The Basics

Screens are everywhere. Whether it's a TV in the doctor's office, CarPlay in a new car, or the interactive whiteboard in a classroom, it's difficult not to be near a display of some type, somewhere. A natural question emerges: is there such as thing as too much time spent in front of screens? And what is the impact on our health and development?

The research on "screentime" is ongoing but before we delve into the confusing state of research on the topic, it's important to be specific about what we want to know, because not all screentime is equal.

The classic interpretation of screentime a decade ago was too much time in front of the television. We invented a term to describe people spending too much time in front of the TV: the coach potato.

Studies into brain activity comparing different screen experiences such as passively watching television, or actively solving a game puzzle on a computer, resulted in very different pictures. When watching TV, most people's brains are disengaged, and a brain scan shows our brains at rest. When playing a video game, or even conducting a Google search using a laptop, our brains are active, they're lit up. Which is illustration enough that all the time we spend in front of a screen isn't conducive to learning. Instead, we might re-think enhancing the quality of time our children spend in front of screens to promote learning and deeper thinking.

In this article for Edutopia, Beth Holland advocates for improving the quality of screentime. She seems to be on the right track when she writes: "Mobile devices have the potential to provide amazing learning opportunities as well as great distractions." The key, then, is how we learn to manage our time in front of screens. It's important for sure, because there is no signs that screens are going away.

One of the issues we want to tackle together with parents is around enabling students to know how to control their devices instead of becoming controlled by them. And we can help students develop appropriate focus and "allow their brains to process the context around them?"

"The truth is that we are living in a world that is very different from the world our parents grew up in, and our children are living in a world that is far different from the one in which we grew up." — Kids and Screen Time: Empowering a Digital Generation

Minutes Per Day

One way to think about screentime is "how many minutes per day, or hours per week students spend in front of a screen." The Common Sense Media report referenced in this article from PBS suggests kids spend more time than they should in front of screens. We've been in situations where handing a small child a phone or tablet device is pacifying. A once crying child is suddenly and quickly refocused on the screen in front of them, within the context of looking at pictures or by playing a game. And quite far beyond thinking about screentime in active vs. passive activities, some developmental experts are focused on ergonomics and a child's eyesight. Parents of middle schoolers and high schoolers are no doubt concerned about social behaviors, dominated many times today by seemingly anti-social live behavior and active engagement with texting friends.

"Why can't kids today sit down and have a regular conversation? We don't even talk at the dinner table anymore!"

If we unpack that sentiment, part of the discussion falls onto nostalgia for the past. And there's also a legitimate case for one's ability to connect face to face with others.

"The AAP recommends parents prioritize creative, unplugged playtime for infants and toddlers. Some media can have educational value for children starting at around 18 months of age, but it's critically important that this be high-quality programming, such as the content offered by Sesame Workshop and PBS. Parents of young children should watch media with their child, to help children understand what they are seeing.

For school-aged children and adolescents, the idea is to balance media use with other healthy behaviors."

Balance of Experience

Just as we aim to balance the exposure of screens within school and classroom activities, we need your partnership to ensure that students experience a balance of exposure outside of school.

Recognizing that balance is a learned skill, it is important to have conversations and with children about their use of screens, from TV, to the iPad, to video gaming, to tablets for reading digitally.

Encourage good ergonomics when using digital devices. Children should adopt a comfortable position when using a computing device and take frequent breaks. Some research suggests avoiding the blue cast of screens before bedtime.

Consider the type of activities on screens. Active brain activities, including game and puzzle playing, can stimulate areas of the brain conducive to learning. When students are making with a computing device, their brains can be highly engaged. Passive brain activities might be better focused on moving around outdoors.

Let's work on avoiding addiction toward stimulation. Too much of anything can have the potential to be bad for us. Students need practice and assistance in making healthy choices and knowing when enough is enough. At school, we try every day to model this balance and use technology to promote deep engagement with learning.