Screen Time and Teens
Screens, Teens, and Psychological Well-Being: Evidence From Three Time-Use-Diary StudiesAmy Orben, Andrew K. Przybylski
https://doi.org/10.1177%2F0956797619830329
Teens, screens and a hill of beans? (Easy to digest research)
https://www.nationalelfservice.net/treatment/digital-health/teens-screens-and-a-hill-of-beans/
Increases in Depressive Symptoms, Suicide-Related Outcomes, and Suicide Rates Among U.S. Adolescents After 2010 and Links to Increased New Media Screen TimeJean M. Twenge, Thomas E. Joiner, Megan L. Rogers,
Gabrielle N. Martinhttps://journals.sagepub.com/doi/full/10.1177/2167702617723376
https://doi.org/10.1177%2F1010539518754538
Prevalence and Demographic Correlates of Overweight, Physical Activity, and Screen Time Among School-Aged Children in Urban China: The Shanghai Study Xihe Zhu, MS, PhD, Justin A. Haegele, MS, PhD, Yan Tang, MS, PhD,
https://doi.org/10.1111/cdev.13007
Adverse physiological and psychological effects of screen time on children and adolescents: Literature review and case study☆Author links open overlay panel GadiLissak
https://doi.org/10.1016/j.envres.2018.01.015
The effects of screen media content on young children’s executive functioningAuthor links open overlay panel BrittanyHuber Megan Yeates DennyMeyer Lorraine Fleckhammer JordyKaufman
https://doi.org/10.1016/j.jecp.2018.01.006
https://doi.org/10.1177%2F0956797619830329
Teens, screens and a hill of beans? (Easy to digest research)
https://www.nationalelfservice.net/treatment/digital-health/teens-screens-and-a-hill-of-beans/
Increases in Depressive Symptoms, Suicide-Related Outcomes, and Suicide Rates Among U.S. Adolescents After 2010 and Links to Increased New Media Screen TimeJean M. Twenge, Thomas E. Joiner, Megan L. Rogers,
Gabrielle N. Martinhttps://journals.sagepub.com/doi/full/10.1177/2167702617723376
https://doi.org/10.1177%2F1010539518754538
Prevalence and Demographic Correlates of Overweight, Physical Activity, and Screen Time Among School-Aged Children in Urban China: The Shanghai Study Xihe Zhu, MS, PhD, Justin A. Haegele, MS, PhD, Yan Tang, MS, PhD,
https://doi.org/10.1111/cdev.13007
Adverse physiological and psychological effects of screen time on children and adolescents: Literature review and case study☆Author links open overlay panel GadiLissak
https://doi.org/10.1016/j.envres.2018.01.015
The effects of screen media content on young children’s executive functioningAuthor links open overlay panel BrittanyHuber Megan Yeates DennyMeyer Lorraine Fleckhammer JordyKaufman
https://doi.org/10.1016/j.jecp.2018.01.006
Sleep Articles
This is how sleep loss alters emotional perceptionPublished Thursday 11 April 2019
https://www.medicalnewstoday.com/articles/324937.php
You’re Not Getting Enough Sleep—and It’s Killing You
https://www.wired.com/story/youre-not-getting-enough-sleep-and-its-killing-you/
https://www.medicalnewstoday.com/articles/324937.php
You’re Not Getting Enough Sleep—and It’s Killing You
https://www.wired.com/story/youre-not-getting-enough-sleep-and-its-killing-you/
Design Thinking Links
IDEO design thinking defined
Field Guide to Human Centered Design
Principles of Human Centred Design
D.School at Stanford resources
IDEO design thinking methods
IDEO design thinking mindsets
How to Prototype Organizational Change
THINK: Prototyping
Design Kit: How to make a prototype
Empathy Based Prototyping
Rapid Prototyping
Field Guide to Human Centered Design
Principles of Human Centred Design
D.School at Stanford resources
IDEO design thinking methods
IDEO design thinking mindsets
How to Prototype Organizational Change
THINK: Prototyping
Design Kit: How to make a prototype
Empathy Based Prototyping
Rapid Prototyping
Online Learning
These are some the best articles I have read. If you have others, please send them my way!
In this study, the perceptions of parents (n = 14) and students (n = 47) enrolled in a blended learning course, the first of its kind at their school, were examined. Student performance in the blended and in the traditional portion of the course was examined, and the Educational Success Prediction Instrument (ESPRI) was administered to predict student performance. Both the students and parents were initially excited about the blended learning experience but were concerned about its effect on student performance. Teacher communication was a perceived concern. Differences in student performance between the two portions of the course were not statistically significant (p = .35). The ESPRI had correctly predicted approximately 84% of the outcomes (n = 43). Kudos to Micheal Barbour. http://www.ijede.ca/index.php/jde/article/view/882