THE PSYCHOLOGICAL IMPACT OF CHANGING HABITS IN CONTEMPORARY COMMUNICATION ON EDUCATION PROCESSES

Inguna Griskevica

Abstract


Education is beginning to undergo enormous change due to changes in communication habits driven by the widespread availability of digital technology. Research has found significant differences between generations that recently inhabited our society in relationships with digital communication. This semi-structured qualitative pilot study was designed as research to determine what differences existed between generations in education settings surrounding their preferred communication methods. The research for this study framed around the following three questions: (a) Are there differences in preferred methods of communication-based on generational classification? (b) Is there any difference in the use of technology as a socialization instrument between generations? (c) Is there a difference in the perceived quality of intermediate and indirect communication? A focused semi-structured interview created to determine how much of the daytime different generations spend on intermediate and indirect communication and how the quality is perceived. The results of the study from 450 samples from three generations demonstrate differences between the students and teacher perception of communication.

 


Keywords


communication; generation; technology

Full Text:

PDF

References


AAP (2016). American Academy of Pediatrics Announces New Recommendations for Children’s Media Use. Retrieved from https://www.aap.org/en-us/about-the-aap/aap-press-room

Bavelier, D., Green, C. S., & Dye, M.W.G. (2010). Children, Wired: For Better and for Worse.

Neuron, 67(5), 692-701.

Christakis, D.A., Zimmerman, F.J., DiGiuseppe D.L., McCarty, C.A. (2004). Early Television Exposure and Subsequent Attentional Problems in Children. Paediatrics, 113(4), 708-13.

Craft, T.E.J. (2011). Understanding Inter-and Intra-Generational Communication Methods Utilizing a Framework of Message Sensitivity. Dissertations, Paper 8. Retrieved from https://digitalcommons.wku.edu/diss/8

Foster, E., & Watkins, S. (2010). The Value of Reanalysis: TV Viewing and Attention Problems. Child Development, 81(1), 368-375.

Gottschalk, F. (2019). Impacts of Technology Use on Children: Exploring Literature on the Brain, Cognition and Well-Being. OECD Education Working Papers, 195. OECD Publishing

Griskevica, I. (2017). Psychological Traits in Teacher and Pupil Mutual Communication. 3rd International Conference on Lifelong Education and Leadership for All (ICLEL). Book of Conference Proceedings, 41-51.

Hooft, G.J. (2018). New technologies and 21st-century children: Recent trends and outcomes. OECD Education Working Papers, 179, OECD Publishing.

Hopkins, L., Brookes, F., & Green, J. (2013). Books, bytes and brains: The implications of new knowledge for children's early literacy learning. Australasian Journal of early childhood, 38(1), 23-2.

Howe, N., & Strauss, W. (2000). Millennials are rising. New York: Random House.

Murugesan, V. (2019). Modern Teaching Techniques in Education. Educational Technology in Teacher Education in the 21st Century, At Government College of Education for Women, Coimbatore, Conference Paper.

Rosen, L.D., Lim, A.F., Felt, J., Carrier, L.M., Cheever, N.A., Lara-Ruiz, J.M., ... & Rokkum, J. (2014). Media and technology use predicts ill-being among children, preteens and teenagers independent of the negative health impacts of exercise and eating habits. Computers in human behavior, 35, 364-375.

Schmidt, M.E., & Anderson, D.R. (2007). The Impact of Television on Cognitive Development and Educational Achievement. In N. Pecora, J.P. Murray, & E.A. Wartella (Eds.), LEA's communication series. Children and television: Fifty years of research (65–84). Erlbaum, Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

Smith, D. C. (2006). Educating the millennial student: Some challenges for academics. Proceedings of the 2006 SACLA Conference. Cape Town: University of Cape Town. Strauss, W.(2003). Millennials go to college — American Association of Collegiate Registrars and Admissions Offices, 1-4.

Strauss, W.(2005). Making sense of a school environment made of gen-Xers and millennials. School Administrator,10-14.

Przybylski, A., & Weinstein, N. (2017). A Large-Scale Test of the Goldilocks Hypothesis.

Psychological Science, 28(2), 204-215.

RCPCH (2019). The health impacts of screen time: a guide for clinicians and parents. Royal College of Paediatrics and Child Health, London, United Kingdom.

Oh, E. G., & Reeves, T. C.(2013). Generational Differences and the Integration of Technology in Learning, Instruction, and Performance. In J. Michael Spector, M. David Merrill, Jan Elen, M. J. Bish (Eds.), Handbook of Research on Educational Communications and Technology (p. 819-828). Springer.

TALIS (2018). Teaching and Learning International Survey. Teachers and School Leaders as Lifelong Learners, Results, Volume I, OECD publishing.




DOI: http://dx.doi.org/10.17770/sie2020vol7.4813

Refbacks

  • There are currently no refbacks.