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Annotated Bibliography

Student’s Name

Student’s Number

Course Code & Title

Instructor’s Name

Date
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Introduction

This research aims to comprehensively explore the effects of digital technology on

education, interpersonal communication, and psychological well-being. The investigation

focuses on several dimensions, including the digital natives debate, the benefits and challenges

of integrating digital technology in education, net generation students' choices and agency, the

perceived effects of digital communication media on academic outcomes and well-being, and the

relationship between technology use and nonverbal decoding skill in interpersonal

communication.

Key questions guiding the study include the current state of the digital natives debate and

the empirical evidence supporting or challenging claims about digital natives. The research also

examines the advantages and obstacles associated with incorporating digital technology in

education, with an emphasis on promoting inclusive and equitable education. Additionally, it

investigates how net generation students exercise agency and make choices regarding their

interaction with digital technology, and how this impacts their use of educational technology. The

study explores the perceived effects of digital communication media, particularly instant

messaging, on students' academic performance and psychological well-being. Furthermore, it

analyzes the intricate relationship between technology use and nonverbal decoding skill in

interpersonal communication, considering variations based on the mode of technology

engagement.

Through critical examination and synthesis of insights from scholarly sources, this

research aims to provide a comprehensive understanding of the implications of digital

technology on education, interpersonal communication, and psychological well-being. The

findings will contribute to existing literature, inform future research endeavors, and have
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practical implications for educational practices, communication strategies, and well-being

interventions in the digital era.

Citations

Articles in Course

Bennett, S., Maton, K., & Kervin, L. (2008). The 'digital natives' debate: A critical review

of the evidence. British Journal of Educational Technology, 39(5), 775-786. doi:

10.1111/j.1467-8535.2007.00793.x

Summary: In a comprehensive examination of the digital natives discourse, Bennett, Maton, and

Kervin undertake a critical evaluation of the assertions surrounding individuals born into the

digital age and their educational implications. Their contention posits that the ongoing debate is

bereft of substantiating empirical evidence and a solid theoretical framework, resembling an

intellectual manifestation akin to a "moral panic" within academic circles. As a viable alternative,

the authors advocate for a judicious and impartial methodology to delve into the realm of digital

natives, promoting a scholarly pursuit of understanding free from biased inclinations.

Relevance/Authority: This noteworthy article holds significant relevance as it directly confronts

the contentious discourse surrounding digital natives and offers a meticulous examination of the

assertions put forth. The authors, esteemed authorities in the domains of education and sociology,

contribute to the credibility of their arguments, further augmenting the scholarly value of their

analysis.

Position: The article takes a skeptical position towards the digital natives debate, questioning the

grand claims made about the generational change and the urgency for educational reform. It
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challenges the prevailing assumptions and calls for a more rigorous examination of digital

natives and their implications for education.

Usefulness: The inclusion of this source in addressing my research question is poised to be

highly advantageous. Its critical evaluation of the evidence and arguments pertaining to the

digital natives construct lends itself as a valuable resource. Notably, this scholarly work

encompasses a balanced perspective, urging a more nuanced and contemplative stance when

delving into the ramifications of digital technology on the realm of education.

Jones, C. & Healing, G. (2010). Net generation students: Agency and choice and the new

technologies. Journal of Computer Assisted Learning, 26, 344-356. doi:

10.1111/j.1365-2729.2010.00370.x

Summary: In this article, Jones and Healing embark upon an insightful exploration delving into

the choices and agency demonstrated by net generation students concerning their interaction with

emerging technologies. The study meticulously examines the intricate dynamics characterizing

the relationship between young learners and digital technologies, shedding light on the

multifaceted influence exerted by individual and collective agency on the adoption and

utilization of these technologies. The research contributes to the scholarly understanding of the

complex interplay between students and digital technologies, encapsulating the intricate nuances

of technology engagement within the educational context.

Relevance/Authority: This article is relevant as it explores the choices and agency of net

generation students in relation to digital technology. The authors draw on mixed methods

research and interview data, providing valuable insights into the students' perspectives. The
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authors' expertise in educational technology and research methodology enhances the authority of

the study.

Position: The study posed by Jones and Healing critically questions the widely held assumption

that mere exposure to new technologies inevitably leads to a transformative generational shift in

attitudes and capabilities. In doing so, it aptly accentuates the pivotal role played by students

themselves in actively shaping their interactions with technology. The research not only

highlights the significance of agency beyond the individual level but also underscores the

profound impact of students' intentional actions and choices on their engagement with digital

technologies. By shedding light on this nuanced perspective, the study enriches the scholarly

discourse surrounding the complex dynamics of technology adoption and utilization among

learners.

Usefulness: This source will be useful in answering my research question as it offers a nuanced

perspective on the relationship between net generation students and digital technology. It

provides insights into the factors influencing student choices and sheds light on the complexities

of technology adoption and use in an educational context.

Junco, R., & Cotten, S. (2011). Perceived academic effects of instant messaging use.

Computers & Education, 56, 370-378. doi: 10.1016/j.compedu.2010.08.020

Summary: Junco and Cotten undertake a meticulous investigation into the perceived

implications of instant messaging (IM) usage on the academic achievements of college students.

Employing a web-based survey methodology, the study adeptly explores the intricate interplay

between IM usage and multitasking behaviors, seeking to unveil their influence on educational

outcomes. The compelling findings derived from the research underscore the association
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between heightened levels of IM usage and certain forms of multitasking activities, which in turn

lead to students reporting compromised completion of schoolwork owing to the influence of IM.

Relevance/Authority: The pertinence of this article is clearly evident as it undertakes a

meticulous examination of the impact exerted by a specific digital technology, namely instant

messaging, on students' academic accomplishments. Notably, the authors of this study are widely

recognized as esteemed authorities within the realm of educational technology, further enhancing

the credibility and dependability of their research. Their dedication is exemplified through the

undertaking of an extensive large-scale survey, which allows for the collection of robust

empirical data, thereby bolstering the reliability and trustworthiness of the findings presented.

Position: The study presents a noteworthy exploration of the potential adverse ramifications

associated with the utilization of instant messaging platforms on students' academic performance.

It posits that engaging in multitasking behaviors while employing instant messaging may result

in information overload and impede the overall learning process. This article significantly

contributes to the broader comprehension of how the usage of digital technology can intricately

shape educational outcomes.

Usefulness: This source is valuable for my research question as it provides insights into the

specific effects of instant messaging on students' academic performance. This article provides

compelling empirical evidence elucidating the repercussions stemming from the utilization of

digital technology within an educational milieu.

New Source Articles

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Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of

digital technologies in education: A Review. Sustainable Operations and Computers,

3, 275–285.

Summary: This scholarly article presents a thorough and all-encompassing assessment of the

pivotal role played by digital technologies within the realm of education. It astutely highlights

the profound importance of these technologies in advancing the United Nations' sustainable

development goal of ensuring quality education for all. The paper delves into a comprehensive

exploration of the positive impact exerted by digital technologies on the educational landscape,

underscoring their instrumental role in fostering inclusivity and equity in education.

Furthermore, it meticulously examines the multifaceted applications of digital technologies

within educational settings, elucidating the paradigmatic shift engendered by these technologies,

particularly in the context of the unprecedented COVID-19 pandemic. The article, in addition,

conscientiously probes the challenges inherent in the seamless integration of digital technologies

into the educational framework.

Relevance/Authority: This source is relevant to my research question as it focuses specifically

on the impact of digital technologies in education. The authors provide a review of the literature

and draw upon their expertise in sustainable operations and computers. The article is published in

a reputable journal, enhancing its credibility.

Position: The scholarly article adopts an affirmative position regarding the significance of digital

technologies in the realm of education, accentuating their capacity to augment the learning

process and elevate educational achievements. It duly acknowledges the inherent difficulties

accompanying their incorporation into educational contexts and underscores the imperative of
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effectively addressing these challenges in order to harness the full potential and advantages

offered by digital technologies within the educational domain.

Usefulness: The inclusion of this source holds significant value in addressing the impact of

digital technology on education, as it furnishes valuable insights into the diverse applications and

advantages engendered by digital technologies within educational contexts. Through a

comprehensive review of the subject matter, this source proves instrumental in enhancing our

understanding of the pivotal role played by digital technologies in fostering and advancing

quality education.

Liu, D., Baumeister, R. F., Yang, C., & Hu, B. (2019). Retracted: Digital Communication

Media use and psychological well-being: A meta-analysis. Journal of Computer-

Mediated Communication, 24(5), 259–273.

Summary: This scholarly article encompasses a comprehensive meta-analysis that rigorously

examines the intricate relationship between digital communication media usage and individuals'

psychological well-being. By analyzing a substantial corpus of 124 studies, the research

investigates the impact of diverse digital media platforms, including phone calls, texting, social

network sites (SNSs), instant messaging (IM), and online gaming, on the overall well-being of

individuals. The compelling findings divulge a positive correlation between phone calls and

texting with psychological well-being, while concurrently shedding light on the negative

association between online gaming and well-being.

Relevance/Authority: The relevance of this source to my research question is apparent as it

specifically examines the psychological consequences associated with the use of digital

communication media. The authors, respected scholars in the fields of psychology and
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communication, lend credibility and expertise to their research. However, it is crucial to

acknowledge that the article has been retracted, which may affect its authority and applicability

in academic discussions.

Position: The study critically acknowledges the diverse and intricate effects of digital

communication media on psychological well-being. It recognizes that certain platforms show

positive associations, while others demonstrate negative associations. The study highlights the

importance of carefully examining the specific ways in which technology is used and the

potential displacement of social interactions as key factors in understanding its impact on

individuals' well-being. This emphasis on nuanced analysis and contextual understanding

enhances the scholarly discussion regarding the complex relationship between digital

communication media and psychological well-being.

Usefulness: Although the retraction of this article gives rise to legitimate apprehensions

regarding its reliability, it nonetheless offers valuable insights into the intricate dynamics

characterizing the relationship between digital communication media usage and individuals'

psychological well-being. With due caution, the findings can still contribute to the ongoing

discourse surrounding the psychological impact of digital technology, particularly in the realm of

interpersonal communication.

Ruben, M. A., Stosic, M. D., Correale, J., & Blanch-Hartigan, D. (2021). Is technology

enhancing or hindering interpersonal communication? A framework and

preliminary results to examine the relationship between technology use and

nonverbal decoding skill. Frontiers in Psychology, 11.

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Summary: This article presents a framework and preliminary findings that investigate the

correlation between technology use and nonverbal decoding skill in interpersonal

communication. It examines two contrasting theories: one proposing that technology enhances

nonverbal decoding skill, and the other suggesting that it hinders it. The study comprises two

separate investigations, each focusing on different aspects of technology use and nonverbal

decoding skill. The results demonstrate that the relationship between technology use and

nonverbal decoding skill is intricate and contingent upon the type of technology use (active

versus passive). Active technology use is associated with self-reported higher nonverbal

decoding skill but lower performance on objective measures, whereas passive technology use

exhibits improved performance on objective measures.

Relevance/Authority: This source is relevant to my research question as it explores the impact

of technology on interpersonal communication, focusing on nonverbal decoding skills. The

authors, respected psychologists, present a comprehensive framework that helps us understand

the complex relationship between technology use and nonverbal communication. Their scholarly

contribution enhances our understanding of how technology affects interpersonal interactions.

Position: The article presents contrasting views on how technology impacts nonverbal decoding

skills. It acknowledges that technology can both improve and impede this skill, depending on

how it is used. The study emphasizes the need for further research and rigorous experiments to

establish clear cause-and-effect relationships and deepen our understanding of the complex

connection between technology use and nonverbal communication. This emphasis on advancing

scholarly investigation through robust methodologies reflects the ongoing effort to enhance our

understanding of how technology significantly influences nonverbal interactions.

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Usefulness: This source is valuable for studying the influence of digital technology on

interpersonal communication. It presents a framework for comprehending the connection

between technology use and nonverbal decoding skill and presents initial findings that illuminate

the complexities of this relationship. These findings can contribute to the ongoing discourse on

the impact of digital technology on interpersonal communication skills.

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References

Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the

evidence. British Journal of Educational Technology, 39(5), 775-786. doi:

10.1111/j.1467-8535.2007.00793.x

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital

technologies in education: A Review. Sustainable Operations and Computers, 3, 275–

285. https://doi.org/10.1016/j.susoc.2022.05.004

Junco, R., & Cotten, S. (2011). Perceived academic effects of instant messaging use. Computers

& Education, 56, 370-378. doi: 10.1016/j.compedu.2010.08.020

Jones, C. & Healing, G. (2010). Net generation students: Agency and choice and the new

technologies. Journal of Computer Assisted Learning, 26, 344-356. doi: 10.1111/j.1365-

2729.2010.00370.x

Liu, D., Baumeister, R. F., Yang, C., & Hu, B. (2019). Retracted: Digital Communication Media

use and psychological well-being: A meta-analysis. Journal of Computer-Mediated

Communication, 24(5), 259–273. https://doi.org/10.1093/jcmc/zmz013

Ruben, M. A., Stosic, M. D., Correale, J., & Blanch-Hartigan, D. (2021). Is technology

enhancing or hindering interpersonal communication? A framework and preliminary

results to examine the relationship between technology use and nonverbal decoding skill.

Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.611670