Learning Through A Screen

Are iPads in schools hindering children’s development?

In today’s digital world, the role of technology in schools is becoming more and more dominant. One device in particular, is making its way into most Australian classrooms. That device is the iPad. The popularity of iPads has become a controversial topic among educators and parents. While some praise them and their benefits in the classroom, many are concerned about the threats they pose to children’s development across a range of areas. Could using iPads in school be causing more harm than good? A deeper look into the areas at risk will give more insight into this pertinent issue.  

Losing Focus
When using an iPad, children are exposed to a number of apps and features that they otherwise would not be exposed to if they were using the traditional exercise book and pencil. Teachers can not monitor every child’s iPad screen at once, especially from the front of the classroom, making it easy for students to have pages open that they are not supposed to while they should be staying on task. There is much concern about the potential to be distracted by the device, as it allows for browsing that isn’t relevant to student’s studies. Some schools, like Reddam House Private School in Sydney, are removing iPads from their classrooms altogether, as the teachers are concerned about the distraction factor. The schools principal Dave Pitcairn states that ‘kids being kids, they could jump between screens quite easily, so would look awfully busy and not be busy at all’ (Ford, 2019). This lack of focus could have serious implications on student learning. Schools need to be aware of this and understand that the use of iPads in their classrooms requires closer monitoring from teachers and more academic diligence from students.

Scrolling vs Reading
There is much debate over the difference between reading a traditional book and reading on a screen. With a traditional book we read continuously, slowly and linearly, but when we read on an iPad, we are more prone to skim and scan and not absorb as much information (Greenfield, 2015). In terms of children’s comprehension skills, reading on a screen can be more mentally draining than reading on paper, making it more difficult to remember what they have read. Dr Margaret Merga, a senior lecturer in education at Edith Cowan University, found that ‘understanding improves when information is read in a paper rather than a digital format’ (Baker, 2019). It is imperative that students continue the process of reading text in hard copy and book form to develop literacy skills and experiences that they can not obtain through a screen.

Hand-writing
The overuse of touch screen technology on iPads can have a serious effect on the development of children’s finger muscles. These muscles enable children to hold a pencil correctly, and without their correct development, their handwriting skills will suffer. Sally Payne, a paediatric occupational therapist, states that ‘it’s easier to give a child an iPad than encouraging them to do muscle-building play. Because of this, they’re not developing the underlying foundation skills they need to grip and hold a pencil’ (Hill, 2018). While the inclusion of digital technology in schools is becoming more and more prevalent, students still require legible handwriting for assessments, including NAPLAN tests. It is imperative that teachers and parents ensure that the amount of time children spend typing on their iPads and computers does not outweigh time spend developing their hand writing skills.

Communication
As adults, we know that spending too much time on our devices can affect our social interactions. So, imagine what it is doing to children’s social and communication skills that are still developing. When students choose to use iPads instead of participating in group activities or playing with others, they are not engaging in the authentic human interactions that they need to develop their social and communication skills. Quite often in the classroom, teachers set a number of different rotational activities for Mathematics and English, including one using iPads. The amount of students who rush for the iPad activity (that will require them to work alone through an educational app), rather than choose one of the group activities, is concerning. Social anthropologist Marine Bertrand, notes the decline in children’s social cognitive function and states that ‘when it comes to person-to-person interaction, we’re seeing muted social cues in children who are heavy users of digital input’ (Bowen, 2017). Teachers need to limit the amount of screen time they include in their daily planning, to ensure that students are engaging in a healthy amount of socialization and communicating with their peers verbally.

Losing Touch with the ‘Real World’
Children require exposure to a range of stimuli in order for their brains to develop normally. If too much of their class time is spent with their heads in their iPads, they will miss out on vital ‘real world’ stimuli. ‘When a young child spends too much time in front of a tablet and not enough getting the required stimuli from the real world, her development becomes stunted’ (Margalit, 2016). Children need to understand the difference between the virtual world and the real world. Teachers can do this by setting clear boundaries with screen time in the classroom and exposing children to a plethora of indoor and outdoor stimuli.

What does the Australian Curriculum say?
In the Australian Curriculum, Information Communication Technologies (ICT’s) are incorporated as a general capability throughout students’ learning; across all learning areas of English, Maths, Science, Geography, History, Physical Education, The Arts and Languages, and separately in the Digital Technologies curriculum. The Australian Curriculum, Assessment and Reporting Authority (ACARA) states that ‘ICT capability involves students learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment’ (2016). Many Australian schools are incorporating the use of iPad’s into the classroom, but should be aware of the need to moderate their usage and educate their students on their risks.

So, are iPad’s in the classroom impeding on the development of our children? There are many areas that pose threats to their development and parents and educators need to be aware these. But it is not all bad. Incorporating technology, such as iPads, into the classroom is important for today’s digital world. As long as they are used in moderation and their role in the child’s education is not paramount, the areas of social and academic development can avoid being hindered by their usage.

References
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016). Information and Communication Technology (ICT) Capability. Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/

Baker, J. (2019). ‘Major distraction’: school dumps iPads, returns to paper textbooks. Retrieved from: https://www.smh.com.au/education/major-distraction-school-dumps-ipads-returns-to-paper-textbooks-20190329-p5191r.html

Bowen, C. (2017). Does Playing On an iPad Affect My Child’s Social Skills? What Experts Want You to Know. Retrieved from: https://www.romper.com/p/does-playing-on-ipad-affect-my-childs-social-skills-what-experts-want-you-to-know-70454

Ford, C. (2019). Sydney School Bans ‘Distracting’ iPads, Students Revert to Traditional Textbooks. Retrieved from: https://www.theepochtimes.com/sydney-school-bans-distracting-ipads-students-revert-back-to-traditional-textbooks_2864142.html

Greenfield, S. (2015). Five Reasons iPads Should NOT Be in Classrooms. Retrieved from: https://www.psychologytoday.com/au/blog/mind-change/201510/five-reasons-ipads-should-not-be-in-classrooms

Hill, A. (2018) Children struggle to hold pencils due to too much tech, doctors say. Retrieved from: https://www.theguardian.com/society/2018/feb/25/children-struggle-to-hold-pencils-due-to-too-much-tech-doctors-say

Margalit, L. (2016). Tykes and tablets: Is too much screen time damaging your child’s brain? Retrieved from: https://www.psychologytoday.com/au/blog/behind-online-behavior/201604/what-screen-time-can-really-do-kids-brains