New+Modes+of+Interacting

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toc  Technology has never more been a part of our everyday lives than it is today. Yet in another five, 10 or 20 years it will be more so – current trends in technological developments leave us in no doubt of that.  Greenfield has highlighted a danger for brain development when products such as the television and computers are overused. Although there is no doubt about this, we should not forget the importance that technology plays in helping many people interact, learn and advance themselves in ways that would not have otherwise been possible. Children with dyspraxic or dyslexic-type difficulties gain immeasurably from the addition of computer technology in the classroom, without which they would be at a significant disadvantage. For example, a new DVD has been hailed a major breakthrough in helping autistic children understand emotions. The idea is that by attaching faces of people to trains, children on the autistic spectrum learn to read emotions and facial expressions instinctively by constantly watching the DVD (see www.transporters.tv). The irony is that people with social communication impairment – such as Autism Spectrum Disorders – may find themselves in a much more advantageous position if communication becomes more of a technologically-based operation. It could be argued that in many ways, technology has actually improved our existence as human beings. The telephone for example has introduced a new mode of long-distance social interaction that was impossible prior to its invention. The radio, in its early days, brought people together to listen to news events, whilst television did similar with visual pictures. Which brings me to another irony. Given these social trends, it is surprising to think that, in some ways, technology is contributing to, or even creating, a degeneration of social skills and interaction that affects children and adults alike. The computer, DVDs, MP3 players etc. are encouraging solitary play – interaction is predominately with a machine as opposed to another person. Daniel Goleman, author of the seminal Emotional Intelligence, has recently stated (in his new book Social Intelligence) that the brain is wired to be social; that it adapts and learns by absorbing emotions from other people. This in turn increases the brain’s knowledge and strength in the areas of social communication and understanding. It’s interesting that just as we are beginning to gain knowledge around the plasticity of the brain and its ability to adapt and learn in a social context, so we are in a society where social interaction is less obvious. That does not mean it’s gone. In fact, many children who are socially isolated, whether in school or elsewhere, are discovering the potential of communicating with people online. Greenfield suggests that children are interacting with machines more readily than before, due to the instant gratification and control that can be derived from this form of stimulation. Indeed, there is always a danger that these types of interaction could become more important than interaction with other people, say in the family or in school. This could result in a society where normal development in social communication skills has been interrupted by technology, and schools may have to teach these skills as part of a 21st century curriculum. As with any product, there are negative consequences for people who overuse or misuse technology. However, as explained above, there are clear advantages to the use of ICT in schools, and numerous examples of successful initiatives. The crux lies in moderate and responsible use.

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