Sharing Good Practice
Learning and Teaching
In the dawning age of Artificial Intelligence , screens are a key component in capturing data . The variety of data sources that screen times can generate and draw from , is growing rapidly . From time taken to answer questions , to precisely timed spaced retrieval of content , gathering data on learning , supports the highest level of personalisation . It is essential here to note that it is the way this data is used by human teachers that has the most significant impact on students . Saving teachers time by drawing together multiple data sources , for them to expertly make informed , in-the-moment decisions , addressing the misconceptions that students may have , the need for stretch and challenge or support , are perfect examples of how positive screen time can be used . Personalised learning is a consistent buzzword in the world of education . Still , by using screen time to generate , capture and analyse data , teachers can spend more time doing what they love about their job - teaching , not paperwork .
The SAMR model of technology integration is another key component in the variations of screen time :
S - Substitution - technology is directly substituting an existing method of learning , with no specific improvement and for example , using Google Earth instead of an atlas to find the climate of capital cities .
A - Augmentation - substituting an existing method but augmenting it with an improvement , such as using a Google Form to collect , represent and analyse data easily .
M - Modification - a significant redesign of tasks , activities and learning , such as students using Quizizz to receive live feedback on their answers .
R - Redefinition - a completely new way of learning that would have been previously inconceivable , for example , dissecting a virtual reality heart that is beating in real-time .
Within this model , there is scope for teachers and leaders to structure their long , medium and short-term planning
to ensure that technology usage is not merely to tick a box but directly influences teaching and learning from the offset . More and more , activities , tasks and learning have moved into those two final transformational stages , but now is the time to ask … what next ? Is there a limit to how far learning can be transformed ? In the classroom , this model and idea can be seen as their ‘ digital diet ’. What are students accessing ? When does screen time occur ? Why is it needed ?
Parents as partners
Supporting parents means giving them the tools and resources to have conversations with children about screen time at home . Whether this support is conversation starters , such as ‘ let ’ s have a look at our screen time together using Apple ’ s Screen Time function ’. Another great conversation to have , is around when children and indeed the family , should have device-free time . Certain points of the day could be chosen , such as around dinner time . Filters and parental controls on devices have also come a long way , right down to setting specific app limits for times of the day , specific locations ( which can turn on automatically ), and only allowing particular contacts to be called / messaged . These are excellent tools , which are most effective when discussed directly with the children they will affect .
The National Institute for Health and Care Excellence ( NICE ) recommends a maximum of two hours of screen time in one sitting . Still , beyond this prolonged period , flexibility is essential when deciding if and when screen time is purposeful . Finding alternatives and limits to screen time for parents is vital , but it is also equally important to share the vast wealth of available learning that is accessible through our screens . Parents are pivotal stakeholders in their child ’ s education . Supporting parents to understand exactly what screens are used for in schools allows the open dialogue to occur that screen time is
not inherently bad ; instead , it is what is actually happening on that screen that counts . Sharing an inspirational video as a writing stimulus , exploring Tutankhamun ’ s gold death mask or simulating growing plants within seconds , not weeks , are all brilliant ways to show purposeful screen time .
Future thinking
Balance . One of the biggest next steps in looking to the future of digital literacy and screen time is balance . A tangible way to find this balance is with countdowns and time limits . In schools , visual timers which use colour and shape instead of numbers for our youngest students , are a great way to break the habit and ensure children are not ‘ shocked ’ when they are asked to come away from a device . Increased conversations between all stakeholders are also vital - the triad of a parent , teacher , and child , all supporting and sending the same message , ensures consistency and clarity . The dreaded answer of ‘ but Billy ’ s Mum lets him do it !’ can be minimised , and an open dialogue is created between everyone involved . Teaching criticality is also essential ; simply asking ‘ how do we know this is true , where ’ s the evidence ?’, rephrased to an appropriate level , ensures children don ’ t take media for granted and at face value . Similarly , to most of life ’ s core problems , where can we find the best compromise ?
Michael Price is an experienced leader in EdTech , Innovation and Primary Education . He is an advocate for purposeful EdTech , developing innovative curriculum content throughout Primary Education and strategising digital initiatives within schools . He is currently a Director of Digital Strategy at GEMS Wellington International School and has previously been the Director of Innovation and Digital Technology .
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