Is technology changing our minds for the better?

Is technology changing our minds for the better?
It is undeniable that technology, which uses scientific knowledge for practical purposes or applications, is everywhere. Many people are familiar with it and its various uses. Many types of technology surround us, for example, Mechanical, Industrial and Manufacturing, Medical, Communication, and Electronics or Digital Technology. Over the past decade, technology in its various forms has become essential in many aspects of our lives. It even makes many tasks more straightforward, more accessible, convenient, and more comfortable. Clive Thompson, a freelance journalist who works for the New York City Times Magazine and Wired, stated that Electronics or Digital Technology is changing the way we think for the better. Because they are ushering in a new style of human intelligence that is improved and worthy of praise, life will never be the same according to this technological innovation. Our thinking will continue to evolve as newer and more technologized tools emerge. Thompson enthusiastically embraces this transformation presenting a compelling vision of the present and future. In his book “Smarter Than You Think,” Thompson believes that technology cannot harm us. The benefits of technology are numerous but failed to mention any disadvantages of progressing rapidly towards artificial intelligence. He is highly biased towards the positive aspects of the Internet and modern technology. He ignores the adverse side effects that technology has on our society.
Internet technology is making us complacent, lackadaisical, unwitty, and apathetic. The best example comes from frequent use of search engines. Whenever we encounter a problem, our first response is to use search engines for finding the solutions. We search for tutorials to complete even the simplest of tasks. Instead of being creative and finding solutions independently, we depend on technology to solve all our problems. Not using analytical thinking slows down our ability to reason.
Furthermore, Clive mentioned that “Artificial Intelligence” AI, defined as machines that can think independently and humans could work together for a better future. It is not entirely true. AI can never be equal to humans. Even with the best modern software, they lack consciousness which is the essence of human existence. Our consciousness makes us superior to the other species. Through consciousness, we can enhance our cognitive abilities. We solve problems step by step and modify our approach according to the need of the situation. An AI can never use this approach. Clive failed to mention that self-awareness draws a line between biological humans and digital machines. Computer programs are copiable, while consciousness of anxiety of death and self-awareness are not copiable. The logical conclusion is that it is impossible to program self-awareness and anxiety of death on a computer. So, they do not have the full range of human consciousness or the intelligence of humans. A super-intelligent machine will remain a lifeless tool (Wang, Jin Chang 2016).
Besides, Thompson discussed the use of digital technology in the classroom, “Digital School.” He also noted that elementary school students could meet academic demands beyond the high school level through online learning and instruction (188). However, the introduction of computers to children at an incredibly young age can have adverse effects on their brains due to exposure to electromagnetic fields and radiofrequency. A developing child’s brain is more vulnerable to electromagnetic radiation, and radiation penetration is more prominent in children than in any other age group. The use of digital technology has resulted in a lack of attention, aggressive behaviors, physical inactivity, obesity, and sleep problem in preschool and school-age children (Ibrahim & Zaaza, 2021). An apparent health concern that is on the rise in children due to them connected to their electronic gadgets and screens is digital eye strain and computer vision syndrome. This condition is because of the focusing up close which is difficult and tiring to the eyes, causing dryness and headaches and eventually leading to more nearsightedness.
Furthermore, there are other concerning issues that educators are facing with digital technology in schools. One is cheating. Academic dishonesty is nothing new but imagines how much easier it can be to cheat with the increasing use of digital technology. Clive’s focus is only on the positive benefits of the Internet and modern technology, which is admirable; the Internet has made researching and reading a universal medium: a faster and easier way of taking in information (Carr, 510). On the other hand, Nicholas Carr, a writer on technology and its effects on society, has claimed that he can feel his mind changing how it thinks and ends up affecting the way he reads. Carr states: “My concentration often starts to drift after two or three pages. I get fidgety, lose the thread, and begin to look for something else to do . . . The deep reading that used to come so naturally has become a struggle. ” Sherry Turkle also supports this idea by illustrating how overusing technology brings loneliness and the lack of communication skills in person. (Turkle 396) Thompson needs to recognize that there is also a dark side to technology. Many anticipated concerns came into view the past few years, and the trend line is moving consistently in a negative direction. Many are worried about corporate and governmental power using technology to surveil users, which becomes a privacy and security concern; and the degradation of the public sphere and sustenance of democratic governance