EDUCATIONAL TECHNOLOGY (ED-TECH)
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ALEXIS BERNARD
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PSY610 CYBERPSYCHOLOGY RESEARCH 1
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Ed-tech
Why is it important?
Immersive new developments in education are reflecting a shift in school communities, with a strong emphasis on technology-based approaches. Importantly, a combination of fields including, but not limited to education and psychology are extensively working in unison with the objectives of successfully analyzing and addressing the complex needs of a more distinguished tech-savvy adolescent demographic.
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PSY610 CYBERPSYCHOLOGY RESEARCH 1
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Students
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in online learning environments benefit from clear guidelines for utilizing online data while understanding social and digital safety implications. These developments lead to improved classroom performance while offering inclusiveness and collaboration within digital spaces.
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Keywords 5 cyberpsychology, internet, user engagement, education, tools, safety tech, curriculum, industry, cyberlaw, cybersecurity, authentication, identity, child development, learning environment, technology
Let’s recap
summary
Adjacent to the start of Covid-19, school faculty, students, and their families have adjusted to functional and responsive tech-based learning that suggests an exceptional answer to complicated expectations, ultimately setting an extensive, new culture standard of flexible learning and digital user engagements
According to Daugherty et al., (2014) “digital literacy, the knowledge, and skills needed to utilize technology to analyze learn and explore, play an important role in a child’s ability to succeed in school and beyond.”
Early Childhood Education (ECE) allows adolescents to develop the crucial skills needed to address the digital divide
Working simultaneously, instructors, researchers, and developers have taken steps to address this issue to meet the unique needs of students. As a result of the pandemic, more emphasis has been placed on functional tech-focused learning solutions that are both sustainable and supportive.
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Reference
Daugherty, L., Rafiq Dossani, Johnson, E.-E., Wright, C., & Rand Education. (2014). How Much and What Kind? Identifying an Adequate Technology Infrastructure for Early Childhood Education. Policy Brief (pp. 1–8). Rand Corporation. https://www.jstor.org/stable/10.7249/j.ctt14bs38t
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