Recommendations - going forward

 

Time spent on computers

​

Moderate technology use has been shown to have some positive impact on student outcomes, including obtaining digital skills. 

 

Students with frequent computer use in schools have been found in the 2015 OECD report to have significantly lower educational outcomes. This result has been replicated in the 2019 Reboot Foundation report.

​

Improvements only occur in certain areas of learning. Careful consideration is needed to use digital technology to its best effect.

​

The Reboot Foundation (2019) recommends that technology should be limited for younger students, and they note that health agencies have warned against early computer exposure, both inside and outside of schools. 

 

"Elementary (Primary) schools should be particularly careful, and leaders making policy for schools that enrol younger children should be wary about flooding them with technology. While it makes perfect sense for teachers to use technology for administrative purposes in elementary schools, policy leaders should steer clear of launching a large technology initiatives for very young students, given the recent research on the potential negative impact of digital devices."

 

Guidelines that have been developed by the Baltimore Digital Health Group (comprised of paediatricians and other health professionals), who advise their School Health Council in the US recommend:

​

• For a high school student, no more than half the learning school day should be spent on computers (up to 2 1/2 hours).

• Minimal computer use in educational settings for under 5's.

• Between starting school and high school, computer time should increase gradually. 

• Classrooms should reflect a balance of learning modalities.

• Homework to be given in digital and print form, to suit all learners and families.

 

Digital technologies

 

Digital technologies should be embraced as the exciting field that it is.

 

Introduce children to skill-based use of digital technology such as coding, robotics, 3D printing, programming, animation, filmmaking.

 

Teach computer science. For younger children, computational thinking can be taught with non-digital games and puzzles, and free teaching resources are available. 

 

For older children, computers can provide the ability to create rich content such as images, video and interactive presentations. Inquiry-based learning may be an effective way to use computers. 

​

Alongside learning about digital technologies

 

Teach handwriting and reading in print form only, until fluency is achieved (primary years). This can lead to improved literacy and digital reading skills in the future.

 

After this point, educate children on the best choices of reading or writing for different modes of learning, i.e. e-reading for scanning and searching for information, print or consciously change the mode of reading for more complex articles (generally more than a page).

 

Schools should give print copies of complex fiction novels.

 

Special needs

 

Digital technologies can support learning and inclusion for children with special needs. Assistive technologies can aid children with learning difficulties, working with their strengths, to get around their challenges. 

 

Some children will be at higher risk of developing problematic internet use and may require strategies to promote healthy transitions between preferred and other activities. 

 

Ergonomics

 

Provide regular breaks from the computer, to allow a visual change of focus and movement.

 

Consider teacher training in the ergonomics of computer use so they can support students to have a healthy ergonomic learning environment. 

 

Development

 

Paper versions of homework and text should be available for all students.

 

Recess and break periods should be device free, outdoors when possible, and support the development of gross motor skills.

 

The use of extrinsic rewards, including those embedded in software, must be carefully considered against the need for students to develop intrinsic motivation such as pride in skill development, personal improvement or the love of reading and learning. 

 

Consider whether parents should have an option to opt out or require written permission for their child to partake in reward-based educational gaming at school.

 

Foster face-to-face human interaction and opportunities for community building, (Clement & Miles, 2018).

 

Consider these questions when reviewing your school's current practise

 

1) Does our policy consider the health and safety of device users?

 

2) Does our policy ensure the digital curriculum is followed or are staff inclined to use apps to teach core subjects?

 

3) Does our use of digital technology aim to go above and beyond what can be achieved with pen and paper? 

 

4) Does our use of digital technology simplify learning?

 

In closing

 

Schools and families must work together to promote health in this digital age.

 

Digital technology has a growing role in education, and has great potential to support learning. However, high screen use has also been associated with significant negative impacts on health and development. 

 

We recommend the formation of an independent School Digital Health Council, to act in an advisory role to the MOE.

 

 

 

Additional references not included in hyperlinks:

 

1) Clement & Miles, (2018). Screen schooled: Two veteran teachers expose how technology overuse is making our kids dumber. Chicago, Illinois: Chicago Review Press Incorporated.

 

*The recommendations above are a summary of the 'Key Research' pages of this website, references can be found under 'Key Research.'