| Fears about technology overuse was identified by Roblyer and Doering (2014) as an issue that shape the environment for using technology and teacher responses and responsibilities (p. 24). The screen time debate is a popular topic among parents and educators. But who is responsible? I believe both parties have to shoulder some responsibility. Either way, the basic problem is: |  Source: https://cdn.cnn.com/cnnnext/dam/assets/131101155249-kid-use-ipad-horizontal-large-gallery.jpg |
School Screen Time + Home Screen Time = a LOT of Screen Time!
There's no doubt that parents are busier than they have ever been, often both working. Many adults seek their own down time on their devices and often also let their children do the same. Parent screen time is the strongest predictor of child screen time according to Lauricella, Wartella and Rideout (2015). iPads are the babysitters of the new generation, the way that TV was 30 years ago. However, when this is added to classroom screen time at school, students can be spending multiple hours on front of screens per day.
There is a push to continue to use technology in bigger, better ways starting right from the Australian Early Years Learning Framework. Unfortunately this educational perspective on digital technology use by young children contrasts with the public health guidelines (Staker, Zabatiero, Danby, Thorpe & Edwards (2018).
How can teachers help? Results suggest that policymakers should consider the family environment as a whole when developing policy to influence children's screen media use (Lauricella, Wartella & Rideout, 2015). Teachers should always be focusing on pedagogy first and be mindful of the amount of time their students are spending on their devices in the classroom. Break it up, add in movement and make students focus on things across the room to help give their eyes a rest. Additionally, consider any digital tasks being set for homework.
There is a push to continue to use technology in bigger, better ways starting right from the Australian Early Years Learning Framework. Unfortunately this educational perspective on digital technology use by young children contrasts with the public health guidelines (Staker, Zabatiero, Danby, Thorpe & Edwards (2018).
How can teachers help? Results suggest that policymakers should consider the family environment as a whole when developing policy to influence children's screen media use (Lauricella, Wartella & Rideout, 2015). Teachers should always be focusing on pedagogy first and be mindful of the amount of time their students are spending on their devices in the classroom. Break it up, add in movement and make students focus on things across the room to help give their eyes a rest. Additionally, consider any digital tasks being set for homework.
References:
Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children's screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11-17.
Roblyer, M. D., & Doering, A. H. (2014). Integrating educational technology into teaching. Harlow, United Kingdom: Pearson Education Limited.
Straker, L., Zabatiero, J., Danby, S., Thorpe, K., & Edwards, S. (2018). Conflicting guidelines on young children's screen time and use of digital technology create policy and practice dilemmas. The Journal of pediatrics, 202, 300-303.
Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children's screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11-17.
Roblyer, M. D., & Doering, A. H. (2014). Integrating educational technology into teaching. Harlow, United Kingdom: Pearson Education Limited.
Straker, L., Zabatiero, J., Danby, S., Thorpe, K., & Edwards, S. (2018). Conflicting guidelines on young children's screen time and use of digital technology create policy and practice dilemmas. The Journal of pediatrics, 202, 300-303.
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