I have four children myself as well as working in the area of wellbeing, and the answer is a pretty heartfelt ‘concerned’. The internet and social media can be, and are, of course, being used for the good by all of us including young people seeking information, connection with others and influence in the world. However it is no substitute for flesh and blood relationships rather than 500 or so ‘friends’. I am concerned about the situation where young people would rather text someone in the same room rather than talk to them. And problems such as cyberbullying, linked to isolation and misery, and sometimes self harm and even suicide would appear to be growing. The anonymity and sense of disconnect social media can offer are a real problem.
On the other hand, there is some research being conducted into the benefits of online communication for those with autism, sometimes the removal of face to face can help people to confidently communicate.
I feel concerned too. I have two children, aged 14 and ten, and we live hundreds of miles away from where they grew up. One the one hand I can see that online fora keep them connected. On the other hand they can spend hours on their tablets and I have very little control over who they are connected to. “Friends” is an interesting term. From a psychological perspective it is unlikely one can have more than 150 people within one’s social circle (see the work of Robin Dunbar). So if you have 500 people who you claim are friends you’ve got it wrong, and they are NOT all your friends.
My work has focused a fair bit on the potential of technology to support people with autism, including, as noted above, giving them a way to mediate friendships in a less stressful environment than the playground. But I’ve also come across a lot of work on more ‘mainstream’ use of technology – which obviously applies to autistic kids too.
My conclusion from this is essentially a pragmatic one: technology is pervasive and here to stay. As parents and teachers we should focus on giving children the skills to get the most from technology, the awareness they need to stay safe, and the opportunity to do loads of other things too.
A balanced diet is obviously good but we shouldn’t forget that ‘screentime’ can cover homework, watching TV or films to relax, hanging out with friends, and developing meaningful skills. For example studies have shown that playing commercial video games can enhance kids’ executive functions – like their ability to multi-task. So don’t be distracted by the amount of time your kids spend on computers or smartphones – think instead about the quality of that time, which might be much higher than you realise.
Finally, I’d recommend this site for anyone looking for resources on the best use of tech in the classroom, including how to teach kids to be safe online: http://www.educate1to1.org/
As a learning designer who uses online communities to teach students about communicating clearly and concisely I am for secondary students using technology like this in school settings or to learn about the world. As a new mum and games researcher I have a different point of view- the internet in itself is not good or bad, its what people do with it. Being on the internet will not teach you to communicate effectively face to face, it will not help you maintain a healthy exercise routine, nor will it make you more social in day to day contexts. As with all things balance is needed and we as a learning community are still struggling with what that should look like and how it should work across age groups.
Most of my work is with adults learning at distance by using technology to exchange ideas and collaborate online so I am going to answer from that perspective. Communication with others online using technology for work, professional development and lifelong learning is likely to become increasingly common and will be the reality of adult life. For example, there is a move in Further Education to make blended learning (combining face-to-face and online forms of delivery) an entitlement. Therefore, it is important that children develop the digital fluency and literacy skills that will enable them to be successful online communicators when adults. By digital fluency I refer to the skills required to compensate for the lack of the multi sensory information available when we interact face-to-face, being able to choose appropriate technology to self-organise into communities of practice (such as this event represents), being able to adjust to not being co-present with others in time and place, and having the confidence to take part in a networked online event are some examples. Digital literacy involves using technology to communicate professional and academic ideas in new ways for example, by exploiting the multimodal affordances of digital technologies. To get back to your question! I think that being comfortable about using communications technology and social media to interact with other people at distance is important. However, I don’t think children are necessarily developing the full range of digital fluency and literacy skills they will require from their online activities out of school. It will be teachers who help them develop appropriate digital skills.
Comments
SusannaMarie commented on :
On the other hand, there is some research being conducted into the benefits of online communication for those with autism, sometimes the removal of face to face can help people to confidently communicate.
Catriona commented on :
I feel concerned too. I have two children, aged 14 and ten, and we live hundreds of miles away from where they grew up. One the one hand I can see that online fora keep them connected. On the other hand they can spend hours on their tablets and I have very little control over who they are connected to. “Friends” is an interesting term. From a psychological perspective it is unlikely one can have more than 150 people within one’s social circle (see the work of Robin Dunbar). So if you have 500 people who you claim are friends you’ve got it wrong, and they are NOT all your friends.
Sue commented on :
My work has focused a fair bit on the potential of technology to support people with autism, including, as noted above, giving them a way to mediate friendships in a less stressful environment than the playground. But I’ve also come across a lot of work on more ‘mainstream’ use of technology – which obviously applies to autistic kids too.
My conclusion from this is essentially a pragmatic one: technology is pervasive and here to stay. As parents and teachers we should focus on giving children the skills to get the most from technology, the awareness they need to stay safe, and the opportunity to do loads of other things too.
A balanced diet is obviously good but we shouldn’t forget that ‘screentime’ can cover homework, watching TV or films to relax, hanging out with friends, and developing meaningful skills. For example studies have shown that playing commercial video games can enhance kids’ executive functions – like their ability to multi-task. So don’t be distracted by the amount of time your kids spend on computers or smartphones – think instead about the quality of that time, which might be much higher than you realise.
Finally, I’d recommend this site for anyone looking for resources on the best use of tech in the classroom, including how to teach kids to be safe online:
http://www.educate1to1.org/
Dana commented on :
As a learning designer who uses online communities to teach students about communicating clearly and concisely I am for secondary students using technology like this in school settings or to learn about the world. As a new mum and games researcher I have a different point of view- the internet in itself is not good or bad, its what people do with it. Being on the internet will not teach you to communicate effectively face to face, it will not help you maintain a healthy exercise routine, nor will it make you more social in day to day contexts. As with all things balance is needed and we as a learning community are still struggling with what that should look like and how it should work across age groups.
Kathy commented on :
Most of my work is with adults learning at distance by using technology to exchange ideas and collaborate online so I am going to answer from that perspective. Communication with others online using technology for work, professional development and lifelong learning is likely to become increasingly common and will be the reality of adult life. For example, there is a move in Further Education to make blended learning (combining face-to-face and online forms of delivery) an entitlement. Therefore, it is important that children develop the digital fluency and literacy skills that will enable them to be successful online communicators when adults. By digital fluency I refer to the skills required to compensate for the lack of the multi sensory information available when we interact face-to-face, being able to choose appropriate technology to self-organise into communities of practice (such as this event represents), being able to adjust to not being co-present with others in time and place, and having the confidence to take part in a networked online event are some examples. Digital literacy involves using technology to communicate professional and academic ideas in new ways for example, by exploiting the multimodal affordances of digital technologies. To get back to your question! I think that being comfortable about using communications technology and social media to interact with other people at distance is important. However, I don’t think children are necessarily developing the full range of digital fluency and literacy skills they will require from their online activities out of school. It will be teachers who help them develop appropriate digital skills.