The indirect impact of a digital world influences people through the exosystem. Examples of how an ecosystem impacts an adolescents life is seen through advances in school technologies, changes in government standards, issues at parents workplaces, or significant technology advancements. Effects of the exosystem on adolescents may seem subtle but the impact can disrupt their lives in profound ways. The difficulty is in understanding the indirect nature of consequences impacting the adolescent.
An adolescent girl is
having behavior problems at school. There is an IEP meeting to discuss the
issue. After the meeting one of the teachers gets a funny mass e-mail from a teacher’s
aide. The teacher’s aide works with the teenage girl, so the teacher replies
giving her the specifics of the meeting, the girl’s first name, and her
opinions about how this girl will always have problems and is a troublemaker.
Instead of “reply”, she hits “reply all.” Now the entire school is informed of
the meeting and the teachers’ opinions about the teenage girl. How does this
affect other teachers’ behaviors with this girl? This exosystem impacts the
behavior of other’s toward her without her knowing.
The macrosystem is the development of values and beliefs
based upon the societal experiences of a person. Societal experiences can come
from areas of culture, type of government, SES, or geographical area. This
person interprets their understanding of these values and beliefs and forms the
structure of how they understand the workings of their world. Past and present
experiences map the filter of people and their perceptions of events.
A child, who is from a Latino family, experiences a digital
divide in his life due to negative attitudes his family has about technology. Culturally,
his parents and grandparents do not believe in using technology. His family
believes technology takes away from the collectivist nature of their culture. His grandmother says “I see how other
families don’t pay attention to each other because of computers. You don’t want
this for your family do you?” The mother and father have cell phones for
communication. After much begging, the
father buys the boy a Nintendo 64 at GameStop for his birthday because it is in
the family budget. The boy cannot use any of the games his friends play. When
he invites his friends over, they laugh at him over how old his system is
compared to theirs. The boy begins to distance himself from those friends and
transitions to others who don’t have access to the latest digital toy. Fast forward
in the boy’s life to his first job at 15 years old. He finds that many of the
mechanisms in the job are computerized.
Easily frustrated with the computer, he quits because of feeling
inadequate. How is the digital divide manifesting in his life? How could this
impact the boy’s self-efficacy? Big data collectors do not have statistics on
this type of family, how are they represented economically, socially, or
politically?
If we look at big data, Internet activity is followed by companies
to advertise specifically toward a child’s economic, political, or social
behavior. Due to the lack of government guidelines with big data, children can
be manipulated without knowing it is happening. This type of macrosystem
interaction is all in digital form. PC’s, phones, video games, are building in
the technology to track movements and usage. The impact of this future is
unclear and troubling. We do know children
will be more vulnerable to manipulation through this type of direct marketing.
How will it change their lens of society?
Reference
Bronfenbrenner,
U. (1979). The Ecology of Human Development: Experiments by Nature and
Design. Cambridge, MA: Harvard University Press.
Bronfenbrenner,
U. (1994). Ecological models of human development. International
Encyclopedia of Education, 3(2),
No comments:
Post a Comment