Digital Diet: A 21st century approach to understanding digital technologies and development

Digital technologies are drastically changing the lives of children and young people. For years, the default psychological approach to addressing questions about digital technology’s effects on development was to try and establish evidence-based time use guidelines, i.e. concrete amounts of time that children and adolescents are recommended to spend on digital technologies to avoid negative impacts. The implicit assumption of this research was that there is an informative and simple numerical relationship connecting the time spent using digital technologies and developmental outcomes. In this piece, I argue that this collective search for a unitary numerical value linking screen time with developmental outcomes was futile, primarily because such a value does not exist. To explain and expand on this reasoning, I introduce the digital diet approach: a thought experiment that challenges how we currently research and reason about digital technologies by drawing parallels to our established approach to understanding and reasoning about diet. I cover six conceptual starting-points, each describing a different conceptual angle of the digital diet approach and how it diverges from current practices in the psychological sciences.

Fail fast, fail often…but don’t fail this course! Business and enterprise education through the lens of theatre and the creative arts

This paper considers business and enterprise education through the lens of theatre and the creative arts, and identifies new pathways towards an interdisciplinary way of supporting the young innovators of the future, placing higher education as a central catalyst. Following a review of key criticism directed at traditional business and management approaches in the academy, the article problematizes the notion of experiential enterprise education in the curriculum and poses the question as to where and when students are afforded the opportunity to fail. Through an autoethnographic account, the key themes of authenticity, risk and failure, experiential approaches and embeddedness are presented. There is an urgent need for further and higher education institutions to develop a much more holistic and interdisciplinary approach to developing entrepreneurship in their students. These institutions are currently perpetuating pedagogical hypocrisy in that they preach productive failure while practising assessment success. An effective 21st-century approach would champion risk-taking and productive failure, place processes over outputs and acknowledge the important role of the post-course curriculum.

le of Technology In Education : A 21st Century Approach

The future of India will be formed in the lecture hall. Whereas India has made great steps in refining the education system but much still remains to be complete. If you see the current situation then you will find that there is a torrent of advanced technology all over the world but our education system is not helping due to the absence of information and information of teachers, students, and the organization. The students have their own limitations, teachers have their owned and the organization is also confessing the fact that the education system is really in a poor form today. The aim of this paper is to skeleton how information technology can help to make an education system that is based on the ideologies of helping teachers, students, and management to be effective in what they do, improving the superiority and significance of teaching-learning process.