Martin. rowling. kipling. marks. tolkien. sebold. scott fitzgerald. hosseini. collins. martel.
digitized
Over recent years with digital developments within education, children are being moulded around an ever-present world of digital formats, platforms and devices under the impression that they make for better understanding of the content being taught. But with children aged 8-18 spending around 44.5 hours per week in front of a screen already (iKeepSafe, 2014), is it really good for them?
In this day and age, children are introduced to technology from birth. Surrounded by parents and older siblings who own smartphones, MP3 players or tablets, technology is something that they grow up with, not something that they learn once they are old enough. My younger cousin is almost four, and she has always had access to her parents iPad for watching episodes of Pepper Pig, playing games or taking photos and she has the same if not more knowledge of how the device works than I do! If using technology from such young ages isn’t enough at home though, some schools have taken it upon themselves to enforce the use of iPads in classrooms. By enforcing their use you substitute the learning of basic literacy skills such as writing and interaction with physical books with a supposed increase in knowledge: ‘Children who only read on-screen are significantly less likely… to be strong readers’ (Robinson, M. 2013). Is that really worth it when a third of the UK have an above average IQ already? (BBC, 2014). It’s like we are trying to create a superhuman race! On the other hand, the BBC states that the use of iPads in class have improved teacher to teacher communication skills with resources being shared much quicker and easier, and the same between teachers and students. They argue that the work is more engaging for the students with in-class exercises and homework being completed digitally and emailed directly to the teacher (BBCActive, 2010). This being said, where is actual teaching occurring now that all tests, textbooks, and information is accessible digitally for the students and the teachers? Pearson Education have released a couple of digital products which work adjacently to each other called Activelearn and Activeteach (Sheikh, U. 2014). From my point of view, it seems that Activeteach provides all the answers already, all the teacher has to do is find the section they want and click on all of the hyperlinks which include videos, diagrams, bullet points and sometimes even powerpoints which contain enough information to allow the students to almost teach themselves. Should teachers be given so much aid? The way the digital world is evolving now is leading to thousands of people losing their jobs — being replaced by machines or computers. Is this going to happen to teachers? Is the next generation going to be taught fourteen years worth of education in front of a computer screen? From that you have to look at the physical, mental and social effects that technology has on children. Studies have shown that these technologies are ‘limiting necessary challenges to their bodies to achieve optimal sensory and motor development’ including ‘limiting challenges to creativity and imagination’ (Rowan, C. 2013). With all of these studies showing a general decline in the health, intellect and welfare of children, we must take action to ensure that technology doesn’t take over their world. Bibliography BBC. (2014). Test the nation. Available from: http://www.bbc.co.uk/testthenation/iq_norms.shtml. [Accessed 20th November 2014]. BBCActive. (2010). iPads in the classroom. Available from: http://www.bbcactive.com/BBCActiveIdeasandResources/iPadsintheClassroom.aspx. [Accessed 20th November 2014]. Hall, F. (2013). The business of digital publishing. Abingdon, Oxon: Routledge. iKeepSafe. (2014). Parents’ concern: Too much time online. Available from: http://www.ikeepsafe.org/be-a-pro/balance/too-much-time-online/. [Accessed 20th November 2014]. Robinson, M. (2013). Children who read on iPads or Kindles have weaker literacy skills and are less likely to enjoy it as a pastime, charity warns. The Mail Online. [Online]. 16th May. Available from: http://www.dailymail.co.uk/news/article-2325378/Children-read-iPads-Kindles-weaker-literacy-skills-charity-warns.html. [Accessed on 20th November 2014]. Rowan, C. (2013). The impact of technology on the developing child. Available from: http://www.huffingtonpost.com/cris-rowan/technology-children-negative-impact_b_3343245.html. [Accessed 20th November 2014]. Sheikh, U. (2014). Educational publishing in a digital age. Publishing in the Digital Age. Oxford Brookes University. [11th November 2014].
1 Comment
Shannon Shakespeare
11/24/2014 09:44:45 am
I agree digital is being introduced a bit too early, and the amount of time spent on devices for just entertainment purposes isn’t necessary. However, someone with learning disabilities, such as being visually impaired, deaf or dyslexic, this is the answer for help in education. Students with learning disabilities will struggle with the ability to understand just by being taught visually or audibly, rather they learn from physically doing something, “..such as dyslexia as it lets them express their ideas in papers without the frustration of written assignments”(reason digital, 2013). It benefits teachers by aiding their explanations of class work. “Technology can be the great equalizer in a classroom with diverse learners. Whereas teachers can find it difficult to differentiate instruction for 30+ students in one class, all with different needs and abilities” (learnnc.org). Mother to an autistic child: “I think iPads will be very useful and educational, especially for children with learning disability. The screen is pretty big and pictures are very easy to see.” (Iraida, 2010) Four unexpected ways have been explored to help the lives of disabled people. (reason digital, 2013) Leave a Reply. |