Decoding 4 myths about screen time that are impacting online education

Decoding 4 myths about screen time that are impacting online education


Technology in education is evolving and will have a significant impact in the near future. The pandemic led schools and parents to take advantage of online education, which in turn increased screen time. And now, even with the return to traditional classrooms, technology is still an integral part of the learning process, including the longest hours in front of a screen!

However, this has been a point of concern for many parents, as children are now exposed to longer hours in front of the screen, both at home and at school. These concerns are understandable, but they are not entirely true. Numerous studies have been conducted on the impacts of the use of the screen and, going deeper, we can draw some conclusions. The question of whether screen time is beneficial or harmful is really wrong because the term “screen time” is quite broad and does not indicate how an individual uses their screen. The type of content ingested will determine whether it is beneficial or detrimental to the individual.

Here are the 4 myths about screen time, through research on the effects of screen time based on the content and context of use of the screen, which can help us understand the real impact of the screen. time in front of the screen among the children.

Myth # 1 All screen time is the same

There are many different types of screen time: passive screen time (such as just watching Netflix), games, social media, educational screen time that come together in a giant “screen time” cube.

Why does this matter? These differ greatly from each other in their quality and the way they involve students, but very few articles, posts on social media or whatsapp messages treat them separately.

Myth # 2 All types of screen time (educational vs. passive vs. gaming vs. social) have an equally bad effect and should be drastically reduced

The only type of screen time that has less research available in terms of negative effects is educational screen time. This is the time in front of the screen for learning, including algorithm-based individualized learning programs, educational games, instructor-led online courses such as MOOCs.

Thus, although the previous set of studies on “screen time” seems to suggest that there could be many negative effects, including adverse outcomes of physiological, psychological, and educational well-being (academic performance, weight gain, sleep, health). mental), is very It is important to note that almost all are performed around screen time categories such as games, passive viewing and social media. There is very little evidence available regarding educational screen time.

Why does this matter? This is important because when you say that all the time in front of the screen is bad and you completely ignore all the massive positive benefits of educational technology, you promote popular misconceptions that often lead parents and policy makers to put extreme limits on the use of screen in schools.

Myth # 3 Screen time is the cause of harmful physiological effects

Even when it comes to passive, gaming, and social screen time, it’s important to remember that “association” is not the same as being responsible for causing it. One of the main reasons for this association is also that time in front of the screen can displace important activities such as physical movement, social play and sleep, which in turn can have negative effects.

Why does this matter? Because it means that the negative effects can be reduced by ensuring that healthy activities persist even when using screens.

Myth # 4 Evidence of research in screen time leaves no room for doubt

There are many limitations to research on screen time: many different types that are grouped into a single category, reduced effect sizes in research, a small number of studies on educational screen time. In addition, many of the effects of screen time are measured through self-reported surveys. These are important limitations that we need to remember.

Why does this matter? Because popular and social media packs them into sensational headlines or small pieces of information that lose all that important information about limitations. This often promotes misconceptions and sometimes widespread misinformation.

I will end with a very pertinent quote from a Screen Time Literature Review: For parents and educators, we suggest that “it’s time to go beyond a big focus on risk with little exploration or recognition of opportunities,” and instead take advantage of the strengths and benefits of ST in a proposed manner while mitigating the associated risks during these. exceptional times.



Linkedin


Exemption from liability

The opinions expressed above are those of the author.



END OF ARTICLE





Source link

Related post

EDUCAUSE 2022: How Data Collection Can Improve Student and Faculty IT Support

EDUCAUSE 2022: How Data Collection Can Improve Student and…

At Indiana University, Gladdin said, to make life easier for students and faculty, they implemented a course template for the Canvas…
UGC, AICTE warn students against online PhD programmes offered by EdTech platforms | Latest News India

UGC, AICTE warn students against online PhD programmes offered…

The University Grants Commission (UGC) and the All India Council for Technical Education (AICTE) on Friday issued a joint advisory against…
UGC, AICTE warn students against online PhD programmes offered by EdTech platforms | Latest News India

UGC, AICTE warn students against online PhD programmes offered…

The University Grants Commission (UGC) and the All India Council for Technical Education (AICTE) on Friday issued a joint advisory against…

Leave a Reply

Your email address will not be published.