Screen time for kids isn’t so bad
speed at which technology is developing is making it almost impossible for research to determine how “screen time” might be affecting children but there is evidence to suggest it’s not all bad.
Throughout Queensland, schools are increasingly adopting the use of tablets in classrooms from an early age, under the BYOx (bring your own device) initiative.
According to Education Queensland, using tablets helped to prepare children for the digital age, and gave them greater access to more resources.
Another benefit was alleviating the need to lug heavy textbooks to and from school with the iPads used for viewing e-textbooks and other learning sites.
Students told Education Queensland they liked using tablets because they could more easily collaborate with classmates on projects, and keep a record of searches undertaken for school assignments.
In the words of Coomera Springs State School, “technology is always changing and so are our students’ brains”.
The school told Education Queensland that using tablets “allowed students to develop skills in order to become selfmotivated, creative and tactical when it comes to solving problems”.
“The (BYOx) program allows for a higher level of learning experience through virtual learning, accessibility of educational materials, enhanced efficiency of access and perTHE haps most importantly, enhanced collaboration with peers and teachers beyond the classroom,” the school said.
Parents also found their children were more interested in learning, when they were using tablet devices.
Jindalee State School parent Susan Stenlake said son Oscar was “excited to share what he had been doing on his iPad”.
“His homework is accessible through the device and makes it more enticing for him to sit down and do homework,” Ms Stenlake said.
“He’s very keen to be using it and enjoying having that as a device and as an extra tool as he’s learning.”
Within the academic world, child psychology experts are somewhat split on the benefits of screen time and how much is too much or too little.
University of Queensland School of Psychology Associate Professor Mark Nielsen said it often came down to what was being viewed on screens.
“There is some evidence that some of the games children play can improve their hand-eye coordination,” A/ Prof Nielsen said.
“There is also some suggestion the nature of the content that children are often engaging in on screen is quite social and may encourage children to think more socially.
“It seems somewhat paradoxical that something that is not social could increase social thinking, but there is some suggestion that might be the case.”
Child psychologist John Gardiner said devices enabled sick or geographically isolated
children to connect with friends, and the classroom.
“We know about the negative things like cyber-bullying but screens do help maintain social connectivity,” Mr Gardiner said.
“We use technology to facilitate kids with chronic illnesses to stay connected with their friends, and their classroom.”
Overcoming social isolation was a big factor in the introduction of tablets at Charleville State High School with the technology described as “transformative”.
“A key element of this transformation has been sharing good practice and encouraging teachers to work within “glass-rooms” rather than classrooms; breaking down the barriers of classroom walls and school fences to connect within our school and across our cluster,” said a testimonial from the school.