Educators often use the term “screen time” without clearly defining the various ways in which students consume media. New research analyzes emerging meanings of the term and why this matters for teachers and students.
There are three ways to define screen time: smartphones and social media, educational technology and screen-based entertainment, according to a new report from the Consortium for School Networking (CoSN). Each use carries different risks and opportunities for students in and outside the classroom, according to the research.
Smartphones and social media
Social media apps such as Instagram and TikTok are widely popular with K12 students, and are currently at the center of a national conversation about youth well-being. Research published in the National Library of Medicine found that frequent use of TikTok is closely linked to increased symptoms of anxiety and depression, especially among users aged 24 and younger.
Although schools cannot control how social media apps function, educators are responsible for managing their use within school walls, CoSN suggests. It’s up to schools to “maintain clear communication with families about what restrictions are in place,” the report reads.
Educational technology
Edtech tools are designed to engage students, but the associated screen time still concerns researchers.
Thoughtful and intentional academic screen time, paired with high-quality instruction, can be transformational, the researchers note. Edtech and social media companies operate within different markets and financial motivations.
For instance, edtech companies achieve success by fostering consistent academic growth, which prolongs their district contracts. However, social media companies survive on ad revenue and try to keep students using their apps as long as possible,
Edtech tools should never replace high-quality instruction, CoSN notes.
“K12 schools are not sites for anonymous production,” the report reads. “Concrete academic skills (reading, writing, mathematics, etc.) certainly should serve as primary goals for teachers and students.”
Screen-based entertainment
Most children find entertainment and leisure on screens long before they own their first smartphone. These screens come in many forms, including desktop computers, video game consoles, televisions and, most commonly, tablets.
Some 80% of households with children have some form of tablet computer. This means K12 educators must communicate with families about the effects of prolonged screen time and challenge parents to set examples at home.
“Parents and guardians can affect change not just by making clear and consistent home policies surrounding technology use, but by modeling use themselves,” the report reads. “Much like edtech, digital entertainment can be exciting, relaxing and intriguing when used as a supplement to a life rich with a variety of experiences.”
Read the full report here to uncover CoSN’s recommendations for educators.
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