I grew up in a time when we constantly heard that too much television would rot our brains out. My son grew up in a time when video games were the target of the same argument, with an added lean towards mental desensitization concerns due to enhanced graphics and increased violence.
Digital media access has grown exponentially over the past two decades and is now the current topic of the excessive screen time debate.
K12 education has widely adopted and provided a digital device for every student and integrated educational technology into day-to-day instruction. Conversations surrounding the mental health of our youth have increased significantly since the COVID-19 pandemic.
Increased screen time and a decline in mental health have been intertwined and have become a focal point of political debate and action. The difference between passive and intentional screen time is as critical to the conversation as total screen time.
Essential components of developmental growth
The term “screen time” does not distinguish between passive and intentional digital media use with respect to positive or negative effects. Social media platforms have long been an alleged enabler of passive screen time.
Short, dopamine-triggering memes or videos that algorithmically entice users to continuously scroll may lead to a shorter attention span or fear of missing out. Notifications and overstimulation from such platforms may break concentration or disrupt sleep quantity and quality.
Over-reliance on having information at our fingertips may lead to decreased memory retention and recall. An increase in digital media consumption often means a decrease in physical activity and human interaction.
Physical activity releases endorphins, which are a well-known mental health booster, while human interaction is an essential component of developmental growth. Prolonged periods of minimal human interaction could contribute to loneliness and isolation.
Additionally, sycophantic AI chatbots can offer an escape from a difficult situation or reality altogether, while being agreeable regardless of the scenario, which could further degrade mental wellness.
Social media platforms can have a positive effect when communicating with family and friends, keeping up with the news, and connecting with like-minded people. However, the risks may outweigh the benefits, as excessive passive time spent on these platforms seems to harm young people.
Guided implementation of edtech
Educational institutions have widely adopted a multitude of digital platforms over the past two decades. The early days of digital adoption were supported by the federal government, which proclaimed it wanted to see every student have access to and learn from digital textbooks.
The push for a 1-to-1 school environment, where each student has access to a digital device, reached a crescendo during the COVID-19 pandemic. The adoption of edtech tools likely had mixed results depending on a schools initial integration, guidance, and educator training.
The can guide the implementation and integration of edtech tools. The first two levels, substitution and augmentation, are the enhancement phases where edtech tools replace traditional learning toolsets.
The transformative levels of the model, modification and redefinition, are where edtech tools can be used to create and collaborate in ways not possible with traditional methods. Additionally, specific edtech platforms can be used for remediation, personalization, and as assistive technology.
Several states have implemented restrictions or outright bans on personal devices (e.g. cell phones) during the school day, with the intent to eliminate distractions in the classroom. Many states have enacted strict laws related to minimizing access to harmful content for minors.
Several laws have led to landmark lawsuits and trial verdicts against social media platforms. The verdicts held that these social media providers bear responsibility for the addictive, targeted, and harmful nature of their platforms.
School systems have long had internet content filters in place to prevent access to certain websites and digital platforms. Device monitoring tools have matured significantly over the past few years to enable teachers to provide focused digital media access and keep students on task while in their classrooms.
Account monitoring tools can provide insights and warnings into a students mental well-being. The most recent target of school administrators is improved data analytics showing how edtech platforms deliver improved outcomes in a students education.
Superficial screen time limitations
Screen time can be a polarizing term to debate in relation to K12. Excessive screen time is a valid concern, and there are physical and mental health issues related to simply using technology too much.
However, screen time does not need to be an arbitrary term, used regardless of the content that is accessed, and K12 should not be a politicized target of superficial screen time limitations.
Schools have several guardrails in place to strengthen a digitally intentional environment while eliminating passive screen time during the school day. Schools always adapt to the shifting edtech landscape to ensure the best tools are used positively for K12 students.
