Effects of Technology on Classrooms and Students

 Change in Student and Teacher Roles

 Increased Motivation and Self Esteem
 Technical Skills
 Accomplishment of More Complex Tasks
 More Collaboration with Peers
 Increased Use of Outside Resources
 Improved Design Skills/Attention to Audience

Change in Student and Teacher Roles

When students are using technology as a tool or a support for communicating with
others, they are in an active role rather than the passive role of recipient of
information transmitted by a teacher, textbook, or broadcast. The student is actively
making choices about how to generate, obtain, manipulate, or display information.
Technology use allows many more students to be actively thinking about information,
making choices, and executing skills than is typical in teacher-led lessons. Moreover,
when technology is used as a tool to support students in performing authentic tasks,
the students are in the position of defining their goals, making design decisions, and
evaluating their progress.

The teacher's role changes as well. The teacher is no longer the center of attention as
the dispenser of information, but rather plays the role of facilitator, setting project
goals and providing guidelines and resources, moving from student to student or
group to group, providing suggestions and support for student activity. As students
work on their technology-supported products, the teacher rotates through the room,
looking over shoulders, asking about the reasons for various design choices, and
suggesting resources that might be used. (See example of teacher as coach.)

Project-based work (such as the City Building Project and the Student-Run
Manufacturing Company) and cooperative learning approaches prompt this change in
roles, whether technology is used or not. However, tool uses of technology are highly
compatible with this new teacher role, since they stimulate so much active mental
work on the part of students. Moreover, when the venue for work is technology, the
teacher often finds him or herself joined by many peer coaches--students who are
technology savvy and eager to share their knowledge with others.
Increased Motivation and Self Esteem
The most common--and in fact, nearly universal--teacher-reported effect on students
was an increase in motivation. Teachers and students are sometimes surprised at the
level of technology-based accomplishment displayed by students who have shown
much less initiative or facility with more conventional academic tasks:

The kids that don't necessarily star can become the stars. [with
technology]. My favorite is this boy . . . who had major problems at home. He
figured out a way to make music by getting the computer to play certain letters
by certain powers and it changed the musical tone of the note and he actually
wrote a piece. He stayed in every recess. . . . When I asked him what he was
working on, he wouldn't tell me. Then he asked if he could put his HyperCard
stack on my computer because it was hooked up to speakers. I said "sure" and
at recess. . . he put it on my computer and played his music and literally
stopped the room. And for months he had kids begging him at recess, every
recess, to teach them how to make music. And for that particular kid it was the
world because he really was not successful academically and was having lots
of problems. . . . This really changed him for that school year. -Elementary
school teacher

Teachers talked about motivation from a number of different perspectives. Some

mentioned motivation with respect to working in a specific subject area, for example,
a greater willingness to write or to work on computational skills. Others spoke in
terms of more general motivational effects--student satisfaction with the immediate
feedback provided by the computer and the sense of accomplishment and power
gained in working with technology:

Kids like the immediate results. It's not a result that you can get anywhere else
except on the computer. . . . For them it really is a big deal. Much more so than
I ever though it was going to be. --Elementary school teacher
Technology is the ultimate carrot for students. It's something they want to
master. Learning to use it enhances their self-esteem and makes them excited
about coming to school. --Fifth grade teacher
The computer has been an empowering tool to the students. They have a voice
and it's not in any way secondary to anybody else's voice. It's an equal voice.
So that's incredibly positive. Motivation to use technology is very high. --
Elementary school teacher
In many of these classes, students choose to work on their technology-based projects
during recess or lunch periods. Teachers also frequently cite technology's motivational
advantages in providing a venue in which a wider range of students can excel.
Compared to conventional classrooms with their stress on verbal knowledge and
multiple-choice test performance, technology provides a very different set of
challenges and different ways in which students can demonstrate what they
understand (e.g., by programming a simulation to demonstrate a concept rather than
trying to explain it verbally).

A related technology effect stressed by many teachers was enhancement of student

self esteem. Both the increased competence they feel after mastering technology-based
tasks and their awareness of the value placed upon technology within our culture, led
to increases in students' (and often teachers') sense of self worth.

I see more confidence in the kids here. . . . I think it's not just computers, it's a
multitude of things, but they can do things on the computers that most of their
parents can't do and that's very empowering and exciting for them. It's "I can
sit down and make this machine pretty much do what I want to," and there's
something about that that gives them an extra little boost of, "Wow, I'm a pretty
special person." --Elementary school teacher

Students clearly take pride in being able to use the same computer-based tools
employed by professionals. As one teacher expressed it, "Students gain a sense of
empowerment from learning to control the computer and to use it in ways they
associate with the real world." Technology is valued within our culture. It is
something that costs money and that bestows the power to add value. By giving
students technology tools, we are implicitly giving weight to their school activities.
Students are very sensitive to this message that they, and their work, are important.

Technical Skills
Students, even at the elementary school level, are able to acquire an impressive level
of skill with a broad range of computer software (see examples). Although the specific
software tools in use will likely change before these students enter the world of work,
the students acquire a basic understanding of how various classes of computer tools
behave and a confidence about being able to learn to use new tools that will support
their learning of new software applications.
Accomplishment of More Complex Tasks
Teachers for the observed classes and activities at the case study sites were nearly
unanimous also in reporting that students were able to handle more complex
assignments and do more with higher-order skills (see examples) because of the
supports and capabilities provided by technology.

More Collaboration with Peers

Another effect of technology cited by a great majority of teachers is an increased
inclination on the part of students to work cooperatively and to provide peer tutoring.
While many of the classrooms we observed assigned technology-based projects to
small groups of students, as discussed above, there was also considerable tutoring
going on around the use of technology itself. Collaboration is fostered for obvious
reasons when students are assigned to work in pairs or small groups for work at a
limited number of computers. But even when each student has a computer, teachers
note an increased frequency of students helping each other. Technology-based tasks
involve many subtasks (e.g., creating a button for a HyperCard stacks or making
columns with word processing software), leading to situations where students need
help and find their neighbor a convenient source of assistance. Students who have
mastered specific computer skills generally derive pride and enjoyment from helping
others.

In addition, the public display and greater legibility of student work creates an
invitation to comment. Students often look over each others' shoulders, commenting
on each others' work, offering assistance, and discussing what they are doing.

I've also seen kids helping each other a lot at the computer. The ones that pick
it up faster, they love teaching it to someone that doesn't know it yet. --Fifth-
grade teacher
The ones who have used it from the beginning have become peer coaches. --
Fifth-grade teacher

Students' ability to collaborate on substantive content can be further enhanced through

the use of software applications specifically designed for this purpose. Students in
several classes at one of our case study sites used a research package
called CSILE (Computer Supported Intentional Learning Environment), for building a
communal database and exchanging comments about each others' ideas.
One of our teacher informants made the point that the technology invites peer
coaching and that once established, this habit carries over into other classroom
activities:

It's a much more facilitating atmosphere because the kids help each other so
much on the computer. It changes the style and the tone of the classroom a
lot. --Elementary school teacher

Though the use of technology often promoted collaboration and cooperation among
students at these case study sites, there were still concerns about appropriate student
conduct. Many schools implement acceptable use policies, especially if they offer
students access to the Internet. (See examples of Sharenet's formal technology use
agreement or other acceptable use policies.)

Increased Use of Outside Resources

Teachers from 10 out of 17 classrooms observed at length cited increased use of
outside resources as a benefit of using technology. This effect was most obvious in
classrooms that had incorporated telecommunications activities (see examples), but
other classes used technologies such as satellite broadcasts, telefacsimiles, and the
telephone to help bring in outside resources.

Improved Design Skills/Attention to Audience

Experiences in developing the kinds of rich, multimedia products that can be
produced with technology, particularly when the design is done collaboratively so that
students experience their peers' reactions to their presentations, appear to support a
greater awareness of audience needs and perspectives. Multiple media give students
choices about how best to convey a given idea (e.g., through text, video, animation).
In part because they have the capability to produce more professional-looking
products and the tools to manipulate the way information is presented, students in
many technology-using classes are reportedly spending more time on design and
audience presentation issues.

They also do more stylistic things in terms of how the paper looks, and if there
is something they want to emphasize, they'll change the font . . . they're looking
at the words they're writing in a different way. They're not just thinking about
writing a sentence, they're doing that, but they are also thinking about, "This is
 a really important word" or "This is something I want to stand out." And
they're thinking in another completely different way about their audience. --
Elementary school teacher

While most teachers were positive about the design consciousness that technology
fosters, a potential downside was also noted by a few teachers. It is possible for
students to get so caught up in issues such as type font or audio clips that they
pay less attention to the substantive content of their product. We observed one
computer lab within which several students with a research paper assignment spent
the entire period coloring and editing the computer graphics for the covers of their as-
yet-unwritten reports, pixel by pixel. Teachers are developing strategies to make sure
that students do not get distracted by some of the more enticing but less substantive
features of technology, for example, by limiting the number of fonts and font sizes
available to their students.

How Important is
2.

Technology in
Education? Pine
Cove’s Top 10
Reasons
by Tyler Wantulok on February 12, 2015
 Why is technology important? How important is technology in education?

There are countless reasons why technology is a key aspect of learning in the
schools. Whether we like it or not, technology is everywhere; and in order for
our students to survive in post-secondary education and the business world,
they must know technology.

[Related: View our other education blogs]

To narrow it down, we came up with 10 reasons for the importance of

technology in education:

1. Students demand it.

Students are engaging with technology constantly outside of the
classroom. Kids like to be interactive, and learning through technology
has now become a part of their lifestyle.
2. New teachers are demanding it.
The technology movement has been implemented in post-secondary
education as well as other professional jobs. For new teachers,
technology is considered a necessity for the learning environment.
3. Kids are the digital native.
Kids know technology better than most adults. It has become the
easiest way they learn, because it is such an integral part of their life.
Engaging with technology in the classroom has not only helped them
learn better, but they also acquire multi-tasking skills. At this day in age,
they hardly know how to learn without it. This knowledge is important,
because they would be way behind in the real world without it.
4. Kids can learn at their own pace.
We know from years of experience that kids learn at their own pace, but
sometimes the traditional classroom makes it difficult to do so. With the
integration of technology in education, children have the ability to slow
down and go back over lessons and concepts, and more advanced kids
can go ahead. It also frees up the teacher to help kids on a more one-
on-one level.
5. With technology, there are no limitations.
Having access to other information outside of the book gives students
 many different ways to learn a concept. Teachers can come up with
creative ways to teach their students that keeps them engaged.
Technology has changed the learning environment so that learning is
more hands-on. Schools throughout the nation are diverse in income,
and often kids don’t always get the resources they need. The
implementation of technology in schools helps close that gap.
6. Technology has the ability to enhance relationships between
teachers and students.
When teachers effectively integrate technology into subject areas,
teachers grow into roles of adviser, content expert, and coach.
Technology helps make teaching and learning more meaningful and fun.
Students are also able to collaborate with their own classmates through
technological applications.
7. Testing has gone online
One protocol that schools don’t have control over, but must adapt to, is
online testing. Testing online is the way of the future, but it has a lot of
advantages. Assessing students’ performance can be done instantly
with technology. Beyond seeing test scores in real-time, teachers can
better track and understand students’ grasp of the subject.
8. Multitude of resources
Computers, tablets, and other forms of technology bring multiple
resources for the teacher that’s not in the book. They not only keep
students engaged with exciting new features and apps, but also have
other ways to teach students material. Every kid learns differently, and
technology helps with this gap as well.
9. Technology keeps kids engaged.
The students of this generation are considered technological learners.
They learn best being more interactive, and technology is what helps
them do that. Children often struggle to stay on task or interested, and
with resources to help the teacher, they can better stay focused and
learn faster.
10. Technology is necessary to succeed outside of primary and
secondary education
Whether we like it or not, technology is an essential concept to learn.
Because it changes so quickly, children are better off learning about it
sooner. It is a primary part of every industry, and there is no way around
it. These days, technology means more than just learning basic
computing skills. Technology has made itself part of every aspect of our
lives today, and the students who understand it are the ones who
succeed in the business world.
 3. Research

Survey: 94% of Students

Want to Use Their Cell
Phones in Class
 By Rhea Kelly
 12/12/17

A whopping 94 percent of students in a recent survey said they want to use their
cell phones in class for academic purposes. The Student Pulse Survey from Top
Hat, conducted by independent research firm Survata, polled 520 college students
about digital devices, textbooks and learning. Top Hat is the maker of a classroom
engagement platform that allows students to use their own devices to participate in
discussions and access course content.
The survey found that a large number of students — 75 percent — believe using
personal devices in the classroom has improved their ability to learn and retain
information. Fifty-eight percent of respondents use their phones to take pictures of
lecture slides; 41 percent use them to Google answers to in-class questions; and 39
percent use them to access a digital textbook. On the other hand, 54 percent also
use cell phones to text friends and 52 percent use them to browse social media
during class.
Many students said they would be willing to use their phone more often for various
class activities, such as check in to the class (60 percent), answer in-class polls (59
percent) and access a professor's slides (54 percent). Just 6 percent of students
said they don't want to use their phone in class for academic purposes.
Students also want more interactive, digital course materials, the survey found.
About twice as many students said they learn more effectively from an interactive
text than a static PDF course pack (36 percent compared to 19 percent,
respectively). Sixty-eight percent think quizzes should be embedded within digital
course materials, and 62 percent said the same about videos. Just 3 percent said
they would prefer not to have interactive course materials.
The survey also asked students about ways they obtain their textbooks. Fifty-six
percent of respondents said they have rented a textbook; 47 percent have
downloaded a PDF of a textbook; 35 percent have borrowed a textbook; and 31
percent have gotten by without buying a textbook at all.
Finally, when asked what presents the biggest obstacle to college success,
students' No. 1 answer was finances, followed by "Not enough time to study and
absorb the course material," quality of teaching and access to textbooks.
An infographic of the survey results is available on the Top Hat site.

Should Students Have

4.

Cellphones In School? Educators

Are Divided 10:57

Play
September 27, 2017Updated Sep 27, 2017 3:47 PM
closemore
Are cellphones educational tools, or a scourge on learning? School districts
and educators are divided on whether cellphones should be allowed in the
country's classrooms.

Some cellphone bans have recently been reversed — most notably in New
York City. Other districts have instituted new bans. Here & Now's Robin
Young checks in with Washington Heights, New York, middle school
teacher Jose Luis Vilson (@TheJLV) and Lewiston, Maine, middle school
principal Jana Mates, who fall on opposite sides of the debate.
Interview Highlights
On arguments against banning cellphones in schools

Jose Luis Vilson: "I'd say no ban for the specific reason that, you know, this
debate reminds me a lot of sex ed where, if you think about the ways that
people keep saying, 'Oh we have to be abstinent, abstinent, abstinent,' and all
the while, kids feel that pressure to not have to do it. But then once they feel
the pressure, they also feel the pressure to rebel. So instead of trying to push
it out of our schools, why don't we make it an integral part of our schools and
have kids be more responsible with it? And why not make those tools that
they have in their pockets into tools for learning? And oftentimes I find that
when we teach children not to do something, when they become adults, they
have a harder time actually using it in a responsible way."

On whether educators are asking for trouble in trying to teach kids to

use cellphones responsibly

JLV: "I would say no, for the specific reason that, there's a whole ton of
arguments to be made for saying that we should ban every single thing. There
has to be a point where we as a country take some responsibility for the
cultural norms that we establish. And if we're introducing cellphones, that
we're basically saying, 'OK, this is something that you may be addicted to at
some point, but we're gonna teach you how to use it responsibly so you can
pull back a bit.' It's a lot like healthy eating, it's a lot like the other things that
we have out there that perhaps are perilous if we don't set some sort of
standard, or at least have a sense of saying, 'Let's have a conversation around
this,' instead of trying to say, 'It doesn't exist.'"

"Oftentimes I find that when we

teach children not to do
something, when they become
adults, they have a harder time
actually using it in a responsible
way."
Jose Luis Vilson
On how cellphones can be useful in the classroom

JLV: "Here's what I'd say: I mean, in my own classroom, I teach my kids to
be responsible, and this is the way I do it. First, I pull out my cellphone. I say,
'Look, this is a device that I have. And if you ever hear it go off, you're gonna
see me pull it out, and then turn it off and then put it back in my pocket, and I
advise everybody to be responsible in that way.' And so far it's worked pretty
well: For 99 percent of the kids, I haven't had to take a cellphone away in the
last four or five years.

"Then, there was a other part where, OK we may have iPads, we may have
laptops — and we're able to get that because of the school that I'm in, and I'm
blessed for that. But, there are times when the Wi-Fi won't work or the
internet won't work, and so of course we have these cellphones. It's like, 'OK,
well why don't you look up this and tell me what you think?' And once you
use that cellphone by saying, 'Look it up, you can go ahead and do that.' That
creates a sense of student agency that they normally wouldn't have."

On why Lewiston Middle School banned cellphones

Jana Mates: "Mostly in response to the overwhelming amount of negative use,

social media, a lot of the office referrals, a lot of the talk in the community,
all revolved around conversations that we're having on social media — and
some of them during the school day — and I just feel like it's too much
pressure for a kid. They're here to learn, they're here for structure, they're here
to focus on being a kid, and that wasn't happening."
On how the ban is going

JM: "We were pretty transparent about the change in this policy, and why we
were doing it, right from the beginning. We put it right in our Lewiston
Middle School policy handbook, we put it on the website. And then the first
two days of school we pulled kids down into the auditorium and we just told
them why. I think if kids understand where you're coming from — and that
it's not to be mean, or to put more rules in place, but because we genuinely
care about them — it's actually been a really positive outcome. I think kids
are actually getting it, and the pressure of not having to worry about what's
happening on social media during the day is almost like a weight off their
shoulders that they didn't anticipate was going to happen."

"They're here to learn, they're

here for structure, they're here
to focus on being a kid, and that
wasn't happening."
Jana Mates, on why Lewiston Middle School banned cellphones
On difficulty for teachers in getting students to give up their phones

JM: "Here, not using cellphones has always been a suggested practice. But
what was happening is kids were going to the bathroom 10 times more than
they should so that they could go use [their phone], or they were late to class
because they were in the hall texting or on social media. And those pieces
have been taken away. And so there's been a handful of times where we've
had to, you know, our policy is the first time it's a warning, second time the
phone gets taken away until the end of the day. Third time a parent has to
pick it up, and we've yet to get to the point where a parent has to come pick
up the phone."

On the argument that having phones in the classroom presents an

opportunity for students to learn
JM: "I think there are age limits on lots of things in life for a reason. We have
computers here for students, anything that they need to go on educationally,
they're able to via MacBooks. And I don't know, I think in our society, is it
really our job to teach kids how to use Facebook? When 50 percent of our
school isn't reading on grade level?"

This segment aired on September 27, 2017.

Related:
 WCSH: Lewiston Middle School Principal Answers Your Questions
About Cell Phone Ban
 Cell Towers At Schools: Godsend Or God-Awful?
 How To Get Students To Stop Using Their Cellphones In Class
 Washington, D.C. Students Reflect On 'No Tech Tuesdays' Challenge
 Some Schools Actually Want Students To Play With Their
Smartphones In Class

5 Benefits of Using Cellphones in

School: Smartphones as Learning
Tools
By The Room 241 Team • November 9, 2012
This post has been updated as of April 2018.
Today’s students are digital natives. Nearly three out of four teenagers have
access to a smart phone, and so many students take them to school every
day. For some teachers, it’s probably more uncommon to see a student
without one than with one.
But are cellphones in the classroom a good idea? Do they serve as a valid
learning tool or, or are they just another distraction contributing to the social
disengagement of children?

We took a look at the arguments for using cellphones in class, along with the
number of students with phones and the number of apps available to them.

Smartphone ownership
 Cellphones have obviously come a long way since the two-pound, $3,995
Motorola DynaTAC 8000X was first introduced in 1984. Subsequent
generations of mobile phones continued to evolve and became more
affordable and portable, and now offer so much more value beyond a means
to call others.

In the ongoing discussion surrounding the efficacy of digital devices in the

classroom, schools must face the fact that smartphones are already being
utilized by students of all ages. According to an eMarketer article referencing
a February 2016 survey by Flagship Research, “Among the 14- to 18-year-
olds polled, 87% said they ‘own and use’ a smartphone—i.e., penetration
about a dozen percentage points higher than eMarketer’s figure for 12- to 17-
year-olds.”
Clearly, young people are acquiring smartphones at a staggering rate.

App availability
Get this: The Apple Store had 800 apps the month of its launch in July 2008.
As of January 2017, it had 2.2 million. How many educational apps are there?
According to New America, as of June 2015, there were over 80,000
educational apps available in the app store.
From colors to ABCs to “The Little Engine That Could,” what used to be taught
through books can now be learned through apps—and that’s just for younger
generations. The applications for using smartphones from preschool through
college are in place and growing.

Reasons to use smartphones in the

classroom
With the widespread use of smartphones by younger and younger students,
what are the practical reasons for allowing smartphones as a learning tool in
the classroom? Consider these points:

 Students learn in a way they are comfortable. Smartphones are young-

person intuitive. More and more students know how to use them, and they are
becoming the most used “tool” by teens.
 Students can get answers quickly. Smartphones provide the ability to get
answers really fast. In some situations, a student may not ask for clarification
to a question he or she has in an open classroom—because they can use
their smartphone to get the answer they’re looking for.
 Audio and video can bring learning to life. Audio and video capabilities of
smartphones can put a voice to John F. Kennedy, a dramatic video image to
the Hindenburg disaster, and allow students to hear the music of Chopin or Al
Jolson. They can even connect students with other students from around the
globe and expand their learning world.
 Access to educational apps. Equipping your classroom with handy learning
apps takes learning up a notch. There are many educational apps available in
a wide range of subjects for all kinds of learners. These game-like exercises
encourage playful competition among your students, while enhancing the way
they learn new ideas. Plus, students (and you, the teacher) will love the
change from regular lecture instruction.
 Smartphones allow for social learning. Smartphones can allow students to
work in groups on projects, sharing information and discoveries. They can
move toward a common goal, again, in a format they are comfortable using.
How to, not if to, use smartphones
Challenges of leveling the playing field, maintaining proper use and control,
and preventing abuse with smartphones are similar to problems faced by
teachers in the past. Back then, it was passing a note; today it is texting. Both
are fairly avoidable, but it doesn’t mean phones should be banned (paper
wasn’t!).

At Concordia, we believe the focus of smartphone use in the classroom

should shift from not if they should be used, but how to best use them. While
critics will cite the opportunity for cheating, unauthorized socializing, and
social isolation issues involved, the fact is students are using smartphones
every day, and they are using them to learn. Teachers can be a positive force
in helping students use them properly in the classroom.
Our advice: set ground rules for smartphones in your classroom, along with
clear expectations of what happens if they’re used inappropriately. Just like
with anything else, too much of something can be a bad thing—but just
enough, can be perfect for learning in new ways.

5. Is technology affecting our health?

Murphy, Kathryn DNSc, NP
Nursing Made Incredibly Easy!: July/August 2016 - Volume 14 - Issue 4 - p 44–52
doi: 10.1097/01.NME.0000484076.13136.7c
Feature: CE Connection

 Abstract
 Author Information

 Article Outline
Smart devices can make our professional and personal lives easier and more enjoyable, but along
with the positives may come some downsides.

Figure

Technology is everywhere. You can't travel on a plane, walk down the street, or visit with family
without technology being there in some form. We have devices for communicating, listening to
music, and reading. Some of us have smart homes that respond to our commands. Many of us
have video game systems, healthcare apps, and digital learning tools. Almost every aspect of life
now has technology associated with it.
People are often so engrossed with this technology that they forget to live in the real world, not
the virtual world. Social media sites alone are an increasing presence. Eighty-seven percent of
millennials state that their smartphone never leaves their side, with 80% checking their
smartphone first thing in the morning and 88% using the camera on their smartphone weekly.
The use of technology can affect both our physical and mental health. Some of these effects are
transient, whereas others may be permanent. On the positive side, technology can assist with
learning, help people with disabilities, and make daily work tasks and chores more efficient
(see Nurses' exposure to technology in the work setting). Generally, more research is needed to
thoroughly assess the positive and negative effects of technology on health.
Because nurses are often patients' first contact in the healthcare arena, we can be pivotal in
assessing the effects of technology on a person's health as part of our health assessment. Along
with assessment, we must also educate our patients on the importance of balance when using
technology.
Back to Top | Article Outline

Physical health effects

Physically, individuals are at risk for a sedentary lifestyle and may experience sleep problems,
eyestrain, hearing loss, neck/back strain, and “text thumb.”
Back to Top | Article Outline

Sedentary lifestyle

Technology can make our lives more efficient, but it can also encourage a sedentary lifestyle. A
person who works at a computer all day and then goes home to use some form of technology for
entertainment is especially at risk. The longer a person sits in front of a TV or video game, the
more likely he or she will die at a younger age. Walking, running, swimming, or games that
involve the body such as volleyball and tennis can help balance the negative effects of extended
technology use. However, even when sedentary, one study demonstrated that fidgeting can
counteract some of the adverse effects of prolonged sitting. In fact, there was no increased risk of
mortality with the use of technology if one fidgets while sitting.
In our role as educators, we can encourage our patients to move often while sitting by bending
over, moving their legs and arms, or working in a standing position. Also recommend that for
each hour of technology use, your patient takes 1 hour to do an alternative activity.
Back to Top | Article Outline

Sleep problems

Electronic book readers have light-emitting diodes that transmit blue wavelength light.
Prolonged exposure to blue lights can cause eyestrain and fatigue. It can also interfere with sleep
patterns. Studies have shown that exposure to blue light can suppress levels of melatonin, a
hormone that promotes sleep and allows for increased alertness the following morning. Exposure
to blue light also reduces the amount of rapid eye movement (REM) sleep, the form of sleep in
which dreams occur. REM sleep aids memory consolidation and transmissions between neuronal
networks in the brain, allowing the brain to function more effectively.
Sleep deprivation can also be caused by the anxiety created about missing a call or text, staying
up later to use devices, and interruptions in sleep due to calls and texts. To counteract these
effects, teach your patients about proper sleep hygiene, including limiting the use of light-
emitting devices or smartphones close to bedtime.
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Vision problems

Close computer work can cause dry eyes, light sensitivity, double vision, fatigue, and headaches.
Additionally, handheld devices demand that users position themselves close to the equipment.
This can result in increased use of eye muscles to focus, which leads to more strain. According to
a survey conducted by the Vision Council, 70% of adults have experienced some symptoms of
eyestrain from digital device usage, including using small cellphone screens to watch videos and
movies. Blue wavelength light can penetrate deep into the eye and damage retinal cells. This
accumulative damage may contribute to macular degeneration. It's particularly important to
balance the use of technology in children to decrease the risk of nearsightedness.
On the other hand, technology is being developed to correct vision problems. Engineers have
created a prototype tablet display that can compensate for a person's vision loss. A team of
researchers from the University of California at Berkeley and the Massachusetts Institute of
Technology have developed an algorithm that adjusts the intensity of light from single computer
pixels based on the user's specific visual impediment. This research is in the early stages and
may be useful for patients with unusual vision alterations.
Teach your patients how to decrease eyestrain, such as using the 20-20-20 rule. Take a 20 second
break every 20 minutes and look at something 20 feet away. Encourage patients to change the
background color of their devices from bright white to cool gray. They should adjust the screen
so that it's directly in front of their face and slightly below eye level, and position their body so
that there's sufficient distance from their eyes to the screen (about one arm's length away).
Finally, they should blink more often to lubricate their eyes.
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Hearing problems

Teenagers and young adults are most at risk for hearing loss from the use of earbuds or
headphones in conjunction with personal audio devices. Studies indicate that almost 50% of
individuals age 12 to 25 are exposed to unsafe levels of sound while using personal audio
devices. According to the World Health Organization (WHO), unsafe sound levels can occur
with an exposure to an excess of 85 decibels for 8 hours or 100 decibels for 15 minutes. The
WHO recommends that the highest level of noise exposure in a workplace is 85 decibels for up
to a maximum of 8 hours. So if a person finishes work and then goes home and listens to a
personal audio device, he or she may unknowingly move into unsafe levels. Today, there are
smartphone apps to assist with monitoring safe listening levels and adjusting use accordingly.
Ask your patients about occupational exposure to noise. Teach them to prevent hearing loss by
limiting the amount of time they use personal audio devices, keeping the volume down on the
device, and using noise cancelling earbuds or headphones.
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Neck/back strain

The use of smartphones, computers, tablets, and other devices can contribute to severe neck
strain. When a person's neck bends forward and down, the weight on the cervical spine is
increased. The effect is like hyperextending a finger and holding it there for an hour. As the
tissue stretches for a long period of time, it can get inflamed and damage may occur. Neck strain
can also contribute to headaches and back strain. The use of devices causes our necks to bend
more frequently. Overtime, this poor posture can lead to early degeneration of the spine.
Encourage your patients to avoid neck strain by looking down at a smartphone without bending
their neck. Also, the use of periodic neck range-of-motion exercises can assist with decreasing
strain. Lastly, limiting the amount of time using these devices can help.
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Text thumb

The repetitive gripping motions used while texting or video gaming results in constriction of the
flexor tendon in the thumb. This can cause painful snapping when the thumb goes through the
range of motion. The thumb may also lock in a curled position. Text thumb results in
inflammation in the tendons and the synovial sheath that protects it. Repetitive motions can lead
to a painful, weakened grip and degeneration, causing permanent tendon damage. Researchers in
Turkey found that the more a person texts, the greater the thickness of the tendons, resulting in
more pain and weakness of grip.
Other joints may be affected by the prolonged use of technology. Too much time holding a
cellphone to the ear, resting elbows on a desk, or keeping arms bent in an acute angle can
contribute to cubital tunnel syndrome or increased tension in the tunnel through which the ulnar
nerve passes in the elbow. Symptoms include numbness or tingling in the hand or fingers and
soreness of the elbow or forearm.
Teach your patients to change positions frequently, use both hands to limit the burden on one
appendage, take time between texts and resting their arms on a table, and incorporate bluetooth
technology to decrease time holding a phone to prevent these health problems.
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Mental health effects

Mentally, technology can shorten attention spans, contribute to increased anxiety and narcissism,
decrease capacity for emotional intelligence, and lessen solitary time.
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Memory changes

At the cellular level, the communication networks between nerve cells in the brain change in
response to experiences and stimuli. It's the strength and efficiency of these networks that allow
the brain to be successful in processing and storing information. The use of screen-based devices
can produce changes in nerve cell behavior. Attention spans are shorter, personal communication
skills are reduced, and the ability to think abstractly is decreased.
As information expands, attention spans decrease. A study comparing students in Singapore and
the United States showed that Singaporean students spent an average of 1 hour trying to solve an
advanced math problem, whereas American students spent a total of 34 seconds before giving up
on it. The speed of technology may be decreasing the skill of waiting or frustration tolerance
when things don't go as planned.
In one UCLA study, experienced web users displayed fundamentally different neural structures
in the prefrontal cortex. When Internet use or gaming becomes excessive, studies indicate
atrophy in the frontal lobe where executive functions, such as planning, prioritizing, organizing,
and impulse control, occur. There may also be damage in the insula—the part of the brain that
involves the capacity to develop empathy and compassion for others. And volume loss of gray
matter has been seen in the striatum, which is involved in the suppression of socially
unacceptable impulses.
In contrast, a 2009 UCLA study demonstrated that engaging in Internet searches actually
increase brain activity. Specifically, using the Internet stimulates neuronal circuitry more than
reading a book. This may be due to the use of interactive websites.
Multitasking, such as checking e-mails while in a meeting, is common in today's world.
Technology can falsely convince a person that multitasking is effective and efficient. Yet,
research demonstrates that the opposite is true. Most of the time, the brain can't perform two
complex tasks, such as listening to a lecture and texting, at once. Each of these tasks demands the
attention of the prefrontal cortex at the same time. This results in less proficiency as the person
loses time being distracted and experiences more mental fatigue.
Multitaskers find it more difficult to filter out extraneous information than those who perform
one task at a time. They also take longer to juggle problems and switch tasks, and spend more
wasted time looking for information. In addition, a person's memory of what's being learned may
be impaired if his or her attention is split and the depth of information processing may be less
because of the distraction of multitasking.
This finding is also true in children. However, a recent study found that as attention spans
decreased, visual reasoning skills increased. Children raised with technology from an early age
were able to understand complex visual images and increase the focus on details in the images.
They also developed better hand-eye coordination. In the classroom, technology can assist
learning with programs that offer rewards for success, assistive devices for student with
disabilities, and web searches to investigate a topic.
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Emotional instability

Who we are and how we feel about ourselves is now being tied to social media sites that have
continual updates of personal status. The majority of the postings are positive, with emotional
contagion dispersing happiness through cyberspace. Yet, some studies have shown that exposure
to positive posts can actually produce envy and reduce well-being in some individuals. Whether
a social media post elicits a positive or negative response may relate to the actual relationship
between the person who posts and the individual who views the post. In other words, close
friends in the real world and not just on social media more often view the post as positive. In
addition, some people may use the feeling of envy to strive to improve their own life, whereas
others may react with low self-esteem.
Recent studies have focused on how prolonged Internet use may actually increase feelings of
well-being through the building of social relationships and participating in a virtual community.
This is true particularly for shy individuals who are less likely to form social relationships and
more apt to conceal information about themselves. These individuals may be less threatened
when engaging in virtual relationships. In return, this participation can increase the person's
sense of well-being and provide a new forum for interaction.
Teens, in particular, are more sensitive to the approval of others on social media. Cyberbullying
is prevalent, with over half of teens either participating in bullying or victims of bullying.
Examples of cyberbullying include spreading rumors online, circulating unattractive images of
another teen online, texting unkind messages about another teen, and pretending to be someone
else online to hurt another teen. Cyberbullying can be very upsetting to an adolescent and may
lead to depression, anxiety, and suicide. Crucial to the effect of cyberbullying is the fact that
once something is posted online, it never really goes away and can resurface later in a person's
life.
Counsel parents on talking to their teens about bullying, having the computer in a central
location, and limiting the time their teens spent on social media sites.
Keep in mind that adults aren't immune to cyberbullying either; peers in the work setting may be
targets. Employees with knowledge of cyberbullying should alert management to ensure that the
work environment remains positive.
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Emotional intelligence changes

Our increased use of technology may lead to a decrease in emotional intelligence. Empathy
levels among college students have decreased by 40% over the last 10 years. As the world
presents more options through the Internet, long-term commitment decreases. Just look at how
often we change channels on the TV or on our personal audio device to get to a better choice.
The Pew Research Center indicates that millennials prefer digital rather than in-person
interaction. Forty percent state that they often substitute texting, video chats, and e-mail for
actually meeting up with friends for social interaction. This may decrease the ability to use eye
contact, listen to others, and interact face-to-face.
Reality TV, daily social media posts, and personal blogs all focus on an individual and what he
or she is doing or saying. This externalization of a person's identity can result in an increase in
narcissism—a personality trait associated with self-absorption, egocentrism, overestimation of
one's abilities, a sense of entitlement, and a disregard for others. Social media sites promote
sharing trivial parts of one's life and gaining attention from this sharing. Moreover, the amount of
time spent using social media reduces face-to-face interactions, which assist people to develop
essential social skills, such as empathy, compassion, and concern for others.
With technology focused on personal needs and self-expression, there may be less time to form
real-time relationships. People can invent who they want to be online rather than present who
they really are. On the other hand, social media can assist people to meet in person. Numerous
dating sites help people find others who share common values and interests.
Help patients strive for a balance of technology and interpersonal dialogue and empathy.
Encourage face-to-face interaction, mindfulness and relaxation practices, and unplugging from
technology to help increase emotional intelligence.
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Loss of solitary time

Interaction with technology is creeping into the solitary time we need to decompress and “reboot.”
Just as we need sleep to rest and process the day's events, we need solitary time to strengthen our
inner selves. Having one's self-esteem based on social media makes us more dependent on others
for approval. Being connected 24/7 doesn't really allow for alone time and can cause
hyperarousal.
Private time allows for reflection and creativity; our muscles relax, energy is stored, food is
metabolized, our pupils constrict to reduce stimuli, and our heart rate and BP slow. During this
time, the neurotransmitter acetylcholine is released, which increases blood flow and alertness in
the prefrontal cortex to help the brain process information more effectively. Not only is alone
time important to creativity, it's also crucial to self-esteem and emotions. By allowing time to
self-sooth and be alone, we can learn to manage emotions and find solutions within.
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Can we get addicted?

When technology use becomes an addiction, there can be both social and cognitive changes that
alter the person's life. Engaging in some technologic activities can create an increase in the
release of dopamine, a neurotransmitter that helps regulate emotional responses, producing a
feeling of enjoyment. When the person stops engaging in the activity, he or she needs another
“fix” to get a release of dopamine. For this reason, the person continues to increase the use of the
technology to ensure a feeling of pleasure. Research has shown that prolonged Internet use can
decrease the number of dopamine transporters, which results in more available dopamine, thus
increasing euphoria.
Although Internet addiction isn't a formal psychiatric diagnosis in the Diagnostic and Statistical
Manual of Mental Disorders, 5th edition, it's listed as a condition for further research to possibly
be included in the next version of the manual. Symptoms of Internet addiction include a
preoccupation with Internet games or activities, withdrawal symptoms when not engaging in
these activities, attempts to stop engaging in these activities, lying to others about the amount of
Internet usage, interference with a person's activities of daily life such as work or relationships,
and using the activities to relieve anxiety. One study found that social anxiety increases when
individuals are addicted to the Internet. Most of these symptoms also occur with other addictive
disorders; treatment for Internet addiction may include those that are therapeutic for other
addictions.
Assess your patients for signs of distress or risk of Internet addiction (see Technology use
screening). Establishing contacts for crisis intervention and treatment are important if a problem
is found.
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Keeping our eyes on it

As nurses, we play an important role in assessment and intervention. With the increasing use of
technology, it's important to incorporate the patient's use of technology in the health assessment.
First, finding out how much technology influences a patient's life can help you assist him or her
to achieve a more balanced, healthy lifestyle. Include questions about what devices are utilized,
how often they're used, and the effect on the patient's everyday life. If you note either physical or
psychological symptoms, plan for education or intervention as needed. Through assessment and
education, we can help ensure that our patients strike a balance between technology use and time
spent engaging in other activities.
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Nurses' exposure to technology in the work setting
It isn't just our patients who are at risk for the adverse effects of technology overuse; nurses are
exposed to a variety of smart devices in the workplace and noise can reach dangerous levels.
For example, hospitals are increasingly utilizing virtual remote assessments via video feed to
interact with the patient and healthcare team. And clinical nurses are often provided with a
cellular-link device that pages their phone directly when a patient pushes the call light.
To avoid distractions that may negatively affect patient safety, stay away from using personal
cellular or other devices during work hours. If noise is a problem at your facility, exposure can
be monitored by implementing a noise stoplight, which signals green when the decibel level is
low and red when it's too high.
6.