Computer addiction is a mental illness which causes the excessive use of computers to the extent that it interferes with daily life. Excessive use may explain problems in social interaction, mood, personality, work ethic, relationships, thought processes, or sleep deprivation. The Diagnostic and Statistical Manual of Mental Disorders does not include a diagnosis for such a disease. The term ′computer addiction′ originated long before the Internet. Some people develop bad habits in their computer use that cause them significant problems in their lives. The types of behavior and negative consequences are similar to those of known addictive disorders. Effects
Excessive computer use may result in, or occur with:
Lack of social interaction.
Using the computer for pleasure, gratification, or relief from stress. Feeling irritable and out of control or depressed when not using it. Spending increasing amounts of time and money on hardware, software, magazines, and computer-related activities. Neglecting work, school, or family obligations.
Lying about the amount of time spent on computer activities. Risking loss of career goals, educational objectives, and personal relationships. Failing at repeated efforts to control computer use.
A cause for many of the above-mentioned effects may be that computer games do not stimulate the release of neurotransmitters responsible for feelings of satisfaction and relaxation, such as oxytocin and endorphin, in the same way that real world activities do. Bibliography
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THEORETICAL FRAMEWORKS Learning is an extremely complex human process. During my twenty-four years of teaching I have used many strategies to enhance student learning and to teach new concepts. I am still not convinced that I thoroughly understand how children learn. Yet, at this point, I do believe children learn through experiences. They build on past experiences and previous knowledge to process new concepts. As children redefine old understandings of concepts and integrate new experiences into their old concepts, they mature in their knowledge and understanding. In their early experiences of the world pupils develop ideas which enable them to make sense of the things that happen around them. They bring these informal ideas into the classroom, and the aim of science education is to give more explanatory power so that their ideas can become useful concepts (National Curriculum Council, 1989). In a discussion in “Discovery, Enquiry, Interaction, Constructive Learning—What’s the Difference?” Harlen (1993) suggested that there is no single solution to the complex matter of education. According to Harlen, the objectives of learning are various and so should be the approaches to teaching. A combination of approaches is often the most effective education. As a teacher I cannot assume that I am the giver of knowledge. I can only be confident in knowing that I am the facilitator of understanding, the presenter of an opportunity to explore, discover, and compile knowledge. A student’s willingness to learn and his/her enthusiasm for discovering knowledge and developing understanding will dictate the level of student learning. Students need to be actively involved in their education. Interested and enthusiastic students are more willing learners, and I believe willing learners become active participants in their own instruction. As children become more actively involved in their learning, they develop interest and enthusiasm for the content and/or the process that is their... [continues]
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