Strengthening Connections
Human-Technology Symbiosis: A Critical Assessment of Boundary Erosion and the Reimagination of the Social View Digital Media
Paper Presentation in a Themed Session Samuel Abaidoo
This paper examines multiple manifestations of human-technology symbiosis (HTS) as a phenomenon that is increasingly challenging the delineation of definable boundaries between the biological and the technological and is in the process compelling the reimagination of the social in the tradition of the Actor-Network theoretical ontology. The HTS as a cascading sociotechnical development, is deemed by some to be a liberating development relative to human biological limitations and that this follows a long line of human-technology connections that have become integral to, and indeed been a driver of, social evolution. The general historic centrality of human-technology connection, especially in high income societies, more so than in low-income societies, is reflected by the fact that most social processes and the operations of primary social institutions have increasingly been mediated and shaped by various forms of technology. In multiple spheres of life, especially in recent decades, technical implements have substituted, supplemented, augmented, and expanded what humans must, want to, and can do. The emerging HTS, however, significantly elevates the human-technology connection relative to “reliance” of humans on technology. The extent to which emerging HTS transformations, especially with respect to brain-computer interface, engender substantive erosion of boundaries between the biological (human) and technical (mostly computational), as well as the broader societal and specific intellectual implications of these transformations is the focus of this study.
Choosing the Right Robots for Young Children: A Study of Technology for Early Childhood Education
Paper Presentation in a Themed Session Wei Ying Hsiao, Adriano Cavalcanti
The integration of interactive technology in early childhood education has gained considerable attention in the educational field. As stated by the National Association for the Education of Young Children (NAEYC), there is a growing emphasis on utilizing interactive technology to engage young minds and enrich the learning experience. Therefore, the selection of interactive robots has become a significant aspect of early robotics education. While a multitude of robotic options populate the current market, it is important to recognize appropriate robots for the developmental stage of young learners. This study focused on the thorough analysis of eight robots specifically tailored for educational and interactive engagement with young children. The assessment criteria closely adhere to the principles of Developmentally Appropriate Practice, as articulated by the NAEYC. Additionally, this investigation draws insights from the joint position statement titled "Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8” jointly issued by the NAEYC and the Fred Rogers Center at Saint Vincent College. This research provides valuable guidance for educators, parents, and stakeholders seeking to employ interactive robots as effective educational tools in early childhood settings.
“We All Have Emotions and It’s Okay to Feel Sad or Scared”: Meaningful Messages in Public Library Virtual Storytimes View Digital Media
Paper Presentation in a Themed Session Maria Cahill, Soohyung Joo, Antonio A. Garcia, LeFebvre Luke
Storytimes are a cornerstone of public library programming valued by library administrators for attracting and fostering long-term library users (Cahill et al., 2020b) and for being the most highly attended programs libraries offer (Joo and Cahill, 2019). Children’s librarians tailor storytimes to address early learning (Cahill et al., 2020a), and caregivers bring their children for entertainment and social interaction (Cahill et al., 2020c). Thus, it is not surprising that when public libraries in the United States (US) closed buildings and discontinued in-person services in response to the COVID-19 pandemic, storytime programming shifted to virtual delivery modalities in public libraries in communities of all sizes (Krabbenhoft, 2020). During the height of the COVID-19 pandemic, most children had limited opportunities to interact with peers or adults outside their own households (Kociubuk & Willett, 2023; Watts & Pattnaik, 2023). Thus, the messages conveyed to them through virtual interactions were of particular importance. Framed through Noddings’ (1984) Ethics of Care, this presentation reports findings of a study of meaningful and memorable messages conveyed in virtual storytimes in the US. Data for the study derived from two nationwide surveys: one of librarians who provided virtual storytimes and one of caregivers whose children participated in virtual storytime programs. Librarians and caregivers reported messages focused on social-emotional well-being, learning, and safety. Findings underscore the need to deliver virtual storytime programming that aligns with caregivers’ preferences and children’s social-emotional needs.
