Description
I reflected on my own experiences and observations, recognising both the positive and negative effects of technology and emphasising that its impact depends on how it is used and the intention behind it.

Feelings
I initially felt grateful for the convenience technology brings. It makes learning flexible and accessible, especially when balancing study, work, and personal commitments. However, I also felt overwhelmed at times. Constant notifications, multitasking, and the pressure to stay connected can make learning feel scattered. These mixed feelings made me curious about what research actually says about technology’s impact.

Evaluation
Technology offers clear benefits: it supports communication, provides instant access to information, and allows students to learn at their own pace. However, research also shows its drawbacks. Studies highlight that constant device use can reduce focus and encourage multitasking (Kirschner & De Bruyckere, 2017), and Johan Hari’s Stolen Focus similarly argues that digital environments fragment attention. I have seen this in practice, where students use devices daily yet still lack essential digital literacy. These patterns suggest that without thoughtful use, technology can make learning feel rushed or disconnected. 

Analysis
Research helps explain why technology has both positive and negative effects. Prensky (2001) argued that young people are “digital natives” who naturally think and learn differently because they grew up with technology. However, later research strongly challenges this idea. Kirschner and De Bruyckere (2017) show that the digital native concept is a myth and that young people are not automatically skilled with technology. Their work demonstrates that frequent technology use does not equal digital competence, which matches what I observe in real classrooms. They also explain that multitasking which is common in technology-rich environments reduces learning performance because the brain switches tasks rather than doing them simultaneously. This helps explain why studying with multiple tabs open or checking notifications often leads to poorer concentration and memory. Other educational research supports this view. Hattie (2009) found that technology alone does not improve achievement; its impact depends on how it is used and whether it supports strong teaching strategies. Selwyn (2016) also argues that technology in education should be approached critically, recognising both its potential and its limitations. Together, these studies suggest that technology is most effective when used purposefully and when students receive explicit digital literacy instruction.

Conclusion
Reflecting on this topic helped me understand that technology is neither fully positive nor fully negative. Its impact depends on intentional use, clear guidance, and strong digital literacy skills. I realised that assumptions about young people being naturally skilled with technology are misleading and can prevent educators from providing the support students actually need.

Action Plan
I will be more mindful of how I use technology in my learning, avoiding unnecessary multitasking and choosing digital tools only when they genuinely support understanding. As a future teacher, I will teach digital literacy explicitly, while as well balancing technology with more traditional, low-tech methods such as physical books and hands on activities, recognising that sometimes reducing technology can strengthen focus and learning.