Dangers of tech in schools
The past few years have seen a headlong rush into screen-centred learning in schools, along with the installation of wi-fi in most New Zealand schools. This has occurred with sparse evidence of educational benefits. Several health challenges have emerged, along with increasingly longer periods spent by children on screen use. So it is not surprising some parents are concerned.
There are misconceptions that we need to ‘‘play catch-up in the digital age’’. In 2015, the OECD reported that, by 2012, Australia and New Zealand had the highest ratios of computers to students out of 64 countries.
Fifteen-year-olds from 32 of these countries completed paper and digital testing in 2009 and 2012 (excluding New Zealand, but including Australia). Many results were unexpected. Moderate computer use provided ‘‘somewhat better’’ learning outcomes compared to very little use; but with very frequent computer use, students did ‘‘a lot worse’’.
Importantly, computer use in schools did not bridge the gap between advantaged and disadvantaged students. The report concluded that ensuring basic literacy and numeracy would do more to create equal opportunities in a digital world than improved screen access.
More recently (2017), a New Zealand report
from the 20/20 Trust – which provides digital literacy and inclusion programmes for Kiwis – found that 29 per cent of principals reported ‘‘quite a significant impact’’ of digital technology on students’ achievement. So, a little computer use at school can improve educational outcomes, but what of downsides? Research shows health issues for school-aged children related to too much screen time. These include changes in brain development; short-sightedness; behavioural and sleep problems; rising loneliness, anxiety, depression, and screen-addiction in line with increasing social networking and gaming.
These last effects are worrying in the context of our young people’s mental health. Noticeable short-term symptoms in susceptible people have been documented to include headaches and difficulty concentrating, through to heart palpitations or irregularities.
School boards are generally unaware of these downsides, possibly posing a health and safety liability if no steps are taken to reduce risks. Ideally, schools should develop a policy that promotes tech-aware health and safety practices
for students, staff and board. These include bestpractice ways of using devices, such as on tables – encouraging good posture – use away from the body, and putting them on flight-mode when not using the internet.
Research is beginning to reveal different impacts from different types of computer use. Somewhat counter-intuitively, interactive uses are proving more detrimental. Of note are social networking and gaming, but also educational activities with ‘‘ping’’ rewards.
In my study of almost 400 intermediate students, 42 per cent used their phones during class, though principals did not realise. Some schools now have enforced bans to encourage more interaction in class and the playground.
And it works. Interest picks up in play, sports and clubs, and students’ social interactions and mood improve. France and Israel have banned cellphones in schools, and wi-fi has been removed from elementary schools in Cyprus, Israel, the United States, Canada, and Denmark.
Along with implementing New Zealand’s new technology curriculum, schools will ideally discuss in class the many health and well-being advantages of limiting screen use, for both school and personal use.
Students, teachers and parents need to know about the very real risks of increased anxiety, depression and screen-addiction for students that commonly emerge with high screen-use. Internationally, most current advice is to limit recreational use for 5-18-year-olds to two hours maximum daily, encouraging more social interaction, time outside, and physical activity.
Mental health statistics are shouting loud and clear: it is high time attention was paid to providing our children with skills to prevent electronic technology taking control of their lives. It is our duty as teachers, parents and health providers to teach them how to make technology work for them while building up skills to know why and how to avoid the distractions that lead to dependence.