The rate of technological change within organizations has been fast-tracked by the recent global health crisis and shifting workplace dynamics. As many organizations decide how to best manage the implementation of new technologies, they must also consider the human response, which can facilitate the success of the overall implementation. Complementing the focus of this book (how is change perceived by recipients?), we focus on what is known about how employees respond to technological changes. In this review, we provide a retrospective account of the body of work on this topic. First, we review the types of technological changes that have been studied in relation to broader dimensions of organizational change. Second, we elaborate on theoretical perspectives that have been used, including comparing technology-specific models with broader theoretical approaches. Third, we summarize the antecedent-response relationships that have been examined. We hope that this bird’s-eye view of the field allows scholars to span disciplines and consider aspects related to the design and type of the technology, which have been largely treated as a setting, in future research.

Schools are an opportune context for digital citizenship education and promoting healthy digital media use. We examine 20 programs providing such resources. They differ in topics and depth, target grade levels of students, pedagogical approaches (lecture, discussion), formats (scenario-based lessons, videos, interactive games), and takeaways. Our review reveals that lessons promoting healthy digital habits involve these learning goals: (1) Critical awareness: revealing how digital design features shape technology experiences; (2) Self-reflection: building self-awareness about personal digital media use (e.g., asking students to track app use). Self-reflection builds “digital metacognition” involving thinking intentionally about technology choices. (3) Behavioral change: helping students “balance” their lives through on-device strategies (e.g., turning off push notifications) and off-device strategies (e.g., scheduling screen-free time). Although more research on the effectiveness of school-based programs is needed, there is potential in a three-pronged approach whereby educators and others working with youth build critical awareness, self-reflection, and behavioral change.

Substance use, aggression/violence, delinquency, and risky sexual behaviors emerge and peak during adolescence, as teens enter new social and digital ecologies. This chapter reviews the literature on the co-occurrence and mutual influences between adolescent digital media use and engagement in online and offline health risk behaviors, with attentions to the mechanisms underlying these associations. Research suggests the quantity of time adolescents spend online is less important than the quality of how they spend that time, and that many well-documented peer influence processes (first studied in face-to-face peer interactions) are also emerging in online spaces. Shared vulnerabilities, peer selection, peer socialization, and identity development are important mechanisms helping us understand why adolescents engage in online and offline risk taking (and thus potential targets of interventions to reduce risk processes). This chapter highlights directions for future research, emphasizing longitudinal and experimental designs to improve causal inference and testing directionality of effects.

Smartphones and associated wearable devices have gained a greater prominence directly within health psychology. Not only can such devices track health and answer a variety of research questions in relation to physical and mental health, but real-time feedback can also be augmented to support subsequent behaviour change interventions. There are literally 1000s of smartphone health apps that aim to change behaviour. Hence, health psychologists have been heavily involved with the design and testing of interventions (Ellis and Piwek, 2018). In addition, there are increasing numbers of interdisciplinary groups who focus on such interventions. However, while the research landscape is now littered with many well-publicised successes and failures, very little is known when it comes to understanding why such results are occurring even for users who engage with a long-term smartphone/wearable intervention. Despite having plenty of scope for development, progress has stalled because existing adaptations continue to be poorly designed from both a theoretical and patient perspective.

With these issues in mind, this chapter points towards where psychological research is using smartphone sensing methods that can quantify health related behaviours on a larger scale. It also considers how psychology can make a key contribution in the future. For example, while the process of behaviour change remains complex, additional research is urgently needed to understand how individuals, devices, and related technologies can be designed and implemented if interventions are to become widespread across healthcare systems in the future (Piwek et al., 2016; Ellis and Piwek, 2018)

Psychological concerns around the impact of smartphone use tends to overshadow all other threats and concerns around digital spaces. This chapter critically considers research that has associated smartphone use with negative traits and behavioural outcomes. In contrast to other areas of smartphone research, and while many prominent academics have argued that smartphone data have a great deal to offer as a research tool in psychology, comparatively little research utilises objective smartphone usage data in relation to potential harms (Andrews et al., 2015). For example, the majority of existing research tends to rely on self-report alone when to quantifying ‘addictive’ behaviour. A frank discussion regarding similar issues of measurement would help the field move forward more quickly, improve its visibility and generate additional impact from a policy and practitioner perspective.

This chapter provides a timely narrative and critically considers where smartphone research within psychology has advanced in a variety of innovative ways, but also where it is has been slower to innovate both theoretically and methodologically. While some progress has been made regarding the genuine impacts of general technology use, this chapter will conclude by reminding readers that smartphone addiction provides an excellent example of where the field has to embrace the abilities of other disciplines if it is to make additional progress.