IT’S no secret that excessive screen time at an early age can be detrimental to a child’s development, but you could say the same thing about almost anything.
Cars used improperly are a source of concern. Fire used improperly is a source of concern. Food used improperly is a source of concern. Yet these things enable us to travel, eat, and live.
Smartphones, if used improperly, are a source of concern. Analysis of new Pisa research, run by the Organisation for Economic Co-operation and Development (OECD), last week suggested there is a link between the use of smartphones in schools and declining academic performance in Scotland and other countries around the world. OECD expert Andreas Schleicher suggested use of the tech in the classroom leads to greater student anxiety, more disruption, and less concentration.
It follows UNESCO’s calls for the use of mobile phones to be blocked in schools, which preceded the UK Government issuing its support for a blanket ban of the devices in schools in England. Similar bans are also in place in France, Finland and China.
Some had expected the Scottish Government to ban mobile phones in Scotland’s schools this week, which education secretary Jenny Gilruth stopped short of – principally because it is not at Holyrood’s behest – instead revealing guidance would be issued that supports any heads or local authorities who choose to implement such measures.
However, the narrative around this does a disservice to the value smartphones and tablets can bring to a controlled educational environment. These devices play an important part in education when developing the knowledge and digital literacy of children and young people. In a world where technology is part of our daily lives, teaching young people how to use these tools in a structured way helps build their knowledge, develop their life skills, and prepare them for the world of work.
