Children and Technology
Ashraf Islam
Okanagan College
English 100-003
6 February 2013
Children and Technology
Since the early Twenty First Century, there has been vast advancement in technology, particularly in the field of computers that are developing faster than even the blinking of our eyes. Simultaneously, technology has become a vital part of our daily lives. Most of our activities are the part and product of technology; starting from the way we receive our news through various websites and digital newspapers, paying bills online, sending and receiving email, and finding research information all on the Internet. More than 500 million people communicate and keep in touch with friends through online social networking (Hatch). As adults became increasingly more dependent and absorbed by technology, it is likely that the children of today have become enthusiastic users as well. Laptops and smart phones are being developed for children as young as five to ten years old. Since the minds of the children are complex and insensitive, there is indeed anxiety among many adults about how these technologies can bring about changes in children’s social life. As Hutchby and Ellis said “both ‘childhood’ and ‘technology’ to be accorded an unproblematic status, each treated as having a stable and self-evident existence as there is a straightforward impact of one upon another”(1). Specifically, children’s engagement with internet social sites and violent games has generated considerable concern and additionally mass media observations and discussion. There is an obvious argument that children’s exposure to these technologies will help them to cope with future challenges that they will no doubt encounter in their careers. While on the other hand, it is argued that children who are using technology are becoming more indolent, unappreciative and more prone to health related problem. Nonetheless, access to certain technology under proper guidance is a critical component for today’s
Okanagan College
English 100-003
6 February 2013
Children and Technology
Since the early Twenty First Century, there has been vast advancement in technology, particularly in the field of computers that are developing faster than even the blinking of our eyes. Simultaneously, technology has become a vital part of our daily lives. Most of our activities are the part and product of technology; starting from the way we receive our news through various websites and digital newspapers, paying bills online, sending and receiving email, and finding research information all on the Internet. More than 500 million people communicate and keep in touch with friends through online social networking (Hatch). As adults became increasingly more dependent and absorbed by technology, it is likely that the children of today have become enthusiastic users as well. Laptops and smart phones are being developed for children as young as five to ten years old. Since the minds of the children are complex and insensitive, there is indeed anxiety among many adults about how these technologies can bring about changes in children’s social life. As Hutchby and Ellis said “both ‘childhood’ and ‘technology’ to be accorded an unproblematic status, each treated as having a stable and self-evident existence as there is a straightforward impact of one upon another”(1). Specifically, children’s engagement with internet social sites and violent games has generated considerable concern and additionally mass media observations and discussion. There is an obvious argument that children’s exposure to these technologies will help them to cope with future challenges that they will no doubt encounter in their careers. While on the other hand, it is argued that children who are using technology are becoming more indolent, unappreciative and more prone to health related problem. Nonetheless, access to certain technology under proper guidance is a critical component for today’s
Cited: “Social Networking’s Good and Bad Impacts on Kids” American Psychological Association. American Psychological Association, 6 August. 2011. Web. 15 Feb 2013. “The Benefits of Exergaming for Kids” FITDAY. InternetBrands, n.d. Web. 15 Feb. 2013. “The Esri Education Team” Esri. Esri Headquarters,n.d. Web. 15 Feb. 2013. Hatch, Kristina E.. "Determining the Effects of Technology on Children" (2011). Senior Honors Projects. Paper 260. http://digitalcommons.uri.edu/srhonorsprog/260 Knowlton Thomas. “Does Technology Have a Positive Overall Effect on Classroom Learning? Canadian Study Says Yes” Techvibe. Techvibes Media Inc., 23 Feb. 2012. Web. 15 Feb. 2013. Mizen Phil , Ian Hutchby, Jo Moran-Ellis, Christopher John Pole, Angela J. Bolton, ed(s). Children, Technology, and Culture: The Impacts of Technologies in Children 's Everyday Lives The Future of Childhood Series (illustrated).London: Routledge, 2001. Web