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Technology and Schools

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Laurie and Susan Stiffelman, author of “Parenting Without Power Struggles,” have a great post today at The Huffington Post, on the growing digital overload of our kids, and schools’ efforts to bring ever more technology into classrooms:

“…This is the moment, however, to pause and consider whether we want to sacrifice our kids’ last remaining hours of non-screen time by incorporating Facebook, iPads, and other devices into the curriculum. The cost of going too far down the digital highway is enormous: Without engaging with the real world, kids’ ability to form relationships, sustain focus, and maintain optimal health are all at risk of being compromised.”.

Read the full article at The Huffington Post:

LINK » “Technology and Schools: Should We Add More or Pull the Plug?” @ The Huffington Post.

 

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One Response

  1. Angela Min says:

    I am one of those intolerable folks that believes kids should learn to read with real books.

    Tonight I added another reason why this should be so (an epiphany which I happened to have as I was reading The Family Dinner which I received in the mail today — it is such an incredible book!).

    When I read a book, in this case a cookbook, I tend to scan very quickly at first, say, for a recipe that may catch my eye, or a paragraph of relevance, bullet points, etc. I scan and peruse and go backwards and forwards, and my eye roams in every which way. I am also a very fast reader/scanner – and it occurred to me as I was going through the book that I consume information faster than it takes an iPad to flip to the next page, which is a very sequential chronological act.

    I tend not to be a very sequential/vertical thinker, but a lateral one. I grow impatient with gadgets that force me to take in information in the (typically sequential) manner that the technology governs it to be consumed. This type of information-consumption can’t be good for the developing brains of children. Watch any child read a book (in my case, a 4 year old who has not yet learned to read) — it is a tactile, non-sequential and multi-sensory event. Many parts of the brain are working at once, and not “sequentially”. Sometimes they read left to right, sometimes up and down, sometimes pages are turned the reverse direction. And yet, for all its non-sequentialness, I do no go about my day worrying if my daughter will grow up not knowing how to read.

    Tablet, smartphones and computer all force children to absorb information in a very contrained, limited construct. I am concerned about all of it.

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