Negative Effects of Computers in Classrooms By Jessy Norman Computers and other related technologies have become an enormous part of our daily lives. They have altered our sense of people, space, and time. From our living rooms, we can now talk to people, and watch ev ents unfold in far-off places. Shopping, banking, and game playing are just a few of the other daily activities that have also changed. So many aspects of the ways we communicate and handle information have been altered by technological development.
Cellu l ar phones, answering machines, voice mail, fax machines, cable televisions, computer networks, satellite communications and e-mail are only some recent changes. Other manifestations of this change would be the location of where it is happening. Yes, it is everywhere, including the classrooms for the use of educating children. Technology is now becoming more popular in the presence of classrooms all around the world. Tomorrow’s future is in the hands of today’s students. So having computer technology in the classroom sounds like a good idea to me.
As time goes by, these machines are being produced to compute at a faster rate, for a cheaper cost. These are the known facts. But, who funds these machines going into the classrooms for the children to learn? Are these computers really necessary? Who already has the education to teach others about this subject, and will that just cost more money? Are they efficient, and really worth it? What are some of the causes and effects of these machines? Today, major compa nies are working with educators to support the use of new technology in the classroom.
This includes laptops in the rooms for students also. School districts across the country, about seventy of them, are working with The Microsoft Corporation to create w h at they call a “Connected Learning Community”. Together, Microsoft and the schools have developed the “Anytime, Anywhere Learning” program whose goal is for all students to have their own portable computer and to use these tools like pencils and paper. According to the program’s promoters, the idea is to enable students to produce the work that would be acceptable in classrooms around the world (The Education Digest- pg58).
The program also gives teachers access to the Internet, they can talk with other t e achers and put technology into the curriculum anytime, anywhere. Teachers in this program have stated that students are not just learning better and faster: they are also learning and doing things that were impossible without the new technology(59). The program is said to have boosted the students’ problem-solving skills and intellectual autonomy. The mechanical processes of typing and retyping have been minimized; it is reported that these students can spend more time now on other things in the classrooms.
Wendy Schwartz states three main reasons that computers should be a significant part of a students education (1)computer can make learning all subjects easier, and they are especially valuable in developing students’ language and problem-solving skills( 2 ) Students can use computers to reach hundreds of telecommunications networks, these sources provide a huge amount of information that students cannot get from textbook and more traditional learning tools(3) Computer literacy, understanding computers tech n ology, is necessary for most good-paying and interesting careers(60).
But there is also a downside, In contrast, the Atlantic Monthly published a cover story on the matter. Todd Oppenheimer stated that, for many decades, technology has challenged the way students are taught. Such influential people as inventor Thomas Edison, educator William Levenson and behavioral psychologist B. F. Skinner proclaimed that new technology devices of their era would vastly increase student’s interests in learning. In 1922, E dison predicted that the motion picture would replace textbooks in the classroom.
In 1945, Levenson, director of the Cleveland public schools’ radio stations, predicted that the radio receiver would be as common in classrooms as the blackboard. . In the e arly 1960s Skinner said that teaching machines and programmed instruction would increase student learning. Those first-generation Apples and PC’s often sat collecting dust in classroom corners, largely because teachers had little time or resources to learn more about them, even if they had the inclination. So, with more computers in classrooms now then ever, why is it that schools are not producing millions of Bill Gates clones?
It seems that they have rushed this computers in with out having one k e y element– training the teachers. Education Week Magazine has just completed a report on technology in school that shows teachers do not know what to do with all that RAM. Almost 50% don’t use computers at all in teaching, and only 16 percent use the I nternet. The Educational software that’s out there doesn’t provide much promise:70% of high school teachers said finding useful products is nearly impossible (Teachers are Lagging off on Logging on).
Today, however schools and teacher education programs a re having to assist teachers in learning the technology skills they need in order to prepare for life in the future. The use of computer technology and the growing access to educational resources through the Internet are requiring educators to rethink ho w they teach and to help students to prepare for work in upcoming decades. Most teachers, though are not adequately prepared yet to make use of exciting new educational technologies because neither their teacher education programs nor their schools have provided sufficient time or incentives for them to learn.
Such advancement in today’s technology has allowed now for students to learn from computers inside and also outside of the classroom. Distant learning has become popular throughout the world, allo wing more students to be educated with out even leaving the home. Technologies, such as satellite video conferences , Internet- based teleconferencing , and interactive multimedia classrooms, are giving schools the ability to reach and educate nontradit i onal students in numbers that will expand with American higher education. Giving another plus to why technology is so important and must be spread everywhere, including into schools.
However, the problem being in the hands of the educator, entailing kno wledge of these subjects to be learned. Although, doing so for these districts is not as easy as it sounds. A challenge in American schools has been the in-service training for teachers in any subject, Unlike college professors,primary and secondary teac hers have little available time during the workday for practicing technology. While children are in class, teachers spend their time teaching and supervising them. At the end of the day, few have the energy to attend workshops. Trying to get them to gi ve up a Saturday is even more of a struggle. The Future of Technology in Teaching). The educating of these professionals may be a large obstacle to overcome. However, there is still the funding for schools to keep up with the pace of technological change s. Until school boards and administrations begin to budget adequately for technology’s equipment and ongoing staff development, educators will still be losing the battle. Most schools, including colleges and universities, do not have budget models yet t h at take into account equipment and software upgrades that have become routine in most business environment.
School boards should be seeking the aid of local corporate leaders to help their administrators learn the ropes of budget for technology needs. ( The Future of Technology in Teaching). Although if they do find the money, how beneficial will it be? par ab This year, American schools will invest $5. 2 billion in technology, out pacing last years $4. 3 billion. Politicians, business leaders and educators cl amor to get the latest hardware into every school. Ten years ago there was one computer for every 37 students, now there is one for every seven, and 70% of American schools are on-line. (The Great Technology Mania).
The nations that regularly leave us in the dust on academic tests, like Korea, have focused on good teaching, not in technology . There is no evidence that use of computers or the Internet improves student achievement. Yet the billions spent on technology represents money not spent on music, art, libraries, maintenance, and other essential functions. (The Great Technology Mania) So, does this all make sense? A high school teacher interviewed by the Los Angeles Times, said that students’ favorite sites on the Internet were about cars, sports, and movies. The New York Times identified dozens of Internet sites that sell term papers.
One student of a New York City high school said “A lot of people download papers and just change the names. There aren’t a lot of original papers that get writte n anymore”. It can be argued that Internet learning is fun for students, helping them to learn. Astrophysicist Clifford Stoll responds: ” Most learning isn’t fun. Learning takes work. Discipline. Responsibility. ” He would rather see a youngster lea rn “how Shakespeare processed words than how Microsoft does. ” ( The Great Technology Mania. ) Clifford Stoll loves computers. Even though he does not want kids anywhere near them, at least not in the classroom.
In ” High Tech Heretic” (Doubleday) Stol l writes that he’d “rather see a child push a pencil or a high schooler do a chemistry lab than tackle a similar tackel the virtual way. ” His reasoning is, Students will be actively thinking about the task at hand. As Stoll argues, kids will always figu re out computers, as they should par ab There are many uses for these tools. But since teachers lack the knowledge needed, students may get stuck doing meaningless exercises. Apparently, these machines can become a waste of time, if not in the hands of the right user.
This time could be spent doing more educational things. Maybe even trying to catch up to those countries ahead of us. In conclusion, teachers are lacking the knowledge to log -on to this new advancement, making this learning experience usel ess to students. There is the smallest student to computer ratio ever, and little is being done about this. Some schools have began to educate on this new trend, having positive and negative effects to go along with it. A majority of this country has not jumped on the band-wagon due to the lack of education on the teachers’ behalf.
The ancient Chinese Philosopher Lao-tzu pointed out that ” a journey of a thousand miles begins with one small step. ” Large Corporations and school districts are spending billions of dollars along this walk. Although it seems to be moving at a slow pace. Something must be done for students to be able to run into tomorrow’s future. Computers – Possible Negative Effects Of Computer Use, Possible Positive Effects Of Computer Use, Developmentally Appropriate Uses Of Computers http://social. jrank. org/pages/156/Computers. html Computers are ubiquitous.
As computers have become less expensive they have been purchased by more and more families for their homes. Because of this, many children begin to use computers at an early age. Even if computers are not available in their home, children almost certainly will begin to come into contact with computers in school. Some adults are amazed by how readily young children use computers. Many children find that using computers gives them a sense of power and accomplishment. And, unlike many adults whose first or primary contact with computers is work related, most children first use computers for entertainment purposes and games.
This is by no means the only use that children have for computers. Children also use computers for accessing information, as well as for writing stories and research papers. In addition, children use a variety of learning programs, which either seek to teach or reinforce basic skills in math, language, reading, and other subjects. Other software allows children to draw pictures or create visual works of art and self-expression. Communication with others is growing as an application of computers by children, particularly as more homes and schools gain access to the Internet.
As computers continue to become more powerful, increasing numbers of children are using computers to create multimedia presentations and even web sites that include pictures, text, audio, and even video. Because computer use is promoted in schools, and because computers are so ubiquitous, children have a great deal of exposure to them. Not everyone, however, is comfortable with the use of computers by young children. Some, including the Alliance for Childhood, have called for a halt to the use of computers by young children. Such groups cite the costs as well as possible health effects that using computers may have on children.
The true impact that early computer use has on children is uncertain. Even though there is not enough information to state authoritatively that computers have any negative effects on children, the possible adverse effects that have been cited are serious enough to warrant consideration. Conclusion Children can use computers in effective and positive ways. Positive uses of computers by children are developmentally appropriate and can reinforce the attainment of desirable skills and traits such as math mastery, verbal language use, and cooperation skills. Computers, however, can also be used in ways that may be harmful to the child.
Possible harmful effects from computers, such as repetitive motion injuries and eyestrain, most often stem from overuse of computers and use of computers that are positioned inappropriately for children. If children are to use computers, they should be taught to limit their computer use to reasonable lengths of time. They should be supervised appropriately while using computers in ways that might expose them to inappropriate material or practices. See also: COMPUTER LITERACY; INTERNET Bibliography Armstrong, Alison, and Charles Casement. The Child and the Machine. Beltsville, MD: Robins Lane Press, 2000. “Children and Computer Technology. Future of Children 10, no. 2 (2000). Available from http://www. futureofchildren. org/cct/; INTERNET. Cuban, Larry. Teachers and Machines. New York: Teachers College Press, 1985. “Fool’s Gold: A Critical Look at Computers in Childhood. ” In the Alliance for Childhood [web site]. College Park, Maryland, 2000. Available from http://www. allianceforchildhood. net/projects/computers/computers_reports. htm; INTERNET. McCain, Ted, and Ian Jukes. Windows of the Future. Thousand Oaks, CA: Corwin Press, 2001. Papert, Seymour. Mindstorms. New York: Basic, 1980. Papert, Seymour. The Children’s Machine. New York: Basic, 1993.
Papert, Seymour. The Connected Family. Atlanta, GA: Longstreet Press, 1996. Van Scoter, Judy, Debbie Ellis, and Jennifer Railsback. “How Technology Can Enhance Early Childhood Learning. ” In the Early Connections [web site]. Portland, Oregon, 2001. Available from http://www. netc. org/earlyconnections/byrequest. html; INTERNET. Brian Newberry Computers – Possible Negative Effects Of Computer Use Computers – Possible Positive Effects Of Computer Use Computers – Developmentally Appropriate Uses Of Computers Concrete Operational Thinking [next] [back] Computer Literacy The negative effects of violent computer games on children
Daniela’s Blog http://daniela. supersized. org/archives/42-The-negative-effects-of-violent-computer-games-on-children. html The negative effects of violent computer games on children Computer games have a negative impact on the development of children, especially contributing to aggressive and anti-social behaviour. Playing computer games has a greater negative effect because it involves interactivity which impacts on learning processes of the child. • Numerous studies around the effects of violence in television, movies and video games on children have taken place over the last twenty years.
The outcomes of various studies have shown that there is a negative effect of consuming violent media. • When it comes to computer games, however, research by Douglas Gentile and Craig Anderson, indicates that violent computer games have an even stronger effect on children’s behaviour because of its interactivity. • The General Aggression Model (GAM) has been developed to integrate recent findings in aggression theory and research with earlier models. In this model, the performance of aggression is based on learning, activation and application of aggression-related knowledge stored in memory. It suggests that violent media causes short-term increases in aggression. Various studies were performed to prove this statement, involving exposing young adults to violent computer games, and testing their reaction to stimuli. The result was a quantifiable impact on the individual’s ‘internal’ state, the conclusion being that “violent media increases aggressive cognition (including previously learned aggressive scripts and aggressive perceptual schemata), by increasing arousal, or by creating an aggressive affective state. ” • The long term effects involve learning processes.
The model puts forward the idea that each encounter with violent media, is essentially one more learning trial, since knowledge structures are built on how humans perceive, interpret, judge and respond to events based on interactions in the real (in the family or at school) or perceived (the media) world. • As stated earlier, the impact of computer games are especially influential since: 1. the games are highly engaging, 2. children are rewarded by violent behaviour, and 3. children repeat this behaviour over and over as they play. Psychologists know that these three methods (active involvement, rewarding, and repeating) improve learning. Link this to a psychological term called ‘social learning’, where a child learns by watching or imitating others, as opposed to his/her own experience, and we have a process where a child’s behaviour is negatively influenced by the aggressive, violent nature of computer games. • Now take into account the fact that, according to a study by DeGaetano and Bander, computer games send the following false messages to players: 1.
Problems can be solved quickly and with little personal investment, 2. The best way to solve a problem is to eliminate the source of the problem, 3. Problems are clear-cut: right or wrong, black or white, 4. Use instinctual rather than thoughtful problem solving, 5. Personal imagination is not necessary for problem solving, and we see that the impact is far reaching, not only in terms of reaction to stimuli, but also through the absorption of morals and ethics, and approaches to problem-solving. • Furthermore, it is argued that playing computer games reduces ‘prosocial’ behaviour and sensitivity.
Olivier discusses the process whereby players adjust their emotional reactions to acts of violence on the ‘real’ world, based on the internalisation of violence present in the computer games they play. • On a chemical/biological level – studies in brain science show that children’s experiences during their brain’s growth spurts have a greater impact on their brain’s wiring than at any other time of their lives. This has also been proven to continue during adolescence. The latest brain research shows that violent games activate the anger centre of the teenage brain while dampening the brain’s ‘conscience’. And on a physical level ‘ playing computer games are said to negatively affect the health of players. Research has documented the negative effects of computer games as including obesity and postural, muscular and skeletal disorders. • So, computer games have far-reaching negative effects, and these are heightened by its interactive nature. Computers – Possible Negative Effects Of Computer Use One of the most compelling arguments made against the use of computers by children is the risk of repetitive motion injury such as carpal tunnel syndrome.
This problem may be greater for children than for adults because their musculature and skeletal systems are not fully formed and may be at greater risk for injury. Children’s risk of suffering repetitive motion injuries may be further increased because they tend to use computers that are sized for adults, placed on adult-sized furniture, and positioned for an adult user. Another possible risk of using computers is eye-strain, which may include dryness due to not blinking enough, headaches, and blurry vision.
To reduce this risk, it is important to limit the time spent staring at the screen; take frequent breaks, making sure to focus the eyes on distant objects; and blink frequently. It is also important to position the monitor sixteen to twenty-seven inches away and in a way that ensures that the user views it at a slightly downward angle. Following some highly publicized events in Japan, it has been suggested that there may be a risk of seizure for children playing video games containing bright flashing lights.
Many video games include An elementary school student uses a computer in the school library while another students looks on. The ease and facility with which children use computers comes from the ability children have for assimilating tools in their environment for their personal use. (O’Brien Productions/Corbis) a warning to this effect in their documentation. Fortunately, very few children are susceptible to this condition. For those who are, however, this is potentially a very serious situation. There also has been some attention given to the possible risk of exposure to electromagnetic radiation from the computer’s monitor.
Some people note that such radiation exposure may be greatest at the back and sides of the monitor, which may be important because computer labs in schools are often arranged in such a way as to put a child’s head next to or directly in front of another computer’s monitor. Once again there is insufficient proof that this is a real threat. According to the Occupational Safety and Health Administration, the risk of exposure to electromagnetic radiation is very low when the user is positioned correctly in relationship to the monitor.
Some people caution that there may be a link between computer use and obesity in children. This opinion is often based on studies that find links between television viewing, reduced activity, and childhood obesity. It is not clear, however, that sedentary activities cause obesity. It may be that children who are sedentary and therefore at a greater risk of obesity may choose sedentary activities such as television viewing and computer use over more physical activities. Some studies show that there is a correlation between a child’s preference for violent video games and measures of aggression.
This is an area that will receive more attention as realism and violence levels in video games continue to increase. Computers – Possible Positive Effects Of Computer Use As with studies that reveal potential risks of using computers, many studies that show potential benefits from the use of computers are correlational and cannot demonstrate cause and effect. Others are complicated by having factors other than computer use as potentially being partially responsible for the findings. There seems to be a correlation between the presence of a computer in a child’s home and achievement in school.
This evidence is still not strong enough to state categorically that having a computer makes children smarter. Computer use by children can result in gains on a number of developmental stages. For instance appropriate computer use can be related to improvements in nonverbal skills, long-term memory, mathematical skills, language skills, and problem-solving skills. It should be noted that computer use alone does not ensure gains in any of these areas. Computers – Developmentally Appropriate Uses Of Computers Children under the age of three are, in most cases, not developmentally ready to begin using computers.
While some software has been developed for children at very early ages, it is believed by many that the use of such software does not tap into the child’s innate desire to experience things through kinesthetic or whole-body exploration. While use of computers by children at very early ages may not be harmful, the benefits of such use seem to be small. There are those, however, who believe that early computer use with a parent or other adult can be a bonding experience. At about three to five years of age children are developmentally ready to explore computers.
At this young age, it is best for children to be given the opportunity to control their exploration of the computer and software. Early use should be limited in duration, and frustration should be avoided. Children at this stage enjoy interacting with active links and areas on the screen, discovering the effects of clicking different choices. Some research indicates that this kind of computer use gives children an increased sense of their impact on their environment, which leads to a greater sense of self-efficacy.
Children ages five to about seven are ready to begin using computers for more directed purposes, which may include communication, information gathering, and skills development. Appropriate software selection is important and children should have several to choose from. It is a good idea for children at this age to have some control over how they use the computer including some choice about software. Another appropriate use for children in this age range is for cooperative activities.
Working with others on computers can reinforce language skills and help build cooperative work skills. At ages seven and beyond, children are ready to continue using computers for a variety of purposes. In addition to skills development, children may use computers to create presentations that exercise or demonstrate their mastery of concepts or processes. As use of the computer as a communications tool expands, the computer can become increasingly important as a tool that the child can use to accomplish other tasks. Such use should expand as appropriate for the child.
At these ages, however, some children begin to spend too much time using computers and other technologies, especially video games. After Being Educated About Negative Effects, Students Stop Using Laptops In Class from the education-works? -imagine-that! dept A while back, we noted that some professors at my school, Georgetown, were joining the trend of banning laptops in classrooms, pointing out that it was probably a futile attempt to force students to pay attention — distracted, disinterested students have been and always will be a fact of life.
However, one professor at the University of Colorado at Boulder has decided to actually educate her students about why using laptops in classes is a bad choice. Diane Sieber noted which students used laptops the most and, after their test, informed them that they had done 11 percent worse than analog-only students. The number of laptop users dropped and their scores went up. While Professor Sieber could have just as easily banned laptops, by treating her students like capable adults, she has produced a win-win. ttp://techdirt. com/articles/20090317/1020304153. shtml |Negative |[pic] | |Effects of | | |Computer Use | | | | | | | |While most Americans have heard of Carpal Tunnel Syndrome, not as many have heard of Computer Vision Syndrome (CVS). | | |This condition most often occurs when the viewing demand of the task exceeds the visual abilities of the computer | | | |user. The American Optometric Association defines CVS as that ‘complex of eye and vision problems related to near | | | |work which are experience during or related to computer use’. The symptoms can vary but mostly include eyestrain, | | | |headaches, blurred vision (distance and/or near), dry and irritated eyes, slow refocusing, neck and/or backache, | | | |light sensitivity, double vision and color distortion. | | | | | | |The causes for the inefficiencies and the visual symptoms are a combination of individual visual problems and poor | | | |office ergonomics. Poor office ergonomics can be further divided into poor workplace conditions and improper work | | | |habits. A survey of computer users by NIOSH in 1991 concluded that two-thirds of the complaints were related to | | | |vision problems while one-third was due to environmental factors.
Many people have marginal vision disorders that do | | | |not cause symptoms when performing less demanding visual tasks. However, it has also been shown that computer users | | | |also have a higher incidence of complaints than non-computer users in the same environment. | | | | | | | |When considering the relationship of CVS to the eyecare industry, consider that there are roughly 85 million eye | | | |exams performed every year. Of those, about 17% are initiated due to symptoms related to computer use.
That | | | |translates into approximately $1. 15-2 BILLION cost to the US economy. | | | | | | | |Some people whose jobs involve intensive keyboard use have reported experiencing pain in their wrists, arms, and | | | |neck. This type of disorder has been variously categorized as regional musculoskeletal disorder (R-MSD), cumulative | | | |trauma disorder (CTD), and repetitive stress injury (RSI).
These are “catch-all” terms that refer to a variety of | | | |soft-tissue ailments in the upper limbs such as tendonitis, tenosynovitis, rheumatism, and carpal tunnel syndrome, | | | |and are not specific medical diagnoses. A qualified medical practitioner to define the precise nature of the | | | |disorder, institute appropriate treatment, and identify causal or aggravating factors amenable to modification should| | | |evaluate pain or discomfort that persists or impairs normal activities.
When any of these conditions develop related | | | |to work factors, they are collectively known as Work-related Musculoskeletal Disorders (WRMSDs). | | | | | | | |Let’s take a look at some of the general definitions of MSDs and compare them to CVS.
The symptoms of WRMSDs are | | | |work-related and associated with repetitive activity; the problems are related to disorders of muscles, tendons, | | | |bones and nerves; problems occur or are aggravated by repeated movements and a lengthy time is required for problems | | | |to develop and for the person to recover. All of these conditions exist for MSDs and for CVS as well. Thus, it is | | | |logical to say that CVS is a musculoskeletal disorder that deserves special attention and treatment. | | | | | | |The three areas that we’ll be discussing regarding CVS are: 1. The computer hardware 2. The computer using | | | |environment 3. The computer using patient. | | Notebook computers can have a negative effect on male fertility http://www. news-medical. net/? id=6832 US fertility experts are warning teenage boys and young men to consider limiting the time that they use notebook computers positioned on their laps, as long-term use may affect their fertility.
The increasing popularity of notebook computers (NC), coupled with existing evidence that elevated scrotal temperature can result in sperm damage, prompted researchers from the State University of New York at Stony Brook to undertake the first study into the effect of heat from NC on scrotal temperature. The findings are reported in Europe’s leading reproductive medicine journal Human Reproduction. They show that using an NC on the lap increased the left scrotal temperature by a median 2. 6? C and the right by a median 2. 8? C.
Several previous studies have shown that increases in testicular or scrotal temperatures of between 1? C and 2. 9? C are associated with a sustained and considerable negative effect on spermatogenesis and fertility. Lead researcher Dr Yefim Sheynkin, Associate Professor of Urology and Director, Male Infertility and Microsurgery at the University, said: “By 2005, there will be 60 million notebook computers in use in the USA and a predicted 150 million worldwide. Continued improvements in power, size and price of NC have favoured their increased use in younger people and notebook sales now exceed those of desktop computers. With the exception of an anecdotal report of genital burns, the effect of portable computers on scrotal temperature when they are used on the lap was not known, he said. “notebooks can reach internal operating temperatures of over 70? C. They are frequently positioned close to the scrotum, and as well as being capable of producing direct local heat, they require the user to sit with his thighs close together to balance the machine, which traps the scrotum between the thighs. The researchers worked with 29 healthy volunteers aged 21 to 35, measuring scrotal temperatures with and without notebooks. Two one-hour sessions of scrotal temperature measurements were performed on different days in the same room with a median room temperature of 22. 28? C. The men were dressed in the same casual clothing for each session and sessions with and without NC were conducted at the same time of the day. Body temperature was taken by mouth beforehand and each volunteer spent 15 minutes standing in the room to adjust to room temperature before being seated.
A non-working NC was placed on the lap so that the volunteer could adopt the right position to balance the notebook, then removed, and the seating position held for one hour, with scrotal temperature being measured every three minutes. The same procedure was repeated for one hour, with the same baselines controls, but this time with a working notebook. The temperature of the bottom surface of the NC was also measured at intervals. “We found that scrotal temperatures rose by 2. 1? C when the men sat with their thighs together, which is necessary to keep NC on the lap.
But, the rise was significantly higher when the NC were used – 2. 8? C on the right side and 2. 6? C on the left,” said Dr Sheynkin. ” It shows that scrotal hyperthermia is produced by both special body posture and local heating effect of NC. ” The median surface temperature of Pentium 4 computers used increased from nearly 31? C at the start of the experiment to nearly 40? C after one hour. Dr Sheynkin said: “The body needs to maintain a proper testicular temperature for normal sperm production and development (spermatogenesis).
Portable computers in a notebook position produce scrotal hyperthermia by both the direct heating effect of the computer and the sitting position necessary to balance the computer. The magnitude of scrotal hyperthermia associated with abnormal spermatogenesis is unclear. But, previous studies suggest that 1? C above the baseline is the possible minimal thermal gradient capable of inhibiting spermatogenesis and sperm concentration may be decreased by 40% per 1? C increment of median daytime scrotal temperature. We don’t know the exact frequency and time of heat exposure capable of producing reversible or irreversible changes in spermatogenesis. Studies have shown significant but reversible changes after short-term heating. However, NC produce significant repetitive transient scrotal hyperthermia for years, and insufficient recovery time between heat exposures may cause irreversible or partially reversible changes in male reproductive function. ” Dr Sheynkin said his team now planned further studies to evaluate the heating effect of NC on testicular function and sperm parameters.
For now, he did not know an exact time for safe use. However, their study showed that within the first 15 minutes of use scrotal temperatures increased by 1? C, so it did not take long to reach a point that may affect testicular function. Also, frequent use may cause intermittent temperature rises, which could significantly increase a single heating effect. “Until further studies provide more information on this type of thermal exposure”, he said, “teenage boys and young men may consider limiting their use of NC on their laps, as long-term use may have a detrimental effect on their reproductive health. Dr Sheynkin added that two NC brands were tested randomly to avoid criticism that brands may differ. “All notebook computers generate significant heat due to the increasing power requirements of computer chips. New notebooks with higher power requirements may produce even more heat. So far, computer fans and ‘heat sinks’ are not sufficient. It’s possible that external protective devices could somewhat help, but it is essential to confirm their protective effect in a clinical study to prevent commercial advertising and use of inefficient and useless products. “
