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EdSurge
Kids Are Spending More of Their Lives Online. Teachers Can Help Them Understand Why.
By Megan Collins
Sep 23, 2020
American youth are spending an alarming amount of time online.
According to a pre-pandemic report, the average American teen spends
approximately seven hours online per day. With remote learning in full
swing for a little over half of American elementary and high school
schools, students are spending even more time in front of a screen: By
some accounts, students are getting up to 5 or 6 hours of additional
technology use per day.
Recently, both teachers and parents have started questioning the value
in spending long stretches of the day in front of a screen
participating in synchronous, online classes. And with the recent
release of the Netflix documentary “The Social Dilemma,” there is lots
of discussion around the inherently addictive characteristics of social
media and its effect on teens. Now more than ever, conversations around
how and why youth spend time online are paramount. Here’s how teachers
can kickstart those conversations with students.
Begin a Dialogue
For teachers working remotely, addressing this issue with their
students may seem somewhat hypocritical: “Get online, spend most of
your school day on Zoom with me but then spend the rest of your day
technology-free.” A recently released statement regarding screen time
from the American Academy of Pediatrics does not cite specific hours of
screen use time per age group. But for many people, calculating the
actual time spent online each day is eye-opening. Discussing this
information can launch teachers and students into deeper conversations
around self-awareness and time management.
For teachers, understanding how much time individual students spend
online outside of school can inform more relationship-building
discussions. Actively listening to student answers to questions such as
“What is your favorite game, website or app?” or “What do you find fun
or interesting when online” can spark better understanding of your
students. These conversations serve a deeper purpose as well. For
students, reflecting on their daily technology use is the first step in
developing a sense of agency. Engaging in contemplative discussions
around questions, such as “Why am I spending this time on social
media?” instead of broad lectures (e.g., “Don’t spend too much time
online”) shifts the conversation towards self-reflection and away from
simple adherence.
Use Technology Deliberately
With the transition to remote and hybrid learning, educators are using
many useful and engaging online tools for teaching and learning.
Companies such as Edpuzzle and Flipgrid provide interactive tools to
actively engage students with academic content. But when reviewing and
planning, educators must reflect on the value such resources provide.
Questions such as “Does this tool significantly improve my students
learning experience?” or “Does this technology engage my students in
active learning?” are important to consider when incorporating more
technology into your teaching, especially when teaching remotely.
For students, guiding conversations around this same thinking can help
them become more aware of their own technology use. Students should
start to consider not only what they do online but why they’re reaching
for their phone or laptop in the first place. The Center for Humane
Technology provides a set of digital well-being guidelines that
teachers can use to introduce this thinking. The goal is to have
students view technology as a tool rather than an end in itself.
Honor Well-Being
Rates of anxiety, depression and suicide among teens are growing at an
alarming rate. Many experts point to the rise in smartphone/technology
use as a major factor. For others, this correlation may not be so clear
cut. Despite this debate, there are plenty of other daily practices
that are shown to improve mental well-being. Exercise, time spent
outside, developing positive relationships and engaging in activities
that provide a sense of self-esteem and purpose are protective factors
that improve mental well-being.
Honoring these various other protective factors is key for teachers and
students alike. Simple prompts such as “Can I replace my technology use
with an activity that will aid my well-being?” “Did I spend time
outside today?” or “What else can I do that brings joy to my day?” can
spark conversations in classrooms, in faculty meetings and at home.
Starting with small changes—even just for 5 minutes a day—will help
both teachers and students begin to take charge of both their time on
technology and thinking more holistically about their overall
well-being.
With the current state of the world, we are all are faced with an
obligation to become more attuned to the increasing role technology use
plays in our everyday lives. Providing tools and resources that
teachers and students can use to both reflect and take action are key
components in navigating this new norm.
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