Not All Screen Time Is Created Equal
Creating a balanced approach in a digital world
Growing up in the late ’80s and ’90s, the time I spent in front of a screen was different. I would get up early on Saturday mornings to watch X-men, stay up late on Monday nights for wrestling, and catch the Power Rangers after school. I would use the computer in my mother’s classroom to play Oregon Trail and NFL Math or watch the screen slowly load on this new internet thing to look up sports statistics. I was lucky enough to have a Sega Genesis at home to play games on. Screen time was easy to understand and separate from other parts of a person’s life.
Today it‘s not that simple. Devices are all around us and the advances in how human beings use them have changed. I love technology, always have. It’s a staple of my job as a technology integration specialist in the White Bear Lake Area School District. It was an integral part of how I taught as a 5th-grade teacher. My friends and I play video games together to keep in touch and have Jackbox Games couples nights when we find time to actually see each other in person. It is integrated into my daily world.
Recently the World Health Organization released a new set of recommendations for children around a number of topics, screen time being one of them. As a parent of two girls under three years old, it caught my attention as I want to stay informed to do right by them. The guidelines say that children between two and five should have no more than 60 minutes a day. Children under two are recommended to spend no time on screens at all. This is one of many studies and guidelines a person can find.
The topic of screen time is everywhere these days. I read headlines and hear it brought up on the radio weekly. In the past month alone I have worked with two elementary inquiry groups exploring this exact topic. How much time should kids be allowed? Parents, teachers, and students alike want to know what’s best. The answer, like with many complex issues, is not so simple. Not all screen time is created equal. Through my conversations, I see screen time in three different categories.
Category 1: Consumption
When people refer to screen time, what typically pops into a person’s mind is time spent consuming digital content. Phones, binging Netflix, or endless hours of Fortnite. You won’t find an argument from me that these things must be done in moderation. It doesn’t mean that all consumption is bad. There are some tired Friday nights in which this guy needs to power through a season of Parks and Rec…and yes Netflix, I’m still watching. In a world of go go go, it’s needed sometimes to relax and turn off the brain. Not to mention consuming content to gain information. Watching videos on how to fix a part in my vehicle or creating short screencasts for my students to learn a math concept. Taking in information is what we do as humans. Technology has just provided another avenue for that to happen.
This screen time should be monitored and adjusted by age. My wife and I allow our daughter to watch YouTube videos or a short show as we transition home. This usually lasts about 15–20 minutes as we prepare dinner, she has a snack, and we put our newborn down for a nap. It’s built into our routine to give her quiet, calm time. Though I will admit, it usually turns into her rocking out to Baby Shark (do do do do do) or performing her letter sounds (q is for quokka) like the Bounce Patrol crew does. We take into consideration the factors from her day. Was it rainy? If so, she probably didn’t get outside at daycare or possibly watched a movie. If so, we adjust to other activities. Sometimes the adults in our house need this transition for our own mental health as well. Our goal is to find balance, not to shame ourselves for giving that extra 15 minutes.
Category 2: Creation
Using technology to genuinely develop skills and create something of learning substance is a different story. Whether it is using research to create a food web in science class or having fun creating a visual representation of an idiom, the time spent in front of a device takes on a different feel than consumption.
These are types of activities that require an element of thinking in which exposure to screens shouldn’t be a frowned upon practice. Great technology use requires great teachers that know best pedagogical practices. Getting students making music, creating digital art, coding, podcasting, writing stories, or developing videos to demonstrate knowledge and think critically is a positive way that screentime can enhance the learning experience. It’s engaging and provides a purpose. We often can create experiences that would not be possible without digital means.
Take Phillip for example, a 5th grader in White Bear Lake. Phillip loves sports. I mean LOVES sports. I’m fully expecting to see him on some ESPN show in 10 years talking through the pros and cons of implementing a zone defense in today’s 3 point heavy NBA. I’m glad I never had him in my own class because I don’t know if we would have gotten anything done during Minnesota Gopher Basketball season. His teacher took this passion and used it for Phillip to do constructive, creative work involving an assortment of critical thinking skills. “The Sports Podcast with PJ” was born. Each episode requires research, organization, and the development of talking points around a central theme. Phillip does the work because he loves the topic. He’s doing a lot of the recording at home and has brought in his dad, wonderfully titled “Slick Rick” as a regular special guest. Talk about impact for a student when you receive pictures of a podcast recording on Thanksgiving Day. Phillip and his uncle diving into conversations. Learning happening when school isn’t even in session, shows this activity has value in Phillip’s world. The podcast has been a family affair and it could not have been possible without the use of a screen. That seems a lot different than watching cat videos on YouTube.
Category 3: Collaboration
Technology does have the capability to bring human beings together. Now don’t roll your eyes. I know your mind went right to the last time you were out in public and noticed the high number of people looking down at their devices. It is possible and can lead to things that are worthwhile.
My daughters have amazing grandparents, but they don’t live right down the street. With busy lives, it can be hard to find consistent times to get together. Video conference through FaceTime has been a way that my girls have created connections with these special people. It’s amazing to watch my three-year-old laughing, sharing stories, and singing songs with people who are important in her world. Would we prefer to see them in person? Of course, but this is a great alternative when that isn’t possible.
Schools are leveraging these tools to connect with experts all over the world. My 5th graders connected with three women having breakfast on the side of a mountain who were biking their way across the United States. Students at Otter Lake Elementary are using Google Hangouts to connect with students in Haiti. These are moments in which kids are in front of screens. They have to be for it to be possible, but I don’t know anybody who would argue with these experiences.
There is a difference when you experience screen time in a collaborative way. Many devices have apps that include elements of learning. My daughter’s Kindle has games that work on letter/number recognition, sorting, and spatial reasoning. We use these to spend quality time together and “co-play” the activities side by side. My wife or I will ask questions as we go, work on taking turns, and enjoy learning together. Having an engaged adult included in the process leads to more productive use of the device.
These activities, along with creation, are what schools should be pushing for with their technology use. Kindergarteners pairing with 5th graders to create a greenscreen animal report in which they appeared inside their own dioramas. Students having productive conversations while exploring locations with Google Earth. Our goal should not be to put them in front of a screen to take in hours of content or complete digital worksheets. It should be to give collaborative experiences to create engaging content and meaningful discussions.
Strive for Balance. Don’t Count Minutes
I remember learning about healthy eating with the good old food pyramid as a child. One needs a balanced approach to create healthy habits. I take the same approach around screen time. Kids need to play. There is so much development and critical learning that occurs when they do. They need to be outside, moving around and getting regular exercise. Activities such as bike rides, board games, park visits, family dinners are all extremely valuable. If my daughters are doing really constructive, creative work using technology, I’m not going to cut them off or feel shame as a parent. It’s not the screens that are bad, it’s how we use them and what we supplement their other time with.
Each day, situation and child is different so give yourself grace as a parent. Be aware of what your child is doing on a screen and take steps to keep them safe. If we over-limit screen time, kids may be unprepared for the digital world around them when they do gain the freedom to access it.
A FaceTime conversation with a family member is more likely to be valuable than an episode of Paw Patrol. Watching that same episode(probably for the 100th time…am I right?) with a parent to talk through concepts is more thought-provoking than passively viewing it. These conversations can spark future learning. We watched an episode of Peppa Pig that turned into an hour of paper airplane creation because Daddy Pig was sending messages that way in the show. Then there are times in which my daughter needs 15 minutes of quiet Kindle time to just do something she finds enjoyable.
Create Conversations
One of the most powerful takeaways I have had lately is that this topic is being brought up more and more by kids themselves. In both of my direct cases, it was students asking the right questions. Families should have conversations around these topics and develop family media plans. Find time for physical activity, sleep, family time, talking and even eating together. Discuss the types of screen time and when each one is appropriate. Let voices be heard and develop clear communication and expectations around technology use. Then lead by example.
The same can be done in classrooms. Include student voice in the creation of technology norms. Many districts have filters and tools that allow teachers more control over the content in their classrooms. The need is there to help students make good choices and stay safe. Don’t avoid the learning by closing tabs and playing “Big Brother” without having meaningful conversations that guide and inform first. We teach and adjust when mistakes are made in math or reading, why don’t we do the same around technology instead of simply removing it. Scaffolding and gradual release are great approaches to take.
Teachers and parents should partner together and share information. If it was a screen heavy day at school, how are you letting families know that so they can adjust at home? A simple post to a digital communication tool such as Seesaw could help create that balance. We all want what is best for kids. I love Jane C. Hu’s mantra around screen time. It should be Measured, Monitored, and Meaningful.
