COVID-19 has caused obstacles in continuing normal life almost everywhere in the world by causing the implementation of social distancing and eventually imposing the lockdown. This has become the reason for the increase in technology usage in daily life for professional work as well as for entertainment purposes. There has been an increased prevalence of technology usage in adolescents and children during lockdown leaving its impact on their lives either in a positive or negative aspect. The overall documented percentage increase of technology usage in children was about 15%, of which smartphone usage has 61.7% of prevalence. Disturbance in brain functioning is suggested to be originated by compromise of neuroplasticity of the nerves. The radiofrequency (RF) radiations emitting from the smartphone are of doubtful concern as a brain tumor risk factor in children. The increased usage can have effects on brain functioning that will compromise sleep and cognitive abilities and develop risk for certain mental illnesses including, but not limited to, depression, anxiety, Alzheimer’s disease, and attention-deficit/hyperactive disorder (ADHD). Despite being a threat for developing mental illness, video games are proven to reduce depression and anxiety, and increase creativity, skills, and cognition in children. The increased usage of technology can have a positive and negative impact on the mental development of adolescents and children depending on the trends in the usage. However, parents should be monitoring their children’s mental health and behavior in these difficult times of pandemic.

The use of digital technology as the only communication and relationship channel in work, school and social contexts is bringing out dynamics that are sometimes in contrast with each other. The purpose of this article is to investigate the impact of digital technology on teachers’ school practices in the context of COVID-19. This impact was studied in relation to the constructs of motivation, perceived stress, sense of self-efficacy and resistance to/acceptance of technologies. This study examined the role played by the massive and coercive use of digital technologies (and the relationship with innovation and change) in predicting motivation and perceived stress among teachers. To this end, the impact of digital technologies on motivation and perceived stress were explored in the sample. A questionnaire consisting of three scales was administered to 688 Italian school teachers of all educational levels (from childhood to upper-secondary school), who completed a socio-demographic section, a section on the scale of the impact of technology and distance learning, a perceived stress scale and items on motivation and professional development. Descriptive and inferential analyses were applied to the data. Key findings indicated that the impact of digital technologies during the pandemic negatively correlates with both perceived stress and motivation. Practical implications were suggested to help teachers develop functional coping styles to cope with technological changes in work and life contexts.

In the relationship between teachers and distance learning in the context of COIVD-19, a series of unprecedented dynamics have emerged relating to a process of open-air experimentation that is going on in the world of school. The main constructs investigated in this paper concern the professional perceptions of teachers in terms of their skills and resistances towards digital technologies. To investigate this topic, a questionnaire on distance learning was administered to a sample of 658 teachers. From a methodological point of view, factor and reliability analyses and correlation and regression analyses were conducted. From the analysis of the results, it emerged that the questionnaire measures the resistance of teachers to distance learning and focuses on three main dimensions (two positive and one negative) that link teachers’ perceptions to the resistance to distance learning. In conclusion, the theme of the acceptance of technologies in the practice of teachers is still a subject full of meaning for professional perception and vision. A second issue concerns precisely the relationship between digital technologies and users, which must no longer focus only on the relationship with students but also on the perspective of the other training actors, including teachers.

Distress and mental health issues among college students is an emerging topic of study. The aim of this research work is to illustrate academic and social risk factors and how they prove to be predictors of anxiety and depressive disorders. The methodology used is a cumulative literature review structured over 10 systematic phases, and is replicable. Showing considerable potential for cumulative research, the relevance of this study reflects the concern of the academic community and international governments. The articles selected range from categorization of disorders in relation to mental health, to reporting the condition of rhinestones and difficulties of students in university contexts. In conclusion, the research focusses upon predisposing, concurrent or protective factors relating to the mental health of university students, so that institutions can act on concrete dynamics or propose targeted research on this topic.

There is no question that technologies have revolutionized the way with which our world operates and consequently the individuals' life styles. On the other hand, nowadays, technological addiction is an educational problem underestimated yet given its pervasiveness and diffusion among teenagers. Learning and cognition processes are influenced by the environmental experience, as technology has created a new environmental space to experience among digital natives. The purpose of this article is to examine some positive and negative effects of technology on teenagers' life styles. From a methodological point of view, a systematic review of the existing literature will be provided following the PRISMA guidelines both on technological addictions, examining the negative effects on adolescent mental health, and on educational strategies, on the other hand, aimed at promoting positive effects through analysis of the relationships between technology and learning processes. By comparing empirical studies and international experiences, it can be suggested that education plays a key role in preventing behavioural addictions and promoting physical and mental well-being, given that technology could represent a precursor of positive and stable attitudes towards healthy habits and learning processes.

This study aimed validate the Italian version of the Professional Stress Scale (PSS). A questionnaire was translated into Italian and administered to two sample groups. The first group (n = 200) was the control group and the second (n = 1137) the experimental group. The participants in the study were students enrolled in a special needs training teacher course or a specialization course that aims to train support teachers. The study conducted two analyses; factor and reliability analyses. The factor analysis utilized the Kaiser-Meyer-Olkin (KMO) test which had a result of 0.925 for the scale; this was above the acceptable value of 0.7. The research studied 33 items and the BTS was significant for the 33 items scale (χ2 (528) = 4353.508, p < 0.001). Moreover, five eigenvalues greater than 1 were identified in the data, whereas the total variance explained was 63.7%. The reliability test utilized the Cronbach’s Alpha score (0.936) of the scale and the value is calculated based on the response of 1106 individuals. The value is well above the value of 0.80, which indicates a high internal consistency level of the different items of the scale. This study showed that the Italian version of the PSS is a reliable and valid measure that can be used for research and clinical purposes.

BackgroundThe use of smartphones and other technologies has been increasing in digitods aged 14–18 years old. To further explain this relationship and explore the gap in research, this paper will appraise the available evidence regarding the relationship digital technology use and psychological/emotional outcomes and report on the strength of the associations observed between these variables.MethodologyTo select relevant studies, five separate computerized searches of online and electronic databases were performed. These included PubMed (MEDLINE, National Library of Medicine), ScienceDirect, Cochrane, Scopus, and Web of Science to attain literature from January 2017 to April 2022. The author independently reviewed studies for eligibility as per the inclusion/exclusion criteria and extracted the data according to a priori defined criteria. Risk of bias was assessed using the Agency for Healthcare Research and Quality (AHRQ) for healthcare studies and Cochrane Risk Of Bias In Non-randomized Studies of Interventions (ROBINS-I) assessment tool.ResultsSeven studies were included in this review. A positive relationship was found between excessive digital technology usage and negative psychological and emotional outcomes in digitods aged 14–18 (p ≤ 0.005). A statistically significant difference was found between girls and boys, with girls experiencing more negative outcomes than boys.ConclusionsAs the evidence in this review is distinctive, it is imperative that further research be conducted to investigate any synergistic relationships among these variables on a larger scale in order to better advise public health initiatives to specifically target heightened digital technology usage in adolescents.

The use of media technology is a possibility of growth and at the same time an educational problem not to be underestimated because of the extreme pervasiveness and diffusion among adolescents. Many of the studies conducted so far, although not validated in the literature, suggest that Internet abuse would be related to dysfunctional and compulsive behaviours, tolerance and impoverishment of the functioning of the individual. This increases the risk of the onset of feelings of loneliness, depressive moods and low selfesteem. The purpose of this article is to examine some aspects of the positive and negative effects of technology in education and socialization of today's adolescents and the opportunity to use technology during text comprehension tasks (in this case on a geographical track) through a pilot study on Italian adolescents (age m = 12.11). Methodologically, in the first part of the document, a systematic review of the literature of the issues presented in the second part of the experience described, tools used and results obtained was carried out. The conclusions of this research are that the way to overcome the problem of the negative effects of technology is to exploit its educational potential, finalizing it to the construction of meanings and social relationships. In the study conducted, the students took into consideration the use of the highly motivating and stimulating technological tool even if, the general interpretation was better in the print texts than in the digital reading.