Category: EdTech Inquiry

Now that we are aware of the pros, cons and risks of screen time, it is important that we commit to educating our students about the risks of screen time, and practice healthy screen time habits with them. For many children, screen time habits are formed at an early age. 90% of children are exposed to screen-based activities before the age of 2 (SickKids staff). According to The Canadian Society for Exercise Philosophy (CSEP), children and youth should be getting no more than 2 hours of screen time in 24 hours (2016). The Goldilocks hypothesis agrees with this, stating that 2 hours or less of screen time per day is ‘just right’ (Przybylski & Weinstein, 2017). Other sources say that children should get no more than 1.5 hours per day, combining school and at home (Brain Balance). These targets are often widely missed, with some children even getting an astonishing 10-12 hours of screen time per day (Kids and screen time). 

As teachers, we can limit the amount of screen time our students have by offering alternatives to screens in class. The Brain Balance Achievement Center states that computers, tablets and other devices should not replace traditional teaching and learning methods, but they can be offered to enhance and supplement learning. Students can engage in writing, drawing and other hands-on experiences as their primary form of learning. They also state that teachers should calculate the amount of screen time their students are getting, so that they can try to work with parents to achieve screen time goals (n.d.). Additionally, teachers should limit the amount of screen time during snack and lunch time. They should also co-view things, taking breaks to explain matters that come up, which builds digital literacy skills, and opens up a conversation about technology (Domingues-Montanari, 2017).

A practice that really stood out to us was to not just tell students to limit their screen time, but to help them understand and manage their own use of time, including screen time. Teachers can have students reflect on their own behaviour through a compliance based model (Lee, 2019). Teachers should help students understand the importance of balancing technology with other activities such as playing, reading, socializing with others or using their imagination (Sick Kids staff, 2020). Children must understand that when they are spending time on screens, it is taking away from activities such as sleeping, eating and social skills (Kids and screen time). CSEP states that a healthy 24 hours includes 60 minutes of moderate to vigorous physical activity, several hours of light physical activity, 9-11 uninterrupted hours of sleep for ages 5-13 and 8-10 hours for ages 14-17, and no more than 2 hours of recreational screen time (CSEP). This information can be shared with parents and students to get them thinking about how they are using their time. 

Rather than telling students what to do, though, it is important to encourage their intrinsic motivation around making their own good choices when it comes to screen time (and anything, for that matter). Lee suggests that teachers should help students to identify goals, like spending time with family or friends. These goals can include setting screen time limits for themselves and creating strategies to meet their goals. Teachers can make this fun through various activities (2019)! 

The overall goal is to teach students healthy habits about screens so that they can independently foster these habits as they grow older. Creating a supportive environment where students feel comfortable talking about technology can help them understand their own use of time. Teachers should strive for their students to fall under the gratification theory and Goldilocks hypothesis. The gratification theory states that users are active rather than passive in their media selections. Under this theory, people are aware of their decisions and have greater control over their discoveries (Vinney, 2019). Under the Goldilocks hypothesis, students should be able to identify when their screen time use is becoming harmful, with either too much or too little (Przybylski & Weinstein, 2017). 

News. (n.d.). CSEP. Retrieved March 15, 2021 from https://csep.ca//news.asp?a=view&id=146 

Tips for Managing Too Much Screen Time at School.  (n.d.). Brain  Balance. Retrieved March 15, 2021 from https://www.brainbalancecenters.com/blog/tips-managing-much-screen-time-school

Sickkids Staff. (n.d.). How to Help Your Child Set Healthy Screen Time Limits. SideKicks. https://www.aboutkidshealth.ca/article?contentid=644&language=english

Mayo Clinic. (2018, July 21). Kids and Screen Time: Mayo Clinic Radio. [Video]. YouTube https://www.youtube.com/watch?v=WCx3QANzLr4

Przybylski & Weinstein. (2017). A Large-Scale Test of the Goldilocks Hypothesis. Association for Psychological Science. https://journals.sagepub.com/doi/pdf/10.1177/0956797616678438

Vinney, Cynthia. (2019, April 19). What Is Uses and Gratifications Theory? ThoughtCo. https://www.thoughtco.com/uses-and-gratifications-theory-4628333

According to an article written by Sophie Domingues‐Montanari, screen time significantly affects psychological development and physiological development. As far as psychological development goes, screen time can affect children’s cognitive abilities. Although, it is clear that some tv shows can help with learning and co-viewing with adults can be beneficial (Domingues-Montanari, 2017). Additionally, television viewing can negatively affect cognitive and social emotional development, leading to poorer mental health in adolescence (Domingues-Montanari, 2017). With physiological development there can be negative effects on physical strength and general health, diet and obesity, and sleep (Domingues-Montanari, 2017). An article by Lissak backs up the claims on the effects of screen time on sleep. Having a poor sleep can affect children negatively in many ways, including physical and mental functioning, risk-taking behaviour, and school performance (Lissak, 2018). There are many findings from infancy to adolescence that showcase the effects between sleep and screen time. All developmental stages show that sleep disturbances in relationship to too much screen time are linked to internalizing, externalizing, and peer problems. To add to this, late night TV viewing is associated with decreased sleep duration (Lissak, 2018). 

There are many factors where digital media seems to affect sleep including: displacing other activities, time of use, media type, media content, and location (Lissak, 2018). When screen time replaces physical activity there is a shortening sleep duration and quality. Screen time effects on sleep can also be subjective to the time of day it is being used, for example evening and night time exposure to blue light can suppress melatonin, causing a disruption in the circadian rhythm. TV viewing can also have a larger effect on sleep because passive TV watching can be associated with sleep disturbances. Cell phone usage can emit audible notifications that can cause inadequate sleep. Video game usage is another type of media that affects sleep because the arousal can disturb bedtime relaxation, leading to a shortened sleep time. Social media can also be harmful to sleep because the mix of bright light and excitement provoking tasks can cause psychophysiological arousal. Location of media is also detrimental because when devices are placed in children’s bedrooms, there are delayed bedtimes, shorter sleep durations, increased bedtime resistance, and higher level of sleep disturbances (Lissak, 2018). 

Another huge negative effect of screen time is vision issues. Glare, poor lighting, and improper viewing settings can result in eye fatigue, blurred vision, eye dryness, headaches, and discomfort (Lissak, 2018). Studies show that video games have a connection to vision because children who play video games more than 30 mins every day are more likely to get headaches, dizziness, and eye strain (Lissak, 2018). 

We will also discuss the effects of screen time on depression and ADHD. There is a link between depression and suicidal behaviour in adolescents and digital media usage of over two hours per day (Lissak, 2018). Sleep disturbances can develop depressive symptoms and suicidal behaviour, and so sleep is a factor in linking nighttime screen use to depressive symptoms. Negative mood, suicidal tendencies, and self-injury are also related to mobile phone dependency, frequent message sending, and prolonged worry about not receiving messages (Lissak, 2018). There is also a large association between ADHD and screen time. Screen time can hinder appropriate activities to stimulate cognitive abilities and long attention span (Lissak, 2018). ADHD is also a primary predictor for the development of Internet addictive behaviour (Lissak, 2018). 

It is clear there are many cons and risks to screen time, although with the right use of screen time children can thrive. In an article by Przybylski and Weinstein, the goldilocks hypothesis is described. This hypothesis suggests that small moderate amounts of screen time are ok and could be possibly beneficial (Przybylski & Weinstein, 2017). Too much increases the risk of harm. This is just like the story about Goldilocks who finds too little porridge may not satisfy our needs but too much can be harmful. We need to find the amount of screentime that is just right, and this is likely two hours or less per day (Przybylski & Weinstein, 2017).

An article by Dr. Sally I’Anson states the pros of digital media on academic success. I’Anson suggests that technology can be used to teach children something and increase learning opportunities (I’Anson, n.d.). In a survey conducted involving teachers, 80% thought that students need to be engaged in mobile learning outside of school to be successful. Technology is critical for engaging students with access to information. For example, when students are able to see their grades online they may be more likely to take personal responsibility for their assignments without waiting to get their grades until the end of the quarter/semester (I’Anson, n.d.). Teachers also feel technology is key for classroom management. Innovation, technology-based approaches can unify classrooms and save time. Having an online space for grading, attendance, learning management, and assessment would be beneficial for student performance and improving student achievement. Instead of being concerned with screen time, we can looking for educational technology to improve student engagement and learning (I’Anson, n.d.). 

Overall, there are many cons and some pros to technology. It is important to note the risks of screen time on children so that we can do our best to mitigate these risks. Although, as long as screen time is used in moderation, we should not have to worry about the development of children. Technology can be used for good as long as we are using it for knowledge purposes and in moderation.

Domingues-Montanari, Sophie. (2017, February 6). Clinical and Psychological Effects of Excessive Screen Time on Children. Wiley Online Library. https://onlinelibrary-wiley-com.ezproxy.library.uvic.ca/doi/full/10.1111/jpc.13462

L’Anson, Sally. (n.d.). Afraid Your Students Have Too Much Screen Time? The Learning Counsel. 

Lissak, G. (2018, July). Adverse Physiological and Psychological Effects of Screentime.  Science Direct. https://www-sciencedirect-com.ezproxy.library.uvic.ca/science/article/pii/S001393511830015X?via%3Dihub#s0010

Przybylski & Weinstein. (2017). A Large-Scale Test of the Goldilocks Hypothesis. Association for Psychological Science.

Educators must balance many aspects of their classroom. The main goal of school is learning, and teachers must set up an environment that is safe and effective for meaningful learning. Technology and screen time, while very useful for teachers in many ways, can also be a detriment to their students. A UNICEF report states that children represent 1 in 3 internet users worldwide (Kids and screen time, 2018), and even more use screens without internet. As teachers, we do not know how screen time limits are being set at home, or how families are educating their children about screen time, but we do know how much screen time they are getting at school, and must set limits to try to maximize our students’ learning.

Excessive screen time has an adverse impact on childhood development (Domingues-Montanari, 2017). Screen time also may also cause a lack of sleep, and may lead students to exhibiting unpredictable behaviour due to poor stress regulation, internalizing or externalizing behaviour and poor social coping skills (Lissak, 2018). Additionally, there is a risk of developing antisocial and non-prosocial behaviours due to overexposure to violent content, and brain structural changes related to cognitive control and emotional regulation have been associated with digital media addictive behaviour (Lassik, 2018). 

Teachers must be aware of these adverse effects that screen time can have on their students, as it will lead to an environment that does not foster learning. Additionally, students with ADHD and other learning differences may be impacted by screen time even more (Brain Balance). While we cannot control what goes on at home in regards to screen time, we can control what happens at school. It is important for teachers to promote cognitive development, be aware of their students’ attention spans and to help educate their students about screen time so that they can make healthy choices for themselves (SickKids staff). 

Domingues-Montanari, Sophie. (2017, February 6). Clinical and Psychological Effects of Excessive Screen Time on Children. Wiley Online Library.

Lissak, G. (2018, July). Adverse Physiological and Psychological Effects of Screentime.  Science Direct. https://www-sciencedirect-com.ezproxy.library.uvic.ca/science/article/pii/S001393511830015X?via%3Dihub#s0010

Mayo Clinic. (2018, July 21). Kids and Screen Time: Mayo Clinic Radio. [Video]. YouTube https://www.youtube.com/watch?v=WCx3QANzLr4

Sickkids Staff. (n.d.). How to Help Your Child Set Healthy Screen Time Limits. SideKicks. https://www.aboutkidshealth.ca/article?contentid=644&language=english

Tips for Managing Too Much Screen Time at School.  (n.d.). Brain Balance. Retrieved March 15, 2021 from https://www.brainbalancecenters.com/blog/tips-managing-much-screen-time-school

As we are on our way to become educators, we realize that technology is a large part of our society today. As educators we would like to find a way to fit technology into our teachings and educate our students about technology so that they understand the best possible ways to use it. Our inquiry question is: what are the effects of screen time on children? This is relevant because there are many youth that have too much screen time, and each person needs to know the risks that come with too much screen time. As educators, we should be the ones that educate these youth. We will be discussing the relationship between this topic to teaching and learning, the pros, cons, and risks, and we will discuss some strategies, best practices, and tips regarding our findings.  

Our focus will mainly be on the risks of screentime, and what we can do to prevent these risks. There are many effects of screen time on youth. Lissak states that research shows that duration, content, after-dark use, media type, and number of devices are all large components in determining screen time effects (Lissak, 2018). Additionally, there are many physical health effects such as poor sleep, and psychological health effects such as ADHD-related behaviour that we will be discussing (Lissak, 2018). To add to this, according to Przybylski and Weinstein,the amount of time that young people spend on technology is concerning due to the negative effects on mental well-being (Przybylski & Weinstein, 2017). There are obviously many risks we need to be aware about but there are also ways to mitigate these risks. We will talk about how we can help young people limit screen time, understand when the body is overworked by technology, and share ways to alternate sitting still and being active.

Lissak, G. (2018, July). Adverse Physiological and Psychological Effects of Screentime.  Science Direct. https://www-sciencedirect-com.ezproxy.library.uvic.ca/science/article/pii/S001393511830015X?via%3Dihub#s0010

Przybylski & Weinstein. (2017). A Large-Scale Test of the Goldilocks Hypothesis. Association for Psychological Science. https://journals.sagepub.com/doi/pdf/10.1177/0956797616678438