Addiction To Cell Phone: Mental Slavery

Addiction to cell phone: Mental slavery

When talking about technology we must initially refer to the first technological apparatus that appeared in the market, we refer to the computer that due to the multiple functions happened to be essential and part of many homes, since in it from the little ones to the largest they couldCarry out different activities such as tasks, play, paint, create information, store and archive documents. After that great technological advance, the way to cell phones were made that from the beginning had basic functions and their presentations were much more rustic, as everything evolves with the passage of time the mobile phone or also known as cell phone evolved not only in theirPresentations but also in its multiple functions, since it can be made from making calls to watching movies or reading these new mobile phones are known as smartphone phones or smartphone.

At present, the cell phone has become irreplaceable since it is the most used means of communication worldwide, mostly in young people whose distractions are diverse since their uses vary from navigating the network, performing tasks, reviewing social networks, playing inline, between a number of uses, so it has generated a significant commotion in society. The growing appearances of these mobile phones have brought with them various social and cultural modifications, although communication is true, distances are shortened, but it has also influenced the way of living of young people, most young people acquire thesetechnological devices, from the little ones to the largest in the house, falling its frequent use in adolescents.

(Pedrero, Perez; Rodriguez, Maria; Sanchez, Jose, 2012, p. 140) affirm: "The incorporation of the mobile phone into the daily activity of human beings has meant one of the events with the greatest social impact in the last two decades, only comparable to the appearance of the Internet". The cell phone in the last decade has caused so much rage in society to the point of to be indispensable for the daily use of people in routine activities.

From the beginning the use of the cell phone within the classroom became a controversial issue, since it has become a debate where experts both in the psychological area and in the educational and pedagogical area show their professional opinions about whether it is viableor not the operation or not of the mobile phone as an educational resource within the classroom.

The Ministry of Education in Ecuador made public a ministerial decree which contains guidelines for the proper use of the mobile phone in the students, on April 17, 2014, by 70-14 Ministerial Agreement, in which it sent the use of cell phonesto regulate its use in class campuses. For this reason he ordered an agreement from the pedagogical perspective that mentions the following:

The teacher is responsible for authorizing the use of the cell phone, within activities designed for the effect and allowing its use to meet a pedagogical objective. This use will be exclusively for 8 students.°, 9.° and 10.° Grades of Basic General Education (EGB) and 1.°, 2.°, and 3.° Baccalaureate courses. 

It also provides that the organization, training for teachers in the proper use of information and communication technologies in education, and its incorporation into the teaching process.

The agreement cites some examples of activities in which the cell phone can be used within the educational process, including: interviews, reports, among other journalistic genres to replicate in class, task programming, with deadlines and compliance remembers, use of resourcesaudible (audiobooks), multimedia collections of excursions and tours, creation of specific knowledge networks, network work, etc. 

Likewise, the document provides the organization, in the coming months, of training processes for teachers in the proper use of information and communication technologies in education, and its incorporation into the teaching process.

The agreement cites some examples of activities in which the cell phone can be used within the educational process, including:

1. Interviews, reports, among other journalistic genres to replicate in class
2. Tasks programming, with compliance deadlines and reminders
3. Use of audible resources (audiobooks)
4. Multimedia collections of excursions and tours
5. Creation of specific knowledge networks
6. Network work, etc.

 

The unauthorized use of electronic devices in the classroom constitutes a slight offense and its recidivism will be sanctioned as serious offense, according to articles 134 and 330 of the General Regulation to the Organic Law of Intercultural Education (LOEI).

The use of cell phone in evaluation activities will be sanctioned as an act of academic dishonesty in accordance with article 224 of the General Regulation to the LOEI, while the behaviors that threaten the dignity of people as cyber harassment, pornography consumption, sexual extortion,etc., will be sanctioned independently. 

While it is true that the Ministry of Education implemented and regulated cell phone use in high school educational institutions, higher education institutions are not exempt from this regulation since this agreement should be implemented for proper use within the classroomsUniversity.

It is called Nomophobia, the fear of running out of mobile phone, in the appearance of a severe anxiety that a person suffers when he loses access to his cell phone, in some investigations performed psychologists claim that this addiction to the mobile phone is rapidly increasing and that theaddicts are getting younger. 

Although the use of technology can be very useful, since it allows us to be constantly in connection in almost every corner of the planet, the lack of communication can produce a sense of anxiety that invades us and makes us desire intensely at the timethat we are connected again.

Many experts talk about nomophobia as the new 21st century disease. This is what it refers to that it was verified in the studies carried out on this phenomenon that began in 2011 in the United Kingdom, with an investigation carried out by the United Kingdom Post Office and the Demote Institute Yougo.

The study had 2.163 subjects, and the data revealed that 53% of mobile phone users in the United Kingdom feel anxiety when the battery of their mobile phone is exhausted, they lose or run out of coverage. The study also revealed that 58% of men and 48% of women suffer from this disorder.

The study also concluded that the stress levels presented by people with nomophobia were comparable to what a person can have the day before their wedding. In addition, 55% of the participants said "feel isolated" when they did not have the cell phone.

The dependence on cell phone is a new form of addiction that is frequently presented in young/or depression before the impossibility of accessing the cell phone ". Changes in moods, little interest in performing daily activities, among others are the effects causedmoments contact with reality. " 

Cellular addiction is linked to the difficulty of disintegrating the mobile, being alert, use in not appropriate places and even in front of other people, carelessness of essential activities, communication preference through this, having it near the resting place to use anytime, as well as ignoring the warnings of excessive use, minimizing the consequences and aggressiveness when feeling vulnerable with respect to its use . Addiction or mobile dependence involves resisting leaving the cell phone, mobile dependents even postpon their interpersonal relationships where their daily activities are displaced.

Authors based on research have formulated that cell phone addiction contains characteristics, indicators, use patterns among others, some of these can be easily evidenceThe following indicators that characterize cell phone addiction.

Characteristic indicators of cell phone addiction:

• Need to use the cell phone for longer to be satisfied
• Abstinence after prolonged cell phone
• Motor agitation
• Obsession and anxious states when the cell phone is not used
• Fantasies or dreams regarding the cell phone
• Recurring movements of apparent use of cell phone, whether volunteer or involuntary
• Discomfort in social, interpersonal, family, academic areas, among others.
• Avoiding withdrawal syndrome by ensuring cell phone use
• Unsuccessful wishes to stop using the cell phone
• Constant employment in the use of cell phone functions.
• Despite knowing that he presents problems in the control of cell phone use, he continues with his USA.
• Changing mood when using the cell phone.
• Use of other means to relieve addictive behavior.

(Villanueva Silvestre, Marco, & Chóliz Montañés, 2012 a) affirm that the dependence on the cell phone can be classified into three groups based on the degree of quantity, frequency and intensity;This classification adapts it from Matair and Alda in 2008:

Cell phone use pattern:

• Non -problematic use: it does not affect the person, nor does it bring negative consequences. Use is normal as well as dedication.
• Problematic use – Abuse: the use of cell phone begins to bring consequences in its environment: however, despite having knowledge about the problem, it takes it with “normality”.
• PATHOLOGICAL USE – Dependency: The cell phone comes to be part of the person’s life, bringing with him serious consequences as much as in his personal life and in his social environment.

 

According to (Chóliz, 2012) indicates what are the characteristic symptoms of cell phone dependence.

• The characteristic symptoms of the dependency to the cell phone:
• Excessive use, which is manifested in a high economic cost and in numerous calls and messages.
• Problems, especially with parents, associated with the excessive use of mobile phones
• Interference with school or other personal activities.
• A gradual increase in use to obtain the same level of satisfaction, as well as the need to replace the devices that work with new models.
• The need to call or send messages when, time has elapsed without using the mobile phone and emotional alterations when the use of the phone is prevented.

Diagnostic criteria for cell phone

(Villanueva et al, 2012) Based on the diagnostic criteria of the DSM-IV-TR for substance dependence adapts them for the detection of mobile phone dependence:

Deadaptive mobile phone use pattern that entails a clinically significant deterioration or discomfort, expressed by three (or more) of the following items at some point:

1. Tolerance, defined by any of the following items:

• The use of the mobile phone is increased to be able to feel rewarding sensations that yearns.
• The effect can last for less time or can also decrease with the constant use of mobile.

 

two. Abstinence, defined by any of the following items:

• Symptoms very similar to the abstinence syndrome present in other addictions are manifested (P.eg., anxiety, restlessness, bad mood, irritability, general discomfort, empty feeling or strangeness …) by not being able to use the mobile phone.
• The mobile phone is used (or very similar behaviors are performed such as the use of the landline or internet) to relieve or avoid withdrawal symptoms

 

1. The use of the mobile phone is increased compared to the other consumptions.
2. There is a persistent yearning or impulses to dominate or contain the use of mobile phone.
3. More activities are carried out that can be developed in the G mobile phone.
4. Decrease in social or recreational activities.
5. Despite being aware of the problem, he continues to develop that behavior.

 

Sleep alteration is another effect caused by cell phone addiction, sleep is a natural process of every living being, for sleep is a physiological, heterogeneous, active and rhythmic process that is described as a state of unconsciousness, of thewhich can be awakened by stimulation of the senses. It is considered an essential part of the circadian rhythm since it affects and is affected by multiple psychological, physiological and environment. Man spends a third of his life sleeping, and sleep deprivation has serious health effects. The dream is a physiological natural process of every living being, which allows the body to recover energy, by the contario if the dream suffers from alterations could cause negative health effects on.

Related to cell phone addiction is the well -known blue or double check syndrome seen in a publication of (LEPE, 2014) states that this emitter syndrome produces a kind of anxious state since it is waiting for response by response byPart of the receiver, people with this syndrome raise various questions by not receiving answers to their messages, in people with cell phone addiction This syndrome makes their anxiety levels rise, until they reached the point of drastically changing their mood,by feeling ignored or not loved by the other person.

As an advice to the issue of addiction to the cell phone, I will refer to a video that I have been able to observe and has gone viral on social networks, mobile addiction disturbs both a child to the point of throwing itself from a bridge in response by not having itsCell with him, the video shows how this child runs out of a car without measuring consequences and throws himself into the abyss because his mother separates him from his cell phone.

Academic performance

Starting from contextualization, addiction is an abnormal alteration of behavior that produces dependence and removes autonomy to the human being. New forms of dependence are observed in young people, one of them is the addiction to the cell phone, which affects both the physical and psychological well -being of young people.

Young people living in full technological development are the ones who mostly use new technologies in their daily life for it are exposed to different types of not only social, cultural and physical changes but also in their academic life, it is the case of education studentsSuperior who make up one of the groups with the highest access index to new technologies such as the Internet and social networks.

(Chong González, 2017, p. 92) In his research factors that affect the academic performance of the students of the Polytechnic University of the Valley of Toluca affirms the following:

Students go through different processes of change in their university career: the transition between the upper and upper middle level, adapt to a new system that prepares them for the labor market, becoming teenagers to young people with greater responsibilities, among others. The main problem of students is that, although they have more and better access to technologies, a broad educational offer and access to different types of scholarships, this does not translate into a substantial improvement of their performance, which bringsI get an academic failure. The lack of implementation of strategies by students results in learning deterioration.

According to (An, 2013, pages. 407-432) mentions “which is advisable to provide students with a previous experience before entering the university allows young people to experience the environment that represents this educational level."As the author mentions, university life is much more demanding than that of a high school student therefore considers that it is advisable to provide a kind of induction before entering the university.

For (Brazuelo and Gallego, 2012, pages. 1-3) The implementation of the mobile phone to teaching "is an educational modality that, through the use of mobile devices, facilitates the construction of knowledge, problem solving and skills development". The use of mobile phone in the educational area facilitates and gives way to an improvement in the knowledge of the student.

The (UNESCO, 2015) defines it as the use of mobile technology to facilitate learning at any time and place. Teaching methods have evolved, currently in educational institutions, the use of cell phone is frequent, since it is a necessary tool for students to perform various tasks.

The concept of academic performance is complex since sometimes academic development or academic performance takes the name, but this is only a matter of semantics, both are contextualized and referring in the same way.

Several authors point out that academic performance is the result of a cumulus of factors, in which the student’s cognitive processes are involved and the level of interest that it possesses towards their academic activities.

As stated (Velez & Roa, 2005) "Academic performance can be defined as compliance with the goals, achievements or objectives established in the program or subject that a student is pursuing". When fulfilling specific tasks, logar goals related to a subject itself, is known as academic performance.

For (Jiménez & López, 2009, pages. 69-79) “Performance is a multidimensional construct, determined by a large number of variables (intelligence, motivation, personality, etc.) and in which numerous personal, family or school factors influence, among others ”. Academic performance contemplates a number of both motivational and environmental factors is the reflection of what a student perceives and receives in his student career.

The academic performance of a student has a close relationship with the level of consciousness that he has when facing the various challenges that student life proposes, that is, it depends on their cognitive skills, time administration to perform tasks, and interest and the interestThat I dedicate you to meet all these requirements, there are different types of university students, there are those who punctually comply with all the demands that the academic environment demands and another group of students who do not have the expected result. 

The moods of the students have some influence on their academic performance since their emotions will somehow determine the way they receive the knowledge that is given to them within the classroom.

(Baker, 2008, pages. 273-298) He points out that "teachers should try to make their emotionally attractive classes to promote students in class and thus prevent boredom". Active participation in classes by students also depends on the way the teacher develops in the classroom, the teacher must consider carrying out their striking classes to prevent students from discouraging and losing interest.

Factors such as interest, study skills among others influence the academic performance of students, as well as the relationship between the student and the teacher, another point that plays in favor or against academic performance is the fact of whether the studentUniversity is satisfied with the career he is studying since not feeling in line with the race will feel an unfavorable demotivation and perception of both the race and his own skills and competencies. In this way we can interpret that there are some the factors that are presented so that the student can be satisfied with their academic performance, so we can relate that to provide or maintain their time occupied in technological activities neglects these factors.

The learning approaches intervene largely in the optimal academic performance of the university student, I must that they consist in developing appropriate strategies to provide better understanding when performing a task by the student, there are two type of approaches we have the superficial approach which consistsIn obtaining high qualifications and memorization of students in students, the deep approach that contains the motivation that leads to the student’s successful effort and performance.

Another important point related to academic performance is academic stress in university students is also related to academic performance since it affects both teachers and students remembering that we are all biopsychosocial beings and we are exposed to changes in our daily lives.

According to (UNESCO, 2009): 

1. Higher education, as a public good, is the responsibility of all interested parties, in particular of governments.
2. Given the complexity of world, present and future challenges, higher education has social responsibility to advance our understanding of multifaceted problems with social, economic, scientific and cultural dimensions, as well as our ability to face them. Higher education should assume social leadership in the creation of worldwide knowledge to address world challenges, including food security, climate change, water management, intercultural dialogue, renewable energies and public health.
3. Higher education centers, in the performance of their primary functions (research, teaching and community service) in a context of institutional autonomy and academic freedom, should focus even more on interdisciplinary aspects and promote critical thinking and active citizenship, thus contributing to sustainable development, peace and well -being, as well as to realize human rights, including equality between the sexes.
4. Higher education must not only provide solid competences for today and tomorrow, but also contribute to the formation of citizens endowed with ethical principles, committed to the construction of peace, the defense of human rights and the values of thedemocracy.
5. The knowledge society needs various higher education systems, with a range of institutions that have varied committed ones and reach various types of students. In addition to public education centers, private entities of higher education with public interest objectives must play an important function.
6. Our ability to achieve the EPT objectives will depend on our ability to face the world scarcity of teachers. Higher education must expand the training of teachers, both initial and in employment, with plans and curricula that give teachers the ability to provide their students with the knowledge and competencies they need in the 21st century. This objective will require new approaches, such as the use of open and distance learning and information and communication technologies (ICT).
7. The training of educational planning experts and the conduct of pedagogical research in order to improve didactic strategies also contribute to the achievement of the EPT objectives.
8. Open and distance learning and the use of ICTs offer opportunities to expand access to quality education, particularly when open educational resources are easily shared between several countries and higher education establishments.
9. The application of ICT to teaching and learning contains a great potential for increasing access, quality and good results. To ensure that the application of ICT contributes added value, establishments and governments should collaborate in order to combine their experiences, develop policies and strengthen infrastructure, particularly in bandwidth.
10. Higher education establishments must invest in the training of teaching and administrative staff to perform new functions in teaching and learning systems that are transformed.
11. It is essential for all societies that are more emphasis on the fields of science, technology, engineering and mathematics, as well as in social and human sciences.
12.  The results of scientific research should be broadcast more widely through ICT and free access to scientific documentation.
13. The Knowledge Society requires a growing differentiation of functions within higher education systems and establishments, with Poles and Networks Research Excellence, innovations in teaching and learning, and new strategies at the service of the community.

 

(Ecuador, 2008) Art. 26 of the Constitution of the Republic of Ecuador establishes that education is a right of people throughout their lives and an unavoidable and inexcusable duty of the State. It constitutes a priority area of public policy and state investment, guarantee of social equality and inclusion and indispensable condition for the good living. People, families and society have the right and responsibility to participate in the educational process.

The art. 27 of the current Constitution establishes that education will focus on the human being and guarantee its holistic development, within the framework of human rights, sustainable environment and democracy;It will be participatory, mandatory, intercultural, democratic, inclusive and diverse, quality and warmth;will promote gender equity, justice, solidarity and peace;It will stimulate critical sense, art and physical culture, individual and community initiative, and the development of skills and capacities to create and work.

The art. 28 points out among other principles that education will respond to the public interest, and will not be at the service of individual and corporate interests.

The art. 29 points out that the State will guarantee freedom of teaching, the freedom of chair in higher education, and the right of people to learn in their own cultural language and field.

The art. 344 determines that the National Education System will include the institutions, programs, policies, resources and actors of the educational process, as well as actions in the levels of initial, basic and high school education, and will be articulated with the higher education system.

The art. 350 points out that the Higher Education System aims to academic and professional with scientific and humanistic vision;scientific and technological research;the innovation, promotion, development and dissemination of knowledge and cultures;the construction of solutions for the country’s problems, in relation to the objectives of the development regime.

The art. 351 establishes that the higher education system will be articulated to the National Education System and the National Development Plan;The law will establish the coordination mechanisms of the higher education system with the executive function. This system will be governed by the principles of responsible autonomy, co -government, equal opportunities, quality, relevance, integrality, self-determination for the production of thought and knowledge, within the framework of the dialogue of knowledge, universal thinking and global scientific production.

The art. 352 determines that the higher education system will be composed of universities and polytechnic schools;Higher technical, technological and pedagogical institutes;and superior conservatories of music and arts, duly accredited and evaluated. These institutions, whether public or individuals, will not have profit.

The art. 353 establishes that the Higher Education System will be governed by a public organism for planning, regulation and internal coordination of the system and the relationship between its different actors with the executive function;and for a public body of accreditation and assurance of the quality of institutions, careers and programs, which cannot be formed by representatives of the institutions subject to regulation.

The art. 232 establishes that they may not be officials or officials, or members of management agencies of entities that exercise the state power of control and regulation, who have interests in the areas that will be controlled or regulated or represent third parties to have them.

The art. 354 establishes that universities and polytechnic, public and individuals will be created by law, prior binding favorable report of the agency responsible for the planning, regulation and coordination of the system, which will be based on the favorable and mandatory previous reports of the institution responsible for the insuranceof quality and the National Planning Agency.

The Technological, Technical and Pedagogical Higher Institutes, and the upper conservatories, will be created by resolution of the agency in charge of the planning, regulation and coordination of the system, prior favorable report of the Institution for the Quality Assurance of the System and the National Planning Agency.

The creation and financing of new study houses and new public university careers will be subject to national development requirements.

The agency in charge of planning, regulation and coordination of the system and the agency in charge for the accreditation and assurance of quality may suspend, in accordance with the law, to universities, polytechnic schools, technological, technical and pedagogical higher schools, and conservatoriesas well as requesting the repeal of those that are believed by law.

The art. 355, among other principles, establishes that the State will recognize universities and polytechnic schools academic, administrative, financial and organic autonomy, according to the objectives of the development regime and the principles established in the Constitution.

Universities and Polytechnic Schools are recognized the right to autonomy, exercised and understood in a solidarity and responsible manner. Said autonomy guarantees the exercise of academic freedom and the right to the search for truth, without restrictions;the government and self-management, in line with the principles of alternation, transparency and political rights;and the production of science, technology, culture and art.

Autonomy does not exempt the institutions of the system of being supervised, social responsibility, accountability and participation in national planning.

The art. 356, among other principles, establish that third level public education will be free, and that this gratuity is linked to the academic responsibility of students and students.

The art. 298 establishes that there will be a pre -assignment for higher education, whose transfers will be predictable and automatic.

The art. 357 establishes that the State will guarantee the financing of public institutions of higher education, and that the distribution of these resources must be based mainly on the quality and other criteria defined in the law.

The twentieth constitutional transitory provision establishes that within five years from the entry into force of this Constitution, all higher education institutions, as well as their careers, programs and postgraduate ones must be evaluated and accredited in accordance with the law. In case of not exceeding evaluation and accreditation, they will be outside the higher education system.

That, it is necessary to issue a new Organic Law of Higher Education consistent with the new constitutional principles established in the Supreme Charter, in force since October 2008;with international human rights instruments that regulate the principles on higher education;With the new challenges of the Ecuadorian State that seeks to train professionals and academics with a humanistic, supportive vision, committed to national objectives and good living, in a framework of plurality and respect.

That, it is necessary to dictate a new Organic Law of Higher Education that contributes to the transformation of society, its social, productive and environmental structure, forming professionals and academics with skills and knowledge that respond to the needs of national development and the construction ofcitizenship.

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