Educational Psychology : What are the effects of epidemic diseases such as corona virus on social behavior?

The corona epidemic causes psychological and behavioral problems as well as biological effects. Contagion is not only virus, but also extreme phobic reactions caused by social trauma, mental problems like depression, panic, paranoia, and destructive behaviors such as selfishness, aggression and stigmatization. People temporarily lose their moral values, such as kindness, common sense, empathy, and solidarity, in extraordinary situations, and turn into a selfish being that only thinks of itself. Therefore, the psychology created by outbreaks spreads much faster than the virus and even affects people who are not at risk of encountering the virus. In a sense, the viral pandemic brings with it a pandemic psychology.

One of the behaviors created by the epidemic is aggression and selfishness caused by fear of death. The tragicomic event of a South Korean person in Konya that is thought to be Chinese is not just an indication of ignorance but an example of aggression caused by fear of death. The frightened and selfish person wants to destroy the person who poses a risk for himself and to guarantee himself.

In addition, the necessity of staying at home due to the danger of illness affects people negatively. Social distancing comes from avoiding rechargeable people, crowds, partly to a concert, wedding or a meeting to avoid coronavirus capture or spread. It is not in vain to cancel the national and international meeting meetings, to play sports matches without audience! While doing this, it is aimed to put a certain distance between himself and others, which causes the risk of contamination caused by droplets. It is aimed to minimize exposure to infection or to expose others to infection. Social distancing involves leaving appropriate gaps between co-workers in the workplace as well as staying away from public places. When social distance is reduced to concrete, it can be expressed as not approaching people more than a meter.Avoiding behaviors such as handshaking, kissing and meeting anyone negatively affects social communication. There are many relationships and friendships that ended in this process. The value of life is better understood at such times. We take these shares in our social behavior and we have to change. People may have a tense attitude as the tolerance threshold is reduced.

During epidemics, patients are a victim, but also a carrier. Efforts to control the infectious disease outbreak can raise individual freedoms and violations of civil rights. In such practices, it is an ethical dilemma to recognize the individual liberty area based on basic rights, to respect his decision and to restrict his individual liberties with measures such as isolation and quarantine in order to prevent the spread of the disease by protecting the public interest. At this point, it is important to have a human rights-oriented approach on a democratic ground, and to restrict basic rights in line with the principles of necessity, proportionality and lawfulness.

Being an unknown disease factor, the state of being unprepared by medical authorities and the media misleading information can magnify psychological responses. Preventive and therapeutic strategies under fearful quarantine Medical medical disputes are among the factors that increase fear in society. When a correct policy is not followed in social colors, one of the consequences of fear is stigmatization. These are the physical symptoms of the disease, as well as the emergence of social consequences such as stigmatization in people who have the infection.

In epidemic cases, stigma may delay patients' admission to hospitals, thus early detection and treatment, and advance the spread of infection.

The stigma can be developed on the ground of discrimination and racism, and can also be directed towards a certain community or citizens of the country. For example, we have observed that along with coronavirus disease (COVID-19), racism against the Chinese has spread. This attitude was not limited to the Chinese, it soon became a discrimination and exclusion against Asians in different countries. It is also possible that this attitude becomes a tool of discrimination applied to certain communities. Among the factors that increase stigmatization, the role of media transfer of wrong information should not be forgotten. The fight against epidemics cannot be separated from the fight against stigma and discrimination. The epidemic passes and discrimination remains!

In this case, we must remain calm and manage ourselves well.    Because social life stops completely, psychological crisis may occur. People miss their friends and other family members, and this can lead to emotional crises. Because we are sensitive, we can do nervous and irritable behavior at home. We should keep our mood positive by talking about beautiful topics and listening to relaxing music in our conversations at home.

Individual Differences In Second Language Acquisition

 One of the most confusing and debatable issues in second language acquisition is the issue of individual differences that affect the success of mastering a L2. There is much evidence that all individuals without any mental disabilities can acquire their first language L1 successfully. Some of the  widely recognized differences which play an important role in the SLA are age, motivation, aptitude, personality traits, individual preferences in learning process, and others.
For example, research study on the effect of age on SLA shows that young students are more successful in SLA than older students. Students who are most successful in learning a foreign language due to the flexibility of the brain until the age of 10 make the natural learning process possible. Researchers note that young students can get good, native-like pronunciation. The second important individual difference affecting SLA is motivation. Motivation can be defined as a reason or incentive to perform certain tasks. Both teachers and students are aware of the importance of motivation in SLA. To sum up, there are several differences in this option, including the age, motivation and ability you have chosen for the success of SLA.

SEESAW

Seesaw: The Learning Journal provides opportunities for students -- and teachers -- to really think outside the box. Students can show their work and thought processes in real time by submitting a video of themselves working through a math problem, snapping a picture of a paragraph they wrote, recording themselves reading a poem, or uploading a file to demonstrate their learning. Encourage kids to submit a series of images along with notes that tell the story that connects them. Or let kids collaborate with each other using peer-to-peer feedback to offer suggestions on writing content, scientific hypotheses, or creative ideas.

Teachers at all grade levels and across all content areas can use Seesaw to keep digital portfolios of student work, including commenting on student submissions. You can communicate with families easily and share student work with them, or push out assignments to students to individualize instruction. You can also choose work to share with a broader audience via a blog.

PIXTON

Using Pixton, students can create engaging and detailed comics for any subject area. There is a plethora of backgrounds, characters, and props and the site maintains an excellent help feature. This is a fabulous tool to use for retelling stories, changing endings to stories, and sharing research with others (think Power Point or Prezi, but more engaging). An added bonus for users of Google for Education is that Pixton supports single sign-in. Cons: Price. Hopefully, they will come up will a better, meaning more reasonable, pricing scheme. The only other downfalls are that it does take a little bit of time to get the hang of creating the comics and students will need to be supervised closely or they will spend more time creating the comic due to the vast options available than they will be putting together their ideas for the comic. 

AUGMENTED REALITY

Benefits of augmented reality in education:

• Accessible learning materials – anytime, anywhere. Augmented reality has the potential to replace paper textbooks, physical models, posters, printed manuals. It offers portable and less expensive learning materials. As a result, education becomes more accessible and mobile.
• No special equipment is required. Unlike VR, augmented reality doesn’t require any expensive hardware. Because 73% of all teens currently own a smartphone, AR technologies are immediately available for use for the majority of the target audience.
• Higher student engagement and interest. Interactive, gamified AR learning can have a significant positive impact on students. It keeps them engaged throughout the lesson and makes learning fun and effortless.
• Improved collaboration capabilities. Augmented reality apps offer vast opportunities to diversify and shake up boring classes. Interactive lessons, where all students are involved in the learning process at the same time, help improve teamwork skills.
• A faster and more effective learning process. AR in education helps students achieve better results through visualization and full immersion in the subject matter. A picture is worth a thousand words, right? So, instead of reading theory about something, students can see it with their own eyes, in action.
• Practical learning. Apart from schooling, professional training can also benefit greatly from the use of AR. For example, accurate reproduction of in-field conditions can help master the practical skills required for a certain job.
• Safe and efficient workplace training. Imagine being able to practice in heart surgery or operating a space shuttle without putting other people in danger or risking millions of dollars in damage if something goes wrong. It is possible with AR.
• Universally applicable to any level of education and training. Be it learning games for kindergarten or on-the-job training, AR isn’t limited to only one use case or field of application.

VIRTUAL REALITY

Ensuring students are engaged, motivated and challenged throughout their school career is a key priority for teachers. See how virtual and augmented reality can unlock potential, giving students new ways to experience learning and even create their own media.

DRIVING ENGAGEMENT

Technological tools to inspire a generation who have never known life without smartphones can be hard to come by. Virtual and Augmented Reality are a fantastic example of technologies with untold possibility in the years ahead; what better way to inspire and engage your students? The buzz and enthusiasm in a classroom when the VR headsets come out is hard to beat – and the learning potential is immense.

DEVELOPING EMPATHY

One of the less frequently considered benefits of VR in the classroom is the unparalleled opportunity it gives your students to truly inhabit the perspectives of others. Imagine the understanding and emotional experience a student could gain from standing in the trenches during World War 1, or the insight into life in other cultures.

CREATING AND EXPLORING

ClassVR allows your students to do so much more than passively consume virtual and augmented reality experiences. Keen to get students using a 360 camera to capture their own 360 images and videos? Our simple portal makes it easy for teachers to upload student-created content; just drag and drop to share with the whole class. Look out for upcoming features that empower students to build their own 3D virtual worlds – the only limit is their imagination!

VOKI

Hello everyone, today ı am going to talk about Voki. This application is funny for students. Users can create characters to resemble living people, animals and cartoons. Record voices via microphone or telephone, or upload them in an audio file. Completed characters can be shared via social media.


 STUDENTS WILL ENJOY FOLLOWİNG TECHNOLOGY INTEGRATION ACTIVITIES: 

Vocabulary Rundown

This is a great activity for language arts, English or foreign-language classes. Ask students to design characters. Let them be very creative, as character design isn’t important for this exercise. Have students make a list of some vocabulary words they need to practice that week. Ask them to use one of the three audio input methods to record the five words and their definitions. Then have kids quiz themselves by pausing the animation right before the character states the definition.

Fictional Characters Come to Life

Begin this public speaking exercise by having students design their interpretations of famous characters from literature. Then ask them to use one of the three audio input methods to record their favorite monologue by any one character from a book they’ve read. Give students time to use their animations to help them remember their monologues. Have them present their animations to the class, followed by them reciting their monologues without the help of the animation.

Historical Figures

Want to spice up social studies or history class? Have students create (or select, depending on your account) historical figures to use for brief reports. Have students identify a significant moment from the life of the figure, and then ask them to type up a first-person narrative account for their characters to recite. Next, have them use one of the three audio input methods to record audio for their scripts. Encourage students to present their animated reports to the class. 

This is my Voki Character. If you want to watch my character click here!