Why is Technology Important

1
Why is Technology Important?

• Provides psychologists with tools and
  capabilities to study human mind and behavior
• Necessary to expand
• Psychological research
• Presents in almost all
• aspects of psychological
• practice.

2
Where is Technology Used?

• EEG Imaging Techniques
• EEG (Electroencephalography) is an
  important brain imaging
• technique that could not be performed
• without the use of computers for
• recording and analyzing the output.
• EEG is a technique that is performed
• on psychological and psychiatric
• patients to detect any abnormalities
• related to electrical activity in the brain
  (Ostrovsky, 2009).

3
The usage of Computers in Psychology

• fMRI Techniques (functional magnetic resonance
  imaging)
• fMRI - is particularly important to
• the study of psychology because it
• allows researchers to match
• 
  specific parts of the brain to
• 
  specific cognitive tasks -such as
• reading, memory, and speech
• 
  (Giacino, 2009).

4
Educational Psychology

• Research in educational
  psychology
• focuses on the different implementations
  
• of computers for the benefit of
  classroom
• 
  instruction.
• It studies digital whiteboards, video
  games, social networks,
• and digital mind-mapping programs - all of which
  could not exist
• without computers, and all of which are at the
  cutting edge of
• current educational theory and practice (Weigel,
  2001).

5
Research Analysis

• Computers are often used in conjunction with
  specialty software (such as SPSS and SAS) for
  processing and analyzing large data sets.
• Computers are also very important in
  psychological research, particularly because
  contemporary psychological research is so
  statistically intensive.
• Psychological research, in many cases, is focused
  on studying large populations over long periods
  of time.
• Computers and software technology is necessary to
  process this data in a speedy and constructive
  way to facilitate psychological research and
  create a data store for future researchers to
  draw upon (Welliver, 2001).

6
References

• Giacino, J. (2009). Behavioral assessment in
  patients with disorders of consciousness gold
  standard or fool's gold? Progress in Brain
  Research, 17733-48. Retrieved from
  http//www.fmri.org/fmri.htm
• Ostrovsky, G. (2009). Getting Closer to Decoding
  Brain Activity from EEG. Retrieved from
• http//medgadget.com/2009/12/getting_closer_to_de
  coding_brain_activity_from_eeg.htm
• Weigel, V. B. (2001). Deep learning for a digital
  age Technology's untapped potential to enrich
  higher education. San Francisco Jossey-Bass.
• Welliver, P. (2001). A Code of Professional
  Ethics A guide to professional conduct in the
  field of Educational Communications and
  Technology. Bloomington, IN Association for
  Educational Communications and Technology