Summary of Topic 3.1: Digital Health and Wellness

The topic of digital health and wellness explores the impact of digital technologies on physical and mental well-being, focusing on screen time, mental health concerns, and interventions to maintain a balanced digital lifestyle. Researchers, health professionals, educators, and policymakers continue to debate the consequences of digital technology, particularly in the wake of the COVID-19 pandemic. Strategies such as banning mobile phones in schools, screen time limits, and digital detox initiatives frequently appear in discussions surrounding digital health.

Key themes include:

• The balance between digital and offline activities, particularly for children and adolescents.
• The impact of digital technology on mental health and physical well-being.
• The role of families and schools in guiding children’s digital wellness.
• The potential benefits and risks of mobile connectivity.
• The effectiveness of digital detox interventions.
• Ongoing debates about whether smartphones negatively affect adolescent mental health.

Several tools and resources are available to support digital wellness, including Google’s Digital Wellbeing platform and guidance from the eSafety Commissioner on balancing screen time for young people, parents, and educators.

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Summaries of the Referenced Articles

Australian Broadcasting Corporation (2023, May 24). What You Need to Know About Children’s Digital Wellness

APA 7 Citation:
Australian Broadcasting Corporation. (2023, May 24). What you need to know about children’s digital wellness. ABC Education. https://www.abc.net.au/education/what-you-need-to-know-about-children-s-digital-wellness/102416864

This article presents a journalistic perspective on digital wellness, emphasising the shared responsibility of families and schools in supporting children’s well-being in the digital age. It discusses concerns about excessive screen time, social media use, and the role of education in promoting healthy online habits. The article highlights how digital technologies shape children’s experiences, both positively and negatively, and explores strategies for helping children manage screen time effectively. It also reflects on how the COVID-19 pandemic intensified digital dependence, making it more important for parents and educators to establish healthy digital habits.

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Dienlin, T., & Johannes, N. (2020). The Impact of Digital Technology Use on Adolescent Well-Being

APA 7 Citation:
Dienlin, T., & Johannes, N. (2020). The impact of digital technology use on adolescent well-being. Dialogues in Clinical Neuroscience, 22(2), 135–142. https://doi.org/10.31887/DCNS.2020.22.2/tdienlin

This study critically examines the effects of digital technology on adolescent mental health, arguing that existing research often oversimplifies the relationship between screen time and well-being.

Key findings include:

• The effects of screen time on well-being are minimal, and large-scale studies fail to establish a strong causal link.
• Different types of digital activities have different effects—educational technology may be beneficial, while excessive passive consumption (e.g., scrolling on social media) could have negative impacts.
• The study encourages nuanced discussions that go beyond blanket restrictions on screen time, advocating instead for a focus on content, context, and individual differences.

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Vanden Abeele, M. M. P. (2021). Digital Wellbeing as a Dynamic Construct

APA 7 Citation:
Vanden Abeele, M. M. P. (2021). Digital wellbeing as a dynamic construct. Communication Theory, 31(4), 932–955. https://doi.org/10.1093/ct/qtaa024

This paper introduces digital well-being as a fluid, context-dependent construct influenced by how, why, and when people use digital media.

Key points include:

• Digital well-being is not static—it shifts depending on users’ interactions, needs, and external pressures.
• The benefits of digital media, such as connection and learning, must be balanced against risks like overuse and social comparison.
• The study highlights the importance of self-regulation and digital literacy in ensuring healthy engagement with technology.
• Digital detox interventions can be helpful for some users but are not a one-size-fits-all solution.

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Orben, A. (2020, June 15). How Digital Technologies Affect Adolescent Psychological Well-Being and Mental Health

APA 7 Citation:
Orben, A. (2020, June 15). How digital technologies affect adolescent psychological well-being and mental health [Video]. YouTube. https://www.youtube.com/watch?v=wTZe5Dxmt3M

Dr. Amy Orben critically analyses the cyclical nature of technological moral panics, comparing modern concerns about smartphones to historical anxieties about radios and television.

Key takeaways:

• Screen time does not have a simple negative effect on well-being; instead, the impact varies based on age, gender, activity, and individual circumstances.
• Many correlational studies misrepresent causation, leading to misleading claims about smartphone harm.
• Well-being and screen time share a bidirectional relationship—lower well-being may increase screen use, rather than the reverse.
• Future research should focus on individual differences, rather than blanket recommendations to reduce screen time.

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Twenge, J. M. (2017). Has the Smartphone Destroyed a Generation?

APA 7 Citation:
Twenge, J. M. (2017). Has the smartphone destroyed a generation? The Atlantic Monthly (1993), 320(2), 58–58.

This controversial article argues that smartphones have caused significant psychological harm to teenagers, leading to increased depression, anxiety, and social isolation.

Key points:

• Twenge claims that adolescents today are less socially engaged, less independent, and more anxious than previous generations, largely due to smartphones.
• The article correlates the rise in teen depression with increased smartphone ownership, though critics argue this claim lacks strong causal evidence.
• While the article has influenced policy debates, its alarmist tone and lack of nuanced discussion have been criticised by other researchers.

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Summary of 3.2: Digital Accessibility

Digital accessibility refers to designing digital environments, technologies, and content in ways that enable people with disabilities to use them effectively. It encompasses individuals with visual, hearing, motor, and cognitive disabilities and ensures they are not excluded from the digital world. Digital accessibility is not just about legal compliance but also about usability, enhancing inclusivity for all users.

Key Aspects of Digital Accessibility

• Historical Context: The concept of accessibility in technology extends from physical accessibility principles outlined in laws such as the Americans with Disabilities Act (ADA, 1990).
• Web Content Accessibility Guidelines (WCAG): These guidelines, developed in 1999, provide a framework for ensuring web accessibility. Despite their existence, a 2022 study by WebAIM found that over 96.8% of websites violate at least one accessibility principle.
• Legal and Ethical Importance: Digital inaccessibility can lead to legal consequences and financial losses for organisations. Beyond legal obligations, accessibility also promotes corporate social responsibility and helps businesses reach a broader audience.
• Digital Accessibility in Practice: Common accessibility practices include alternative text for images, keyboard navigation, high-contrast text, captioned videos, and ensuring that interactive elements work with screen readers and assistive technologies.
• Four Principles of Accessibility (POUR):
  • Perceivable: Content must be accessible through multiple sensory channels.
  • Operable: Users must be able to interact with digital elements using different input methods.
  • Understandable: Information should be easy to interpret and interact with.
  • Robust: Content should be accessible across different platforms and devices.

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Article Summaries with APA 7 Citations

Gilbert, R. M. (2019). Inclusive Design for a Digital World: Designing with Accessibility in Mind

APA 7 Citation:
Gilbert, R. M. (2019). Inclusive design for a digital world: Designing with accessibility in mind. Apress. https://doi.org/10.1007/978-1-4842-5016-7

This book explores the fundamentals of inclusive design in the digital space. It discusses the barriers people with disabilities face when using digital tools and offers best practices for designers and developers. Gilbert (2019) emphasises that accessibility should not be treated as an afterthought but as an integral part of design from the outset. The book also outlines how accessible design benefits all users, not just those with disabilities.

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Patrizio, A. (2022). What is Digital Accessibility?

APA 7 Citation:
Patrizio, A. (2022). What is digital accessibility? WhatIs.com. https://www.techtarget.com/whatis/definition/digital-accessibility

Patrizio (2022) defines digital accessibility as ensuring technology products and environments do not exclude individuals with disabilities. The article discusses how legal frameworks, such as the ADA and the Web Content Accessibility Guidelines (WCAG), shape accessibility requirements. Despite these regulations, non-compliance remains a significant issue, with many websites and applications failing to meet minimum accessibility standards.

Patrizio (2022) also highlights the business and social benefits of accessibility, showing how inclusive digital spaces improve user experience for all, not just those with disabilities.

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Summary of 3.3: Digital Security and Safety

 

The topic of digital security and safety revolves around the protection of individuals and communities from cyber threats such as cyberbullying, online harassment, identity theft, and digital fraud. Early digital citizenship programmes focused primarily on raising awareness of these risks; however, as new technologies, particularly artificial intelligence (AI), evolve, new challenges emerge. The integration of AI, deepfake technology, and algorithm-driven content means that traditional safety measures must be continually reassessed and adapted.

The notes emphasise the importance of balancing responsibilities between educators, parents, and policymakers. Families are expected to guide children in safe online behaviour, but schools must also play a critical role in digital security education—especially for students who may not receive such guidance at home. Additionally, community-wide efforts are essential, meaning that awareness campaigns should extend beyond schools to reach parents and caregivers.

The legal implications of digital safety are explored briefly, with AI raising concerns over its potential misuse, such as generating deceptive content, automating scams, and enabling cyber threats at an unprecedented scale. Future discussions in Module 4 will delve deeper into these emerging AI challenges.

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Summaries of Attached Articles

Solove, D. (2007). “I’ve Got Nothing to Hide” and Other Misunderstandings of Privacy

APA 7 Citation:
Solove, D. (2007). I’ve got nothing to hide and other misunderstandings of privacy. San Diego Law Review, 44(4), 745-772.

Summary:
Solove (2007) critiques the common argument that privacy concerns are irrelevant if a person has “nothing to hide.” He explores various misunderstandings about privacy and challenges the assumption that surveillance is only problematic if it exposes wrongdoing. His work reframes privacy as a broader concept that includes personal dignity, autonomy, and protection from government overreach.

Key points include:

• The flawed logic of the “nothing to hide” argument—privacy violations occur even when people are law-abiding.
• The social value of privacy—protecting privacy is essential for a democratic society, not just for individuals with secrets.
• The impact of surveillance—data collection, even if benign at first, can lead to profiling, discrimination, and future misuse.
• Legal and ethical concerns—laws should protect privacy even when individuals are unaware of the risks posed by mass data collection.

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Ravlic, T. (2023, March 30). We Urgently Need AI Safeguards, Warns eSafety Commissioner

APA 7 Citation:
Ravlic, T. (2023, March 30). We urgently need AI safeguards, warns eSafety commissioner. The Mandarin. Retrieved from https://www.themandarin.com.au/216134-we-urgently-need-ai-safeguards-warns-esafety-commissioner/

Summary:
This article explores the growing risks associated with AI in the digital safety landscape, as highlighted by Australia’s eSafety Commissioner, Julie Inman Grant. The concerns raised focus on how AI is being misused to generate harmful content, including child sexual abuse materials and advanced scams that mimic human interactions more convincingly than ever before.

Key points include:

• Generative AI tools (e.g., ChatGPT) can be exploited to fabricate false identities, manipulate information, and generate explicit content.
• The need for proactive AI regulation—current safeguards are insufficient, and many platforms deploy AI without considering ethical risks.
• The challenge of content moderation—AI can create and spread false or misleading information faster than human moderators can track.
• The role of governments and industry—collaborative efforts are necessary to implement safety guidelines before AI-related harm escalates further.

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Farthing, S. (2023, August 14). Do We Need a New Law for AI?

APA 7 Citation:
Farthing, S. (2023, August 14). Do we need a new law for AI? Sure, but first we could try enforcing the laws we already have. The Conversation. Retrieved from https://theconversation.com/do-we-need-a-new-law-for-ai-sure-but-first-we-could-try-enforcing-the-laws-we-already-have-211369

Summary:
Farthing (2023) examines whether existing legal frameworks can regulate AI, or if new AI-specific legislation is required. He argues that many AI-related harms, including fraud, privacy breaches, and misinformation, are already covered by existing laws, but enforcement remains inadequate.

Key points include:

• Regulatory gaps exist, but enforcement is a bigger issue—governments often fail to apply existing laws to new technologies.
• The complexity of AI governance—developing new laws is challenging because AI constantly evolves, making legislation outdated before it is implemented.
• Ethical dilemmas of AI use—while AI can be beneficial, its rapid, unregulated expansion poses risks to individual privacy, misinformation spread, and social biases.
• Potential solutions—rather than waiting for new laws, existing regulations should be applied to AI technologies more rigorously.

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Barnett, B., & Bossio, D. (2023, October 6). Netflix’s The Social Dilemma and Public Discourse on Social Media Regulation

APA 7 Citation:
Barnett, B., & Bossio, D. (2023, October 6). Netflix’s The Social Dilemma and public discourse on social media regulation. Digital Media & Society, 6(2), 127-145.

Summary:
Barnett & Bossio (2023) analyse the impact of the Netflix documentary The Social Dilemma in shaping public discussions on social media addiction, privacy, and the ethics of persuasive technology.

Key points include:

• The documentary highlights how social media platforms use persuasive technology to manipulate users—leading to addiction, mental health issues, and privacy erosion.
• Public discourse following the documentary—many viewers became more aware of social media risks, leading to calls for regulation.
• Criticism of The Social Dilemma—some experts argue it oversimplifies the issue, blaming social media rather than broader systemic problems in digital culture.
• Proposed solutions—calls for algorithm transparency, stronger user protections, and ethical AI use in social media.

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Summary of 3.4: Digital Creativity and Innovation

As digital technologies become further embedded in daily life, their role in fostering creativity and innovation continues to grow. Social media platforms, creative software, and collaborative online tools allow individuals to express themselves artistically and problem-solve in new ways. For educators, staying informed about these trends is crucial—not only to support students in their creative endeavours but also to model digital fluency. However, keeping up with rapid technological advancements can be overwhelming. Educators must embrace lifelong learning, develop professional learning networks (PLNs), and ensure they engage with a variety of digital tools to foster innovative teaching and learning experiences.

Educators as Digital Citizens

Becoming an active digital citizen is essential for educators. This involves:

• Researching technology: Understanding how digital tools function, particularly those relevant to education (e.g., wikis, blogs, RSS, and social bookmarking).
• Monitoring and engaging: Ensuring students use digital platforms responsibly and professionally, modelling appropriate online behaviour.
• Modelling legal wisdom: Understanding digital copyright laws, including the role of Creative Commons.
• Avoiding the fear factor: Instead of fear-based digital citizenship education, focus on providing positive, engaging experiences with technology.

Digital Divide and Access to Creativity

Access to digital creativity is not universal. The digital divide remains a challenge, not just in terms of access to devices and internet connectivity, but also in disparities in digital content production. While social media blurs the lines between content creation and consumption, lower-income individuals are less likely to participate actively as content producers, reinforcing inequalities in digital engagement.

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Article Summaries

Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2006). Confronting the Challenges of Participatory Culture

Citation:
Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. MacArthur Foundation.

Summary:
This foundational paper explores the concept of participatory culture, in which individuals are not just consumers of digital content but also active producers. It identifies key skills necessary for young people to engage meaningfully in digital spaces, including play (problem-solving through experimentation), performance (adopting alternative identities), simulation (interpreting real-world models), and transmedia navigation (synthesising information across platforms). The authors argue that schools need to foster these digital literacies to ensure equitable participation in the digital economy. They highlight the importance of peer-to-peer learning and mentorship in online creative communities. The report also warns that gaps in participation can lead to inequalities, reinforcing existing social divides.

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Lindsay, J., & Davis, V. (2012). Flattening Classrooms, Engaging Minds

Citation:
Lindsay, J., & Davis, V. (2012). Flattening classrooms, engaging minds: Move to global collaboration one step at a time. Allyn and Bacon.

Summary:
Lindsay and Davis discuss how technology “flattens” the classroom, enabling global collaboration and student engagement beyond traditional school settings. They advocate for connectivism, where students actively engage in knowledge creation through collaborative projects, blogging, and video conferencing. The book provides practical strategies for integrating global digital citizenship into the curriculum, ensuring that students are prepared for a digitally connected world. It emphasises the role of teachers in co-creating knowledge alongside students and acting as facilitators of digital innovation. A key message is that technology should not be feared but leveraged to enhance student learning and creativity.

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Schradie, J. (2013, April 26). 7 Myths of the Digital Divide

Citation:
Schradie, J. (2013, April 26). 7 myths of the digital divide. The Society Pages. Retrieved from http://thesocietypages.org/cyborgology/2013/04/26/7-myths-of-the-digital-divide/.

Summary:
Schradie critiques common misconceptions about the digital divide, arguing that it is not just a gap in access to technology but also a divide in content production and digital participation. Key myths include:

1. The digital divide is closing – While more people have internet access, there are still significant inequalities in who creates content versus who simply consumes it.
2. Everyone can participate equally online – Socioeconomic status influences digital literacy, meaning lower-income individuals often lack the same digital skills as wealthier peers.
3. Mobile phones bridge the gap – Mobile internet access does not replace the need for high-speed broadband and full computing capabilities.
4. Young people are automatically digital natives – Not all young people have the same opportunities to develop digital creativity, particularly in underprivileged communities.
5. More internet access means more democracy – Without critical digital literacy skills, access alone does not lead to increased civic engagement or participation.
6. Everyone wants to be online – Many people remain offline due to cost, literacy barriers, or lack of motivation.
7. Schools are closing the divide – While some schools integrate digital creativity, others reinforce inequalities by limiting access to social media and creative platforms.

Schradie concludes that true digital equity requires systemic change, including education reforms and policy shifts to support digital literacy and innovation.

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Discussion Forum 3.4 Activity