Technology In Adolescents

In order to use technology to complement and enhance classroom activities, it is necessary to understand what is meant by the word technology. According to the Longman Dictionary, it refers to new machines, equipment, and ways of doing things that are based on modern knowledge about science and computers.

The website www.businessdictionary.com states that technology is the purposeful application of information in the design, production, and utilization of goods and services, and in the organization of human activities.

Technology is generally divided into five categories

(1)Tangible: blueprints, models, operating manuals, prototypes.

(2) Intangible: consultancy, problem-solving, and training methods.

(3) High: entirely or almost entirely

Information technology (IT) is a synonym for computers and computer networks , but it also encompasses other information distribution technologies such as television and telephones. Several industries are associated with information technology, including hardware, software,

Background Literature

2.2 Teaching Teenagers

So as to find out how different adolescents are from children, the researcher reflected upon their physical development, emotional maturity and cognitive ability.

In an article entitled “The younger learner”, adolescence is subdivided into early adolescence for the years ten to fourteen, encompassing the biological changes of puberty and a new interest in the opposite sex, and middle adolescence, ages fifteen through seventeen, a time of increasing autonomy and self-discovery leading to clear identity formation.

The same article states the physical, intellectual, emotional, social and moral characteristics of teenagers.

CHARACTERISTICS TEENAGERS

PHYSICAL  Early adolescence is a time of rapid physical growth.

 Strength, energy levels, stamina, sexual maturation of both boys and girls increase at different times and rate.

As their ability to process and relate information increases, their search for structure in the information also increases.

 The ability to process and relate information is increasing. They search for an understanding of rules and conventions and tend to question all experience.

 The ability to conceptualize abstract and hypothetical concepts and to apply problem-solving approaches to complex issues is emerging but varies from individual to individual and from time to time.

 The 11-year-old is a concrete thinker with an egocentric perspective, a focus on “right now” while the 14 and 15-year-old is an abstract thinker, with the ability to consider possibilities, not just realities. The older adolescent is able to see things from another’s viewpoint, to focus on perceived consequences of behaviour over immediate gratification of wants and consider exception of the rules.

 Young adolescents respond well to opportunities for creative expression, given a supportive environment and an experiential background.

 Young adolescents show an interest in planning may of their own learning experiences.

 Adolescents have a present as opposed to a future