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The Parental Supervision Role in Regulating Students Technology Use 

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The Parental Supervision Role in Regulating Students Technology Use 

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This source speaks highly of the supervision of students use in technology, especially in the learning setting. To quote straight from the article, "...the role of parents in assisting children in using gadgets as a learning medium is very important. This is so that teachers, parents, and all parties involved can ensure the achievement of the objectives of carrying out an online distance learning process or a home learning program."

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 The Relationship Between Digital Technology and Mental Health

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 The Relationship Between Digital Technology and Mental Health

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Under the Screen Time versus Mental Health section, it lists stats that show the negative impact on mental health in students caused by technology. Technology consuming majority of school assignments won't be beneficial for students education.

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Today, consumers are using technology in nearly every aspect of life. According to the Pew Research Center, 95 percent of U.S. teens use a smartphone and 45 percent of those users say they are online "almost constantly." As the use of technology becomes ever more pervasive, some are questioning the link between technology and mental health. Those in clinical mental health and school counseling programs are studying and combating the potential impacts of this link.

Technology's Impact

Technology use is having a profound impact on how people not only live their lives but also how they feel about themselves. Mental health that is influenced by technology is changing the narrative not only for children and teens but for young adults and adults as well.

Mental Health in Children, Teens and Young Adults

According to a study published in Current Opinion in Psychiatry, "roughly half of all lifetime mental disorders in most studies start in the mid-teens and three-fourths in the mid-20s." The study notes that the initial onset of the mental health disorder "usually occurs in childhood or adolescence" but treatment doesn't follow until later in life. This creates a vulnerable gap between onset and treatment.

The time of this vulnerability is especially dangerous for children, teens and young adults because they develop many lifelong habits during this stage.

Among these habits is technology use. It is an ever-present part of life for most young people. It follows then, that the correlation between technology and mental health is a serious matter. For example, a study in Adolescent Research Review found a "degree of correlation between social media use and depressive symptoms in young people." Another study published in the Journal of Affective Disorders found a "positive association between social media and anxiety."

Mental Health in Adults

Young people aren't the only ones at risk. Adults are also feeling the impact of technology. According to an article in Medical News Today - "48 percent of Millennials, 37 percent of Gen Xers, 22 percent of Boomers and 15 percent of Matures" - are worried about the detrimental effect of technology on health. For example, according to the same Medical News Today article, social media use has been shown to negatively influence well-being and satisfaction, with feelings of unhappiness and isolation possibly increasing the risk of developing depression and loneliness.

Screen Time versus Mental Health

According to Children's Health, teens who use technology for more than an hour each day are "more likely to report feeling depressed, lonely or anxious." That one-hour benchmark represents an extremely low threshold. A study by Common Sense Media has found that the typical American teen (13 to 18 years old) spends an average of nine hours per day using technology, with tweens (eight to 12 years old) spending six hours. That means the majority of younger people (12-18 years old) spend six to nine times more time with technology than is required to begin feeling negative mental health symptoms.

The Online-Offline Balance

As technology advances and everyday use becomes an ever more integrated part of modern life, it is vital for both children and adults to maintain a balance between screen time and face-to-face interactions. The following are some tips to help maintain this balance and better ensure a positive relationship between technology and mental health.

For Parents

Be a role model: Children watch what adults do. When around children, be sure to set a good example by using technology responsibly. Limit its overall use, especially in social group settings. Use technology in a way that you would want children to emulate.

Reward good habits early on: Establish rules and acknowledge good technology behavior. Limit the amount of time that can be spent online. Specify the types and number of sites that may be visited and the devices that may be used. This helps lay the groundwork for good technology habits from the outset.

Make media use a group activity: Many mental health problems, such as isolation and depression, may stem from the loneliness that comes from using technology by one's self. To avoid this and start positive habits, make an effort to use tech together as a family or with friends. For example, using technology that requires teamwork or multi-person participation is a great way to bring people together in-game settings.

For Young Adults and Adults

Set tech-free times: A simple way to reduce daily tech use is to schedule tech-free times. The goal is not to eliminate the use of technology, but to avoid the "constant checker syndrome." This is the compulsion to always engage technology for fear of missing out on something. Consider silencing, engaging airplane mode or turning off the phone during work and important social-building moments like dinner with loved ones or during group activities.

Use apps to help: If maintaining tech-free times is difficult, there are apps available to help. Identify the technology usage that commands the most time and download an appropriate app to help minimize that activity. Here are three apps to start with:

IFTTT - offers options to save time checking phone messages or reducing social media use

Quality Time - counts social media logins then notifies when a user hits their pre-set login limit

Checky - counts how many times a user unlocks their phone

Help with Mental Health

The relationship between technology and mental health is a serious matter. The overuse of technology can have a detrimental effect on children and adults. An important aspect to remember, however, is that there are professionals who can help. For those interested in helping others live better lives in balance with technology, earning a degree, such as a master's in clinical mental health counseling or school counseling from Wake Forest University, may be an excellent place to start.
Recommended Reading Treatment, Therapy and Stress Management Techniques to Help Deal with Anxiety Changing Lives: Career Opportunities in Human Services and Social Work Why Work in Human Services? Sources Adolescent Research Review, "Social Media and Depressive Symptoms in Childhood and Adolescence: A Systematic Review" Checky, Home Children's Health, "Is technology affecting your child's mental health?" Common Sense Media, "The Common Sense Census: Media Use by Tweens and Teens" Current Opinion in Psychiatry, "Age of onset of mental disorders: A review of recent literature" Medical News Today, "How modern life affects our physical and mental health" Pew Research Center, "Teens, Social Media & Technology 2018" Quality Time, Home Wake Forest University, Online Master's in Counseling and Human Services

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Exploring the Link Between Technology & Mental Health | Ohio University

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The relationship between technology and mental health is complex and serious -- impacting lives across all generations. Learn more about the current trends now.

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Screen Time Will Affect the Remaining Years of Students Academic Performance

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Screen Time Will Affect the Remaining Years of Students Academic Performance

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With how popular technology is becoming in students school careers, it's easier for them to not put their all into their education. With the help of the internet, the answers to any of their questions are at their fingertips. This article speaks on how students rely too much on the internet and don't apply themselves to their work.

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Do Students Rely Too Much On Technology? By Landon Scalf

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Have you ever thought about how technology has affected classrooms and the way students are learning? I’m writing this editorial on why I think technology does not belong in a classroom. One of…

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The Effects of Social Media on Self-esteem in Students

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The Effects of Social Media on Self-esteem in Students

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This article mentions how technology can "hinder" students emotional development and expresses concern for how social media can affect students self-esteem.

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The Impact of Technology on Teens' Mental Wellness | Clarity CGC

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Overreliance on technology can damage our children's self-esteem, create a lack of empathy, and hinder their emotional development. Read more.

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Technology Reduces Creativity in Students

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Technology Reduces Creativity in Students

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This article shows just how important reducing technology in young students could improve their imagination. If not used or monitored appropriately, the overuse of technology can weaken a students creativity.

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Digital technologies of numerous kinds make modern lifestyles more comfortable for us all. But for young children born into the digital age such devices are merely a feature of their native environment. And as so many technologies start to converge, so the flexibility of their application continues to grow. A contemporary smartphone is a good example: This device was originally designed to facilitate mobile telecommunication but now comes (as standard) equipped with a powerful camera, the ability to capture video footage, act as a satnav, and a whole lot more.

So those children presently attending early years settings will grow up in a world where their prospects will often be determined by their ability to function creatively by effectively deploying these digital resources. But first of all, what do we mean by creativity? And can young children really be expected to innovate?

What is Creativity?

Different fields and disciplines all seem to have their own unique definition of creativity. So even though we recognise a creative idea it can sometimes be more difficult to explain why it should be considered creative. Although individual experts may well choose to highlight a number of different aspects, Barnaby & Burghart (2017) identify four important characteristics of creativity which are generally considered essential: divergent thinking, innovation, original and flexible thought, and exploration of ideas (see Figure 1 below).

Figure 1: Four characteristics of creativity (Inspired by Barnaby & Burghart (2017))

Creativity theorist Robert Sternberg (2003), for example, believes that children's creative thinking must be imaginative, novel and produce outcomes which have value. But whilst it is easy to demonstrate children are imaginative, many would not accept that early years children are capable of producing original ideas, nor would they necessarily agree these youngsters could generate ideas of particular value. However, considering this from the perspective of the individual, Sternberg argues that (for a child to be creative) it is only necessary to show the notion is new for that individual - which is why he tends to use the term 'novelty' rather than originality. And likewise, an idea need only be shown to have value for the individual to satisfy that criteria also.

Educationalists may once have considered the arts to be the natural home of creativity, and it remains true that pursuits such as painting and drawing, craftwork, dance, drama and music all demand and promote creative thinking. Nevertheless, it is now accepted the modern world defines creativity much more broadly, which clearly has implications for creativity within the curriculum. In the field of science, for example, creativity drives effective problem-solving as possible theories and solutions are voiced long before trial-and-error testing and verification begins.

Young Children in a Digital World

Practitioners must be mindful of how today's children interact with digital technology: It is a phenomenon which exists everywhere in their lives. For instance, in the home environment, a young child will observe how parents and perhaps older siblings interact with devices. Not only will children wish to learn by imitation, but such technologies have also become important cultural tools, which means they are becoming part of the fabric of children's lives. That, in turn, means parents, and the wider family will naturally wish even the youngest children to be able to benefit from these resources. So, as research by Plowman et al (2008) discovered:

'... rather than children simply 'picking up' technological skills in the family home, these skills were in fact co-built and supported ... through the use of processes such as direct instruction, modelling, experimentation, observation and play with technological artefacts.' (Plowman et al, 2008)

However, with some technologies (e.g. screen-based media) it may be wise for parents to ensure young children's usage remains appropriate for their age and stage of development. Above all, there needs to be a good balance of active, social and creative elements to avoid any risk of slipping into an unhealthy, sedentary lifestyle.

In essence, this is much the same as introducing a child to books and magazines, which equally should be properly matched to the needs of the individual. So with digital devices, as with books etc., the key is to use unobtrusive support and supervision, both to instil proper habits and to make sure that screen time, for example, stays within acceptable norms.

Early Years Foundation Stage (EYFS) and Digital Creativity

The EYFS (2018) specifies Expressive Arts and Design as one of its seven areas of learning. This area-specific guidance is cast in broad terms and promotes digital creativity which provides:

'... opportunities and encouragement for sharing ... thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.' (EYFS, 2018)

The related early learning goals for Expressive Arts and Design in the same document suggest children should be encouraged to: explore by singing songs, making music and dance - 'and experiment with ways of changing them.' And in doing so, they should 'use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.'

Elsewhere in another area of learning, Understanding the World, the EYFS framework expects children to have 'opportunities to explore, observe and find out about people, places, technology and the environment.' Here, it is important every child should 'recognise that a range of technology is used in places such as homes and schools.' And in addition, they should be taught to 'select and use technology for particular purposes.' (EYFS, 2018)

The Creative Learning Environment

Whilst it is broadly accepted that digital technology offers a powerful and flexible means of enhancing creative learning, as with any other educational resource it can only perform this task when skilfully used to drive and support best early years practice. Once again, Barnaby & Burghart (2017) define the priorities for digital creativity:

'Children require an enabling environment and positive relations between themselves, their family, practitioners and other children, in order to develop their abilities, confidence and independence.' (Barnaby & Burghart, 2017)

When it comes to nurturing creative thinking while reinforcing children's cognitive development and improving their social and emotional well-being, practitioners can be guided by the work of experts such as Piaget, Bruner and Vygotsky who have explained the thought processes and phases which characterise the developmental journeys our children undergo.

Early learning pioneers such as Froebel and Montessori highlighted the importance of freedom of choice, whilst Dewey considered children learn best first-hand by actively doing things. Piaget's vast contribution to the field suggests pre-school children are in what he termed a 'pre-operational' phase, gradually developing symbolic, make-believe play as their language skills improve. At this time, Barnaby & Burghart believe:

'... toddlers should ... be able to use replica technology and digital toys in self-directed, self-created, role-play activities. They can also be guided in the use of simple screen-based media, permitting symbolic play through the use of drawing packages and programmable toys.' (Barnaby & Burghart, 2017)

Practitioner guidance and subtle interaction, of course, implies familiarity with the concept of scaffolding as exemplified in the work of Vygotsky and Bruner. And if an early years setting is to allow children to access a range of developmentally appropriate digital and non-digital resources, and make links between these formats to develop their creative thinking in different contexts, then childcare professionals will have to plan their resources carefully. One effective way of setting up resources is to use Tina Bruce's (2011) concept of 'free-flowing play'. This method advises giving children both the time and the space necessary to explore a range of freely chosen, child-led activities designed to offer creative opportunities which have the potential to fire their imagination.
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Furthermore, as Figure 2 illustrates, this planning will need to go beyond, for example, simply keeping screen-based digital media separate from sand and water play. Play resources will also need to be flexible enough to allow for children at different stages of development, as well as those who may have their own individual needs, to take advantage of creative learning opportunities. Here in particular, well-differentiated resources can enable those of mixed abilities to participate fully in every curriculum activity.

Figure 2: Three approaches to differentiation

The above diagram gives some examples of three possible approaches to differentiation (which can also be used in combination):

by resource - where different software, games and other elements could suit a range of abilities,

by grouping - where participant numbers could be flexibly adjusted to better satisfy different social needs etc.,

by activity - where a mix of topics could be used to accommodate different preferences.

Creative Digital Resources

Within the digital domain there are a range of screen-based options which can be used as creative tools. Figure 3 below suggests some of the many ways they can enable children to enjoy experiences beyond the classroom, engaging in real or imaginary worlds where they can experiment, creatively explore, and become immersed in magical environments. Apart from the inherent value of the on-board experience they offer, these resources can also act as a catalyst for further creative ideas - which may emerge much later when the child is engaged in some non-related activity.

Figure 3: Screen-based media options

Mixed-Mode Activities

The advent of powerful hand-held digital devices such as tablets and smartphones, and/or recorders for capturing audio and visual content has facilitated the blending of 'real' and virtual learning environments. This potentially allows for the development of projects which approach a learning topic in a variety of ways, as well as offering the possibility of creating a digital multimedia record of outcomes for later discussion and display on a classroom electronic whiteboard.

Three examples from different curriculum areas are shown in Figure 4 below, and include some possible ways of presenting a topic, while also noting some of the anticipated outcomes.

Figure 4: Three exemplar mixed-mode activities

Each activity offers inherently creative tasks, but the inclusion of digital resources adds a new dimension which must surely come closer to the kind of real-life educational and working experience today's pre-school child is destined to enjoy.

To take just one multimodal learning activity described by Yelland & Gilbert (2017) - creative and artistic play - in a little more detail: Using a tablet computer to create electronic art would give children the opportunity to experiment with different artwork media and save the outcomes for later display. With a good arts package, the user could not only use a pen as an input drawing device but also switch to using a finger as a direct-input device. Such apps will usually have a broad range of input tools and features (e.g. stamps, magic paintbrushes), allowing children to produce more sophisticated pictures than they could manage through traditional painting and drawing alone. The range of different options available would also give children plenty of opportunities to discuss their evolving work and the creative choices they made with supporting adults.

An extension of this activity could be arranged as a self-portrait drawing session: Looking at their face in a mirror, each child could draw themselves as an electronic image, then create a further self-portrait using pencil and paper. Each image could subsequently be captured and displayed on a whiteboard. This activity would generate many kinds of interesting talk during the various stages as well as at the presentation of final outcomes.

In any creative task, (traditional, digital or mixed-mode) the essential requirement is to choose whatever is the most appropriate medium and method to best develop creative learning. Today's digital world has increased the range of creative options available, but it is always important to incorporate these elements as seamlessly as possible, so they are never allowed to become the sole focus of any project.

And finally, Barnaby & Burghart remind us:

'As young children are growing up in a world in which they are exposed to and engaged with a wide range of digital technologies, it is important to be mindful that their natural ability and propensity to create is being promoted and not suppressed by this medium.' (Barnaby & Burghart, 2017)
References

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How Does Technology Affect Children's Creativity?

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Digital technologies of numerous kinds make modern lifestyles more comfortable for us all. But for young children born into the digital age such devices are merely a feature of their native environment. And as so many technologies start to converge, so the flexibility of their application continues to grow.