Paper Example on Effects of Technology on Personality

Paper Type:  Essay
Pages:  6
Wordcount:  1560 Words
Date:  2022-09-20


For a long time, the critical factor to the success of a child was attributed to the parents, and longtime state of opportunity listeners are aware of many things parents do to assist their children to become better people. However, even parents with the best intentions will agree that it is difficult to parent when you live in an unfriendly environment. Such a situation could include unsafe and interior, as well as civilized and non-civilized areas or technology. Living in such regions could determine the kind of a person you become. The purpose of the paper is to give an argumentative viewpoint of whether where you come from can influence who you become. This discussion is achieved by describing two situations involving technology and the origin of a person.

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An individual's character today can be influenced by his or her technological background. The fact that we live in a global society is evident in today's life where people can connect all over the world through the internet. With the commencement of the newest technologies at our exposure through mobile applications and social networking sites, which have advanced and increased, there vital need to empower students through media literacy education has grown. In previous decades, technology has managed to help the society move huge steps forward shown fundamentally by the exponential growth of Facebook and Twiter (Byron). Connecting with many people through these platforms is more comfortable since the majorities are readily in use through Web 2.0 programs or due to their familiarity.

Technological background of a person depends on whether the parents or educators are protectionists or those who seek to empower the students or children. The protectionists aim to immunize students from the world of media with the aim of protecting them from the harmful effects of the platforms. In this case, the teacher or parent provides all the necessary information which creates a mentality of gatekeeping. Most of the protectionist teachers believe that they assume the role of a parent in guiding where the media seems to have interfered.

However, engaging in this form of education tends to segregate the children from actually discussing critically the various ideas presented by many media environments. Schools are platforms where students can learn to change society. A child in a school that appreciates the importance of media literacy is empowered more compared to one in an interior school with little knowledge of the benefits of technology. "It enables students to analyze and critique dominant narratives," (Gainer, 368). Those in need of empowering students to realize that teaching and learning about media involves delving into that transformation and engaging further the pleasure principle which decides what and how we choose to watch as well as participate within the media. The teachers who carry this role have no interest in telling students what they view is inappropriate or wrong, but rather understanding the reasons why young adults make these choices.

The broadness of their decisions provides the teacher with a chance to learn from his or her student. Children of the current generation are motivated to look at the available tools differently. Besides, their search through sites like YouTube can offer the educator valuable resources that can be used later with other classes. Nevertheless, it is important to observe and participate in the items available for the children's use today on the media because it offers the parent or teacher insights into the minds of teenagers as well as what they like or dislike (Gould). Moreover, there is a need to ensure an open source communication with mutual respect which will lend itself to this kind of dynamic for this nature of sharing to occur. Therefore, students with an excellent technological background will grow to be competent and well informed in many aspects of life and the economic world unlike those from a history of no or inferior technology.

Today's technology, for example, social networking sites, Web 2.0 tools, or the new devices give schools an exceptional chance to foster comprehension of the power of the information world as well as the internet through education regarding media literacy (Gould). Besides, media literacy is contradictory of censorship. The latter reinforces the confusion, fear, and uncertainty most teachers worry about when topics related to media emerge in a classroom. It is easier for a person to avoid or ignore the digital world that to be involved and engage in it within a classroom environment. Most people regard it as a bird influence on the upbringing of children, but they forget the effect it has on the development today.

Moreover, Media literacy is the empowerment of the best type because it helps teach students to question thoughtfully and consider the decisions they make as they participate in different media. Media literacy investigates some of the most complex topics while introducing discussions which tend to be controversial at times (Palfrey et al.). The platforms involved in Web 2.0 technologies allow students to develop and produce subjects, ideas, and topics which can later be presented in the classroom for discussion as directed by educators. These topics could include areas where children have questions but are afraid to ask their parents.

Furthermore, Media literacy education done as a directed or supervised study provides an open doorway for interaction between the student and the teacher. The important result here is that educators are willing and ready to explain those topics with confidence. In cases where the educator cannot answer the questions posed, it is important that the students be directed to sources which can help them get the desired answer.


Who you become can be determined by your origin or where you live. When individuals move across state lines, they tend to think about the appearance or what their new locality would look as well as their neighbors. But they forget to consider how the new place will change them (De Abreu et al., pg14). For example, in America studies indicate that traits such as extroversion and anxiety differ from one state to another. You find the New York state of mind, Montana mentality, and an Idaho id. However, it becomes different for someone who moves from state to state since all the characteristics can influence them. The different mentalities can be as a result of the various technological awareness.

It is crucial to understand which personality traits are common in various regions of the country. Several types of research have focused on distinct aspects of how individuals approach interpersonal relationships. For example, people with different origins may have different attitudes regarding romantic relationships. New Yorkers should strut themselves from the findings from a study of over 127,000 adults, and it was found that people of the Mid-Atlantic and Northeast are relatively more anxious in their romantic relationships than those living in the West Coast (Greenhow, pg24). However, citizens from Utah are the least concerned in the country, despite a trend in other mountain states which have shown to be less interested as well in forming romantic connections.

Personality Traits That Make For a Better Life

As stated by William Chopik, the lead author and a psychologist at Michigan State University, "We have these stereotypes about places, and it turns out that a lot of those are confirmed" (Greenhow, pg24). Many other studies regarding character variation support this idea. Northeasterners and southeasterners are usually more neurotic as compared to the Westerners, for instance, while individuals in Utah, the Midwest, and Southeast tend to be more agreeable than the rest of America.

On the other hand, openness to new experiences is evident throughout the nation. However, it does not mean that New Yorkers should relocate to Utah or California to become better adjusted. The extent of influence an origin has on a person depends on the driving force of the area's personality.


An individual's personality depends significantly on his or her origin even though their parents determine people's behavior. Technology affects who you become. Media literacy is essential as long as it is employed as a directed education and students from places or schools that value this aspect become better individuals. Technological know-how also depends on whether parents and educators are protectionists or those who want to empower their children. People from different areas, for example, various states in America have different character traits, and the extent of their media literacy may influence these. Therefore, it is important to involve students in media literacy education, and if educators cannot answer the questions presented, then the students should be directed to resources that will help them.

Works Cited

Byron, T. (2008). "Safer Children in a Digital World. Nottingham, England: The Report of the Byron Review. Retrieved November 21, 2009, from http://www.dcsf.

De Abreu, Belinha S., et al. "Arc of research and central issues in media literacy education." De AbreuB. S.(Eds.), International handbook of media literacy education (2017): 1-16.

Gainer, Jesse S. "Critical media literacy in middle school: Exploring the politics of representation." Journal of Adolescent & Adult Literacy 53.5 (2010): 364-373.

Gould, Meredith. Transcending Generations: A Field Guide to Collaboration in Parishes. Liturgical Press, 2017.

Greenhow, C. (2010). "A New Concept of Citizenship for the Digital Age." Learning and Leading with Technology, 37(6), 2425.

Palfrey, J., Grasser, U., & d. boyd. ( 2010). "Response to FCC Notice of Inquiry 0994Empowering Parents and Protecting Children in an Evolving Media Landscape." The Berkman Center for Internet & Society at Harvard University.

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