One could also point out, anecdotally, that violent video games are played all over the world, but certain countries like the US have a much higher rate of mass shootings and gun violence compared to places like Japan. Research, including several studies performed at Harvard’s Injury Control Research Center, has found that a country’s gun laws and amount of firearms have a much higher impact on gun violence.
A team of Microsoft researchers announced on Wednesday they’ve created the first machine translation system that’s capable of translating news articles from Chinese to English with the same accuracy as a person.
With sentiment analysis software, set for trial use later this semester in a classroom at the University of St. Thomas, in Minnesota, instructors don’t need to ask. Instead, they can glance at their computer screen at a particular point or stretch of time in the session and observe an aggregate of the emotions students are displaying on their faces: happiness, anger, contempt, disgust, fear, neutrality, sadness and surprise.
In today's world, technology may be more like food than it is like alcohol. Video games or social media may be avoidable, but most students need to use computers for school assignments, build tech skills for the workplace, and learn to combat distraction and procrastination as part of growing up.
How can people, especially young people, forge healthier relationships with technology while continuing to use it every day? Some technologists believe that what has to happen is a change in the tech itself.
In 1918, professor Clarke already pointed at the need of sound pedagogy and realistic expectations for technology to be effective: “[The phonograph] teaches only when its master makes it teach, and hence its failure in so large a number of cases of beginners who hope everything from its use” (p. 117). In 2018, the American Council on the Teaching of Foreign Languages’ states that “the use of technology is not a goal in and of itself; rather technology is one tool that supports language learners” and that “the development of technology is best driven by the needs of the language learner” (ACTFL, position statements).
It's been quite a year for for-profit education. "Continued collapse," is how Bryan Alexander, an educational futurist, describes it.
But there are serious harms — such as sexual abuse, child pornography and sex trafficking — that are exacerbated by the Internet, especially in the developing world. And in the developed world, there are emerging concerns about the ties between Internet use and mental health problems like anxiety and depression. The key, say the authors of the UNICEF report, is "taking a Goldilocks approach" — not too much, not too little — and "focusing more on what children are doing online and less on how long they are online."
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