Roberts, Foehr, Rideout, et al. Healy, J.M. Failure to connect: How computers affect our children's minds and what we can do about it. New York: Simon & Schuster/Touchstone, 1999. Impact of home computer use on children's activities and development. Retrieved December 1, 2006 from http://www.futureofchildren.org/information2827/information_show.htmdoc_id=69831 Kiesler, S., Lundmark, V., Zdaniuk, B., et al. Troubles with the Internet: The dynamics of help at home. Unpublished manuscript. Carnegie Mellon University, 1998. See also note no. 39, Gallup Organization. Cited in Impact of Home computer. Phillips, C.A., Rolls, S., & Rouse, A. Home video game playing in schoolchildren: A study of incidence and patterns of play. Journal of Adolescence (1995) 18:687-91; see also Rutkowska, J.C., and Carlton, T. Computer games in 12- to 13-year-olds' activities and social networks. Paper presented at the British Psychological Society Annual Conference, 1994. Provenzo, E.F. Jr. Video kids: Making sense of Nintendo. Cambridge: Harvard University Press, 1991. RNID Calls for More Prominent Warnings on MP3 Player Packaging. Healthy Hearing. September 4, 2006. Retrieved December 1, 2006, from http://www.healthyhearing.com/library/news_content.aspnews_id=853 Subrahmanyam, K., and Greenfield, P.M. Computer games for girls: What makes them play In From Barbie to Mortal Kombat: Gender and computer games. J. Cassell and H. Jenkins, eds. Cambridge, MA: MIT Press, 1998. Subrahmanyam, K, Kraut, R.E., Greenfield, P.M. & Gross, E.F. The Impact of home computer Use on Children's Activities and Development. Children and Computer Technology. Volume 10, Number 2. Fall/Winter 2000. Executive summary issue guide. Retrieved December 1, 2006 from http://www.futureofchildren.org/usr_doc/vol10no2Art6.pdf Technology and Young children - Ages 3 through 8. A position statement of the National Technology in early childhood development. Finding the balance. Northwest Regional Educational Laboratory. June 1, 2001. Retrieved 30 November 2006 from http://www.nwrel.org/request/june01/child.html Thomas, W. Cell phones hurt children even worse than Adults. Convergence Weekly. July 2003. Retrieved December 1, 2006 from http://www.willthomas.net/Convergence/Weekly/Cell_Phone_Health_Children.htm Valeo, T. The MP3 Generation: At risk for hearing loss FoxNews.com. August 26, 2005. Retrieved December 1, 2006 from http://www.foxnews.com/story/0,2933,166944,00.html. Read More