Screen Surge: Navigating Digital Learning in Classrooms

In today's educational landscape, the integration of technology into classrooms has become not just a trend but a necessity. With the rapid advancement of digital tools and platforms, schools are increasingly leveraging technology to enhance learning experiences and prepare students for a tech-driven world. This shift represents a transformative change in the way education is delivered, fostering interactive and engaging environments where students can explore concepts in innovative ways.

However, this surge in technology usage also brings forth multifaceted challenges and considerations that educators must navigate. As screens become ubiquitous in classrooms, concerns arise regarding their impact on students' attention spans, social interactions, and overall well-being. The allure of digital devices can sometimes compete with traditional teaching methods, raising questions about the effectiveness of technology in maintaining students' focus and engagement. Moreover, prolonged exposure to screens has been linked to various health concerns, such as eye strain, disrupted sleep patterns, and sedentary behavior, prompting educators to prioritize holistic approaches to student well-being. Educators are thus tasked with striking a delicate balance between harnessing the benefits of technology and mitigating its

potential drawbacks, especially on the students themselves. They must consider not only the academic implications of technology integration but also its social and emotional ramifications.

Some of these technologies are iPads and computers given 1:1 to each student, which enables students access to software that excels learning as well as giving them the internet - an infinite source of information. The early introduction of iPads and other digital devices to children has become increasingly common in modern society, reshaping their early experiences and interactions with technology. With the proliferation of educational abilities within these technologies, many parents and educators view such devices as valuable tools for learning and skill development. However, many concerns have been raised as to what it does to the children themselves when engaging content and constant socialization is always at their fingertips, especially for the child and the technology in the classroom setting. In this paper, I explore how constant access to technology from a young age shapes a child's interactions within the educational world. Through interviews with a teacher, a parent, and a student, I delve into their perspectives on technology in the classroom and its impact.

To a child that is born into a digital world, technology is everywhere. According to a report by Common Sense Media, which was published in October 2019, 8 to 12-year-olds in the US now spend an average of 4 hours, 44 minutes a day on screens for entertainment, while 13 to 18-year-olds spend an average of 7 hours, 22 minutes on screens, not including time spent for educational use (Price et al). Furthermore, research indicates that a combination of excessive screen time and insufficient sleep can significantly influence the development of impulsivity among children in the same age group. Prolonged exposure to screens, like those on iPads and other digital devices, can disrupt the natural sleep-wake cycle, leading to shorter sleep durations and poorer sleep quality. This disruption has been associated with changes in brain function, particularly in areas responsible for impulse control and decision-making. Additionally, the content consumed during screen time, such as fast-paced games or videos, can overstimulate the brain, exacerbating tendencies towards impulsivity and impairing children's ability to regulate their behavior effectively. The interplay between screen time and sleep deprivation can create a cycle where excessive screen use leads to sleep disturbances, which, in turn, heighten impulsivity, reducing children's capacity for self-control. This lack of self-regulation may manifest in various behaviors, including difficulty following rules, acting without considering consequences, and struggling to focus on tasks (Michelle D. Guerrero, et al). Further, according to a systematic review of reviews conducted by Russell Viner, PhD, a professor of adolescent health at University College London (UCL), and psychologist Neza Stiglic, PhD, of UCL, the strongest associations are between screen time and depressive symptoms and obesity (Stiglic N, Viner RM). The majority of studies on obesity that included viewership of television discovered a link between increased TV watching time and either a higher body mass index or a greater body fat percentage. Additionally, multiple research studies further discovered a correlation between depressive symptoms and screen time exceeding two hours per day.

Given the significant effects that screen time, education, and children have on children's development and well-being in the current digital age, it is imperative that these topics be explored in study and conversations. Empirical studies offer valuable insights regarding the potential impact of excessive screen time on children's cognitive development, social skills, and physical health. Teachers, parents, and legislators can better manage the challenges of striking a balance between technology use and a child's healthy development by having these important conversations. Teachers, parents, and students alike may make educated decisions about screen

time limitations, digital literacy instruction, and creating fostering environments that support a student's growth both online and offline by remaining informed and participating in these discussions.

A Teacher’s Perspective

But how do the teachers who have to work with this technology feel? I interviewed a current 4th grade teacher who has been teaching for 20+ years and has experienced teaching K-8 before and after the rise of technology in the classroom. She said that “teachers now need technological advancements. My school is a 1-to-1 iPad school and kids need to be able to function with iPads...With my teaching style, I use technology as an enhancement. I definitely wasn't a pro online but I am now. Those kids acquired a lot of skills after a while but it was not an instant success.” Further, she states that these kids are “digital natives and it is natural to them so they look things up if they wanna know. It is a definite benefit to have the Internet to learn but I am competing with the fact that they want to squirm and are not paying attention.” This assertion sheds light on how education is changing, especially in regards to how technology is being incorporated into classroom instruction. The teacher's claim that educators need to keep up with technological changes is consistent with the growing use of digital tools in the classroom, as demonstrated by her school's 1-to-1 iPad program. She acknowledged that she was still learning how to use technology to better her teaching style, which is a reflection of the constant need for educators to adjust to new pedagogical approaches. Furthermore, the acknowledgement of students as "digital natives" highlights the fact that a large number of younger students are proficient in utilizing digital platforms and the Internet for educational reasons. But her observation—that pupils could be readily sidetracked or disengaged by the appeal of digital

devices—highlights the continuous difficulty educators have in striking a balance between the possible advantages and disadvantages of integrating technology into the classroom.

Although she highlights the importance of iPads as a necessary educational tool, she still feels that students’ attention spans suffer and their reliance on iPads and technology is greatly affecting them. She states that “kids have their devices up until they go to bed and they're unable to process their REM sleep–and there is no way they're getting off because the iPad is used as a babysitter by the parents. Their attention span is decreased for sure because the iPad increases their dopamine and they are stuck on it. Now little kids are depressed because they don't let their brains rest and they can no longer produce it naturally.” This teacher's concerns are valid: a study from the National Library of Medicine echoes these thoughts on technology addiction (Sharma). Further, because these students have a lesser attention span she said she has to use “more bells and whistles and engagement tools or else they are falling asleep and they aren't giving a crap!”

In order to adapt to hopefully get these kids to give a crap, she has implemented more means of keeping kids excited to learn while keeping them engaged. She states that she “has some kids, who need to stand, go back and stand for a second and come back. I have a lot of sensory play materials in my classroom and they need it – they’re fidgety! I have Legos, Beyblades, sequins, Playdough and I tie it into my lessons - with physics and laws of motion and such.” This statement demonstrates a proactive and inclusive strategy for meeting the various needs of kids in the classroom. The teacher has demonstrated a commitment to providing an environment that fosters holistic learning by acknowledging the value of movement and sensory play for some kids, especially those who may struggle with attention or sensory processing issues, whether or not they are caused by iPads. By giving students the chance to stand, walk around, and participate in hands-on activities such as playing with Legos, Beyblades, Playdough, and sequins, the instructor recognizes the importance of kinesthetic learning and practical experiences in solidifying lesson concepts. Additionally, the way in which these activities are incorporated into academic subjects—for example, physics and laws of motion lessons—demonstrates the inventiveness with which great teachers like her can make learning interesting and meaningful for their pupils.

A Parent’s Perspective

Although a child spends most of their day at school, their parent still sees them doing their schoolwork and with their interactions with peers online. How do parents feel about their children needing 1:1 technology as part of their educational life from an early age? I interviewed a mother whose two children have had access to technology since they were in Kindergarten and her thoughts on technology and the impact on their personalities. She feels that technology is necessary—"In today’s age, they have to be able to navigate it to keep up with current trends; everything is technologically based." But in terms of technology as an educational tool, she said that she’s “ok with it as a learning tool. It gives them more options in lessons and more opportunity to find information, [but] there is good and bad information...It should be a research tool...they have access to more information, especially when writing papers. The accessibility of more information - we had to use encyclopedias back in the day - and therefore, the information was not always as accurate. Information is constantly changing and we can keep up now.” This mother's point of view shows a nuanced comprehension of the advantages and difficulties linked to a rise in the use of technology in the classroom. She recognizes the benefits of technology as a teaching tool, highlighting how it gives students more alternatives during classes and makes a variety of material easier to access. Her acknowledgment of the value of digital literacy abilities, such the ability to distinguish between reliable and unreliable information, shows a careful

approach to navigating the huge array of online resources. Her insight regarding the accessibility of knowledge in comparison to conventional research methods further emphasizes how technology has a transformative effect on the learning process. She understands that using technology as a research tool can help students become more adept at properly gathering and analyzing information.

Regarding her child’s personality shifts and attention span around increased technology use, she stated that her child has stated that he feels he has ADHD but she states that “he does not. He says he can't focus but I think he should just put his phone down.” However, she does express concern on the amount of time he spends online and how it affects him, for schoolwork or otherwise: “[technology] It affected their imagination, creativity. They don't have to do as much as we did - we didn't have tech at our fingertips. It affected them physically because they'd rather sit at home than go out and do something active. Especially with their friends. I’m noticing it socially - in Sixth grade or Seventh. They were no longer motivated to go and see them because their playdates are online...It definitely affects their focus and physically with headaches.” From this mother's point of view, there are legitimate worries about how too much technology use affects her child's development, especially when it comes to social connection, physical exercise, imagination, and creativity. She expresses concern about how play and socialization have been replaced by technology, which has resulted in less physical activity and in-person interactions with peers. The negative impact that extended screen time may have on a child's ability to focus and physical health—such as headaches—is highlighted by her observation. She finishes by saying that she’d “like to see them more active, especially when they get into the scrolling” and says that “even with myself. The algorithms are really messing us up.” These statements her viewpoint conveys concern for her children's and her own sedentary lifestyle as a result of excessive screen usage. Her wish to see her kids do more exercise emphasizes how much value she placed on striking a healthy balance between screen time and active hobbies. She admits that it can be difficult to properly manage screen time in the present era due to the addictive nature of scrolling and the impact of algorithms. This awareness raises important questions about how digital media affects people's behavior and wellbeing. Her admission of her own technological difficulties also highlights the issue's universality and the necessity of group efforts to mitigate its detrimental impacts.

A Student’s Perspective

And what do the digital natives themselves have to say about all of this? I interviewed a current junior at a 1:1 computer high school in Southern California who began his educational journey with technology in Fourth grade when he was introduced to iPads. He states that he, personally, is “not a fan of using technology.” He states that technology is “a distraction” and his biggest challenge when using technology for learning is “putting it away.” He said “I feel like everyone is pretty distracted when they have a computer out, me included. I am immediately watching a football game or something in class. At my school, some kids use their phones in class too and use them to be distracted.” His remarks shed light on the difficulties in focusing and avoiding distractions in a technologically-rich classroom. His admission that he gets sidetracked when there is a computer in the classroom points to his awareness of the temptation to use digital gadgets for non-academic purposes, such as watching sports. His observation that some students use their phones as self-distraction devices emphasizes even more how prevalent digital distractions are in learning environments.

For learning, he feels technology “gives us extra tools to learn but kids use the tools to cheat. They use AI to do their work for them which is rough because there are kids who turn in

AI work for their final and get an A. It is not fair.” The dueling traits of technology in education is shown by his viewpoint, which recognizes both its potential as an effective teaching tool and its vulnerability to abuse. He admits that technology offers more tools and resources for learning, which can improve the quality of education and encourage academic progress. But his worry about technology being abused for cheating draws attention to the ethical dilemmas and difficulties with academic integrity that come with a digital learning environment. He expresses frustration with peers using AI to complete their work, effectively circumventing the learning process.

Regarding his own thoughts on attention span, he feels that “kids have no attention span and they don't respect teachers as much. Starting technology later in school life would be better instead of way earlier because younger kids don't need to focus on technology and they should do fun learning and hands on play. It can affect their attention span and all the stuff like that. It’s to their detriment.” This student has concerns regarding the effects of early digital exposure on children's attention spans and in relationships with teachers. He is a supporter of postponing the use of technology in the classroom, arguing that younger students would gain more from experiential learning activities that encourage creativity and hands-on engagement. His worries over the possible harm that technology may do to one's ability to focus, especially in regard to the overstimulation and distraction that come with using electronic devices. Furthermore, he noted that early technology use may cause kids to have less respect for their teachers, which emphasizes the possible negative social and behavioral effects of early digital immersion.

Regarding his own attention span, he said “I have gotten better at it. I was just aware of the problem - not getting my work done - I had to work to lock in and grow up and get it done and not get distracted. I don't think my classmates are trying as hard as I am to not get distracted.

There's kids with 12 hour time usage on their phones. They just aren't motivated like I am”. This student's reflection on his own attention span demonstrates a sense of self-awareness and determination to overcome distractions and stay focused on his academic tasks. He exhibits a proactive approach to personal development and progress by admitting the issue and making an effort to resolve it. He notes that not all of his classmates may be making the same effort to stay focused and away from distractions, which emphasizes the variations in a student’s motivation and self-control, especially when it comes to technology and the ease of which it is to get lost in it.

Conclusion

In conclusion, the perspectives gathered from interviews underscore a shared concern regarding the decrease in attention span associated with increased technology use in schools. Across the interviews, my interviewees expressed apprehension about the potential impact of digital devices on students' ability to maintain focus and engage in learning effectively. These concerns highlight the importance of critically examining the role of technology in education and implementing strategies to mitigate its adverse effects on attention and cognitive development. Nevertheless, all of them also emphasized that technology can also be a great tool in learning if used for its intended purpose of learning. However, it is essential to recognize that the views expressed in these interviews represent only a small portion of opinions on this complex issue. While these perspectives offer valuable insights, they do not encompass the full spectrum of opinions and experiences surrounding technology use in schools. Therefore, further research and dialogue are necessary to gain a comprehensive understanding of the multifaceted implications of technology integration in education.

Sources

Carpenter, Christina. Personal interview with the author. 2 May 2024.

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Guerrero, Michelle D., et al. "24-Hour Movement Behaviors and Impulsivity." Pediatrics September 2019; 144 (3): e20190187. https://bmjopen.bmj.com/content/9/1/e023191 Perdigao, Christina. Personal interview with the author. 4 May 2024.

Price, et al. (2019). "The Common Sense Census: Media Use by Tweens and Teens." CommonSense Media. https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-t weens-and-teens-2019

Sharma, M. K., Rao, G. N., Benegal, V., Thennarasu, K., & Thomas, D. (2017). "Technology Addiction Survey: An Emerging Concern for Raising Awareness and Promotion of Healthy Use of Technology." Indian journal of psychological medicine, 39(4), 495–499. https://doi.org/10.4103/IJPSYM.IJPSYM_171_17

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