I let my daughter watch TV. This is my 2-year old glued to (part of) an episode of Mr. Rogers (or as she calls him, Ra-Ra).
I know about the research. Children learn best from free play with creative and/or natural materials and through interactions with adults. Too much screen time can lead to poor sleep, poor learning performance, poor social skills, and poor health outcomes for children (and adults too). The American Academy of Pediatrics recommends no screen time for children before age 2, and no more than 1-2 hours a day for older children.
Nevertheless, teachers and children are inundated with technology. Children are immediately drawn to technology and often have access to smart phones and tablets. Teachers use apps for planning, assessment, and professional development. Websites, apps, videos, and TV programs are created specifically to engage children and teach them various social and academic skills. Education standards include phrases such as “technology literacy” and “21st century skills.”
It is easy to get confused about how technology fits in a child’s life and within the classroom. What programs support children’s learning? How do we know what are appropriate limits for children? Does interaction with devices count as hands-on learning? How can we intentionally plan for effective “tech” moments?
I think Jane Brody with the NY Times said it best: “Technology is a poor substitute for personal interaction”. To me, this means that technology in and of itself is not evil and some interaction with devices (within developmentally appropriate limits) can be fun, engaging, and even meaningful for children**. However, it is not a substitute for actual teacher-child interaction. In fact, experts on children’s media maintain that children learn little from interacting with devices on their own, but can gain content and skills when an adult participates with them.
So what does all of this mean for teachers?
What about your classroom? How do you ensure that effective interactions are included with technology use?
**Of course, some adaptive technologies and devices are necessary for children with special needs and may not be subject to the same limitations as other technology use.
In the wake of the widespread civil unrest after the killing of George Floyd, the national conversation about the inequities in the educational opportunities provided white students and students of color has been amplified. Due to racial and socioeconomic segregation, Black students, and other students of color, are more likely to attend poorly funded schools. EdBuild, a non-profit focused on fair and equitable school funding, reports that high poverty school districts that predominantly enroll children of color receive on average, $1,600 less per student than the national average. By their calculations, there is a $23,000,000,000 gap between funding for schools that primarily serve high poverty Black students and those that predominantly serve white students. Schools that predominantly serve high poverty white students, only receive $1440 less per student (EdBuild, 2019).
Teachers everywhere have yet another new challenge—supporting students and their families from home. We know that high-quality interactions, including interesting, hands-on experiences that are facilitated and supported with feedback, scaffolding, and higher-order thinking questions, best support young students' learning. So how do you help your students' caregivers offer the same high-quality interactions while at home? Well, Rachel Giannini has some super fun ideas to share! The following are ideas she shared during her session at our recent InterAct CLASS Summit.
It’s Dual Language Learner Celebration Week! Every year in the U.S., the amount of young children who live in a household where a language other than English is spoken has been steadily increasing. As of 2016, about one-third of children under age 8 – over 11 million children – are dual language learners (DLLs).