Assignment: digital technology Impact

Assignment: digital technology Impact
Assignment: digital technology Impact
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Have you ever seen a group of young people completely focused on their electronic devices and not talking to each other? Some debate that these young people are expanding their knowledge with all the information that is available to them with the push (or touch) of a button. Others debate that their learning and social skills are suffering because these young people are unable to look away from the devices and interact with those around them. What do you think?
In this Discussion, you examine the impact of digital technology and its relationship with cognitive development on a selected age group.
To Prepare for this Discussion:
Review this week’s Learning Resources and consider how digital technology impacts cognitive development
Search the Internet and/or the Walden library for at least two articles related to cognitive development and digital technology
Select one of the following age groups: infants, children, adolescents, adults, older adults
Articles to view
Bernicot, J., Goumi, A., Bert-Erboul, A., & Volckaert-Legrier, O. (2014). How do skilled and less-skilled spellers write text messages? A longitudinal study. Journal of Computer Assisted Learning, 30(6), 559–576. DOI: 10.1111/jcal.12064
Note: You will access this article from the Walden Library databases.
Blackwell, C. K., Lauricella, A. R., Conway, A., & Wartella, E. (2014). Children and the internet: Developmental implications of web site preferences among 8- to 12-year-old children. Journal of Broadcasting & Electronic Media, 58(1), 1–20. DOI: 10.1080/08838151.2013.875022
Note: You will access this article from the Walden Library databases.
Kim, D., & Blankenship, R. J. (2013). Using Second Life as a virtual collaborative tool for preservice teachers seeking English for speakers of other languages endorsement. Journal of Educational Computing Research, 48(1), 19–43. DOI: 10.2190/EC.48.1.b
Note: You will access this article from the Walden Library databases.
Wood, C., Kemp, N., & Waldron, S. (2014). Exploring the longitudinal relationships between the use of grammar in text messaging and performance on grammatical tasks. British Journal of Developmental Psychology, 32(4), 415–429. DOI: 10.1111/bjdp.12049
Note: You will access this article from the Walden Library databases.
Optional Resources