The increasing digitization of society has led to the growing immersion of children in virtual culture, raising concerns about how screen use affects their educational and personal development. ...Through a Systematic Literature Review (SLR) and Textual Data Mining (TDM), this study explores the profile of digital technology use, behaviour, and effects on childhood. We identify three distinct periods in the study of these effects: pre-2016, focused on addiction and health; 2016–2020, focused on educational applications and the role of families; and post-2020, with an emphasis on negative repercussions for identity construction, health, well-being, and behaviour. Our findings reveal a growing concern about the cognitive and emotional impact of screen use, underscoring the importance of teacher training and digital literacy for children and parents for appropriate and healthy use of technology. In contrast to what has been previously known, this study highlights the dynamic change in issues of concern about childhood screen use over time and emphasizes the need for educational strategies adapted to emerging digital cultural realities. This comprehensive approach offers a deeper insight into the dual role of technology as both an educational tool and a source of risk, providing a foundation for the development of informed and responsible educational practices in the digital age.
•The boundary between online and offline is becoming blurred.•The use of digital devices by children has long been a topic of interest.•The study reveals the main risks and benefits of using technology in childhood.•The study highlights topics of interest for educational policies and practices.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Social media, interactive games, and digital platforms are just some of the ways in which the internet has become part of our lives, and more specifically so among young people. Among other things, ...this technology is the reason young people are spending increasingly more time online than offline, prompting numerous risks that they are sometimes unaware of. The following quantitative research is based on this premise, and it pursues two objectives, namely, to discover whether or not young people experience a sense of risk linked to their use of the internet and identify the kind of young people that say they do or do not perceive any such risk. A total of 1991 young people answered the Technology Use Studies questionnaire. The classification tree technique based on the Chi-square Automatic Interaction Detector (CHAID) was applied to identify the predictive variables associated with the sense of risk in young people. Two highly significant results have been forthcoming: firstly, we present the factors with the biggest impact on a young person's internet-related sense of risk, involving isolation when they cannot go online, followed by variables such as gender, the use of TikTok, and videogames, the consumption of pornography, and distraction from study time. Secondly, our results indicate that the young people that feel isolated when they cannot go online are precisely the ones that do not experience a sense of online risk. It is therefore of vital importance for education to generate and provide young people with strategies that allow them to establish a healthy and responsible relationship with technologies such as the internet.
•Young people's identity practices have become technologically mediated actions.•The risks involved with the use of internet mainly affect young people.•The sense of risk appears to be predicted by a feeling of isolation when not online.•Not perceiving sense of risk is related with feel isolated when they are not online.•Our findings identify young people's perception of internet risk profile.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
The advancement of technology in recent years seems to be prompting a re-ontologising of the world. Digital technology is transforming the educational spaces we inhabit, as well as our way of ...processing information. Although there are already numerous studies that have addressed this technological reality, only a handful have done so from a theoretical perspective. That is why we present research that seeks to reinforce the latest theoretical contributions for understanding how modern technology may be affecting the way in which knowledge is built. Based on the latest research in social constructivism, this is a qualitative study designed to contribute to the creation of a specific theoretical framework for an onlife world. An ill-structured task and a semi-structured interview were used to observe the use of the thinking skills that enable us to build knowledge and the relationship between them. The results show that the ways of building knowledge are changing, as digital technology fosters the use of higher-order thinking skills that, furthermore, operate in a chaotic, complex, and unpredictable manner. In conclusion, this study upholds the notion that the ways of building knowledge are changing, but we still need more empirical contributions to create a generally accepted theoretical construct for explaining how we build knowledge through digital technology.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Life for today’s adolescents generally involves spending a large part of their time in front of a screen, permanently connected to the internet. It is no surprise to learn that recent years have ...witnessed an increase in the number of studies on how adolescent identities are being affected by the phenomenon of hyperconnectivity. This article addresses the perception adolescents have of the uses and functions they encounter during the time they are online and their self-perceived risks, as well as the tools or strategies they use to tackle the threats of a hyperconnected society. This involved designing a qualitative study in which 130 adolescents took part in different focus groups. The results revealed that adolescents use technologies mainly as a means of communication and entertainment, and as they mature, they perceive greater risks associated with this use. The study also found that they deploy few tools and strategies to deal with the self-perceived risks.
Purpose> The purpose of this paper is to understand the profile of use of gerontechnology in Spanish older adults considering their age group (60–70; 71–80 and over 80 years) and to discern whether ...groups of subjects with similar characteristics can be established to ascertain which factors are behind the profile of frequent gerontechnology use. Design/methodology/approach> A quantitative study is presented to understand the profile of use of gerontechnology in Spanish older adults. The sample comprised 497 participants (aged between 60 and 94 years). Findings> The results show that, even though most participants consider technology to be useful in their daily lives, there is still a lack of knowledge on how to use it, especially among older subjects. This highlights the importance of promoting technological cocreation initiatives such as senior living labs. Research limitations/implications> Other researchers are encouraged to include the voices of older adults using gerontechnology in further studies. Practical implications> If we want to increase the acceptance of technology by older adults, we must first let them take part in the design of the technologies they will use. Social implications> This research provides promising data that should merit attention to contribute to the well-being and quality of life of older adults in a society where currently technology is a key part in every sphere of our daily life. Originality/value> The value of this research lies in the implications of “aging in place” studies today.
Talon Noir in a Young Baseball Player: A Case Report Martin, Serena B.; Lucas, Judith K.; Posa, Molly ...
Journal of pediatric health care,
March-April 2021, 2021 Mar-Apr, 2021-03-00, 20210301, Volume:
35, Issue:
2
Journal Article
Peer reviewed
•Talon noir is an asymptomatic pigmented macule formed by hemorrhages of the feet.•Talon noir most commonly occurs in young athletes.•Dermoscopy, paring, and deep shave biopsy can confirm the ...diagnosis of talon noir.•Spontaneous resolution of talon noir typically occurs within 2–3 weeks.•Clinicians should ensure that patient athletes have appropriately fitting shoes.
When evaluating pediatric patients with hyperpigmented lesions on the plantar aspect of the feet, the differential diagnosis should include talon noir, acral melanoma, and verruca with thrombosis. Talon noir are asymptomatic brown-black pigmented macules formed by intraepidermal hemorrhages of the feet caused by shear-force injury. Spontaneous resolution of talon noir typically occurs within 2–3 weeks. Clinicians should ensure that their patients who participate in sports have appropriately fitting shoes, which may prevent these lesions from occurring. This case report highlights a unique case of talon noir occurring in a young baseball player with an atypical distribution of plantar macules.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
RESUMEN El discurso educativo actualmente dominante, en tanto que heredero de la pedagogía crítica, tiende a entender la educación como medio para el logro de fines políticos, sociales y personales. ...Asimismo, su desarrollo es hoy en día inseparable del uso y manejo de otros medios, las TIC. Este trabajo, desde una perspectiva filosófico-educativa, pretende, en primer lugar, mostrar que la concepción de la educación exclusivamente como medio es incompleta; y, en segundo lugar, demostrar que esta implica una consideración de las TIC no sólo limitada, sino, además, educativamente peligrosa. Concluimos en la necesidad de rescatar una concepción teleológica de la educación hoy olvidada, que neutralice este riesgo.
RESUMO O discurso educativo dominante, herdeiro da pedagogia crítica, tende a entender a educação como meio para o alcance de fins políticos, sociais e pessoais. Da mesma forma, seu desenvolvimento é hoje em dia inseparável do uso e da gestão de outros meios, as TIC. Este trabalho, a partir de uma perspectiva filosóficoeducativa, pretende, em primeiro lugar, mostrar que a concepção da educação exclusivamente como meio é incompleta; e, em segundo lugar, demonstrar que essa implica uma consideração das TIC não só limitada, porém, sobretudo, educativamente perigosa. Concluímos abordando a necessidade de resgatar uma concepção teleológica da educação, hoje esquecida, que neutralize esse risco.
ABSTRACT The currently dominant educational discourse, as the heir of critical pedagogy, tends to understand education as a means to the achievement of political, social, and personal ends. Additionally, its development is nowadays inseparable from the use and handling of other means, the ICT. This paper, from a philosophical-educational perspective, aims, firstly, to show that the understanding of education exclusively as a means is incomplete; and, secondly, that this entails a consideration of the ICT not just limited, but educationally dangerous as well. We conclude that it is necessary to recover a currently forgotten teleological understanding of education which neutralizes this risk.
The internet has become the main vehicle of communication and self-expression for most young people. Forms of interacting, entertaining oneself and even disconnecting are being increasingly ...influenced by the hyperconnectivity that these technological devices entail. A quantitative study was conducted to explore the user profile, behaviour and risks involved in screentime in a sample of 2066 Spanish adolescents aged between 12 and 18. A bespoke validated questionnaire was used. Data were analysed via descriptive and inferential statistics. Outcomes reveal that adolescents use their smartphones during leisure time mainly to communicate and interact via social networks, specifically, WhatsApp and Instagram. As adolescents grow older, they spend more time online and share more personal information. There is, therefore, a need for an educational approach aimed at attending to young people’s affective, relational and communicational processes to enable them to suitably handle their exposure on social networks.
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IZUM, KILJ, NUK, PILJ, PNG, SAZU, UL, UM, UPUK
El objetivo principal de este estudio es conocer y describir las fases de adopción de la modalidad formativa denominada blended learning (BL). Se aplicó una encuesta a 980 profesores de universidades ...públicas de todo el estado español. El análisis de los datos se realizó mediante técnicas de clustering para la agrupación de los sujetos (análisis de segmentación mediante el algoritmo CHAID). Los resultados ofrecen claves para comprender por qué los docentes universitarios adoptan o no esta modalidad de enseñanza, identificando perfiles o rasgos que caracterizan cada uno de los subgrupos agrupados en cada una de las fases de adopción (tomadas como variables criterio), en función de una serie de características personales y profesionales (Sexo, Edad; Categoría profesional, Área de conocimiento, Experiencia docente, Actitud hacia BL, Nivel de Autoeficacia), y variables contextuales relacionadas con Formación recibida sobre BL en la universidad. Todas ellas variables predictoras. De manera indirecta, este conocimiento sobre las fases de adopción puede aportar información sobre el estadio de difusión institucional de la metodología B-Learning en el conjunto de la universidad española.
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