The influences of technology on adolescent social and interpersonal development: a school-based, interdisciplinary team perspective

The lives of many adolescents in Canada are consumed by technology. The adolescent population are among the most prolific users of technology and have an intrinsic understanding of the ways around technology that escapes most adults (Shifflet, 2013). Current research is somewhat contradictory as to whether technology has a harmful, helpful or neutral impact on adolescents (Barth, 2015, Fairlie & Kalil, 2017). Concerns over the perceived negative impacts of technology on social, emotional and relational development of adolescents are prevalent but largely uninformed by plausible, causal evidence (Fairlie & Kalil, 2017, Shifflet, 2013, Lotrean, et al., 2016, Scott, et al., 2017). This paper consists of a research study that investigates adolescent technology use and its influences on social and interpersonal development, from the perspectives of a school-based interdisciplinary team. This study was based on qualitative interviews with five, school-based interdisciplinary team members who have been working with a recently implemented technology-based learning program. The participants identified that technology has influenced teacher/student relationships, peer relationships, opportunities to connect and learning with technology.