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William & Ida Friday Institute for Educational Innovation

Responsible Use and Screen Time

A critical component in developing the NC Digital Learning plan was input from NC education stakeholders related to digital learning assets and needs. All stakeholder groups, from elementary school students to local school board members and Deans of colleges of education, agree that fundamental changes are needed in our K-12 education system to prepare our students for successful futures. Everyone involved continues to look for clarification about the specific changes needed and how we can collectively go about making them, and everyone also has concerns about the process of change and potential negative outcomes. Digital technologies used in the classroom are teaching and learning tools, and should be used appropriately. Moving forward successfully will require providing clear models of digital-age learning; supporting schools and districts during the change process; and addressing concerns about responsible use, student safety, privacy, and other issues.

The NC Digital Learning Progress Rubrics for Districts and Charter Schools were developed as a core organizing framework of the NC Digital Learning Plan. These rubrics include a key element focused on Responsible Use: District and school digital technology policies incorporate Responsible Use guidelines that encourage proactive, positive behavior with digital technologies and have a systematic process for consistent or continual policy updates.

Current research has not found a causal relationship between digital technology and mental illness. Some research[1] has shown that high levels of social media use may be correlated with increased lack of sleep, depression or anxiety disorders[2]. There has also been some research[3] which indicates that high levels of online media use by children may be related to an increased risk of developing Problematic Internet Use (PIU), and that heavy use of internet games may be correlated with an increased risk of Internet Gaming Disorder (IGD)[4]. Both PIU and IGD are listed as in need of more research in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-V), the reference used by mental health professionals when diagnosing mental illnesses.

As we continue to support the work of schools and districts to successfully transition to digital-age learning, the NC Digital Learning Initiative Team has developed the following list of resources for districts and schools to consider as they develop Responsible Use guidelines into local digital technology policies.

The American Academy of Pediatrics (AAP) is a professional organization of 66,000 pediatricians. It provides professional support to its members and advocates for children’s health at the state and federal levels.

The American Psychological Association (APA) is a scientific and professional organization that represents psychologists in the United States.

  • Digital Guidelines for Parents – brief list to consider when identifying developmentally appropriate amounts of screentime for children. In addition, they offer a short set of pointers as families consider guidelines for using technology.
    http://www.apa.org/helpcenter/digital-guidelines.aspx
The National Association for the Education of Young Children (NAEYC) is a professional organization of early childhood educators that provides professional resources and assistance to its members and advocates high-quality, early learning opportunities for all children.

Common Sense Media is a nonprofit organization with the mission of “helping kids thrive in a world of media and technology.” The organization’s web site offers multiple resources for adults wanting information on appropriate media and technology use for children. Information is organized by audience (parents, educators, and advocates) and by topic (e.g., product reviews, concerns, research, digital citizenship, advice).

The Center for Humane Technology was founded by former employees at Facebook and Google who became concerned that our use of technology was having a negative impact on our society. They advocate for changes in device design, government oversight, and awareness of the issue.
http://humanetech.com/take-control/

 

  1. Levenson, J. C., Shensa, A., Sidani, J. E., et al. (2016). The association between social media use and sleep disturbance among young adults. Preventive Medicine, 85, 36-41.
  2. Hoge, E., Bickham, D., & Cantor, J. (2017). Digital media, anxiety, and depression in children. Pediatrics, (140), 2, S76-80.
  3. Moreno, M. A., Jelenchick, L., Cox, E., et al. (2011). Problematic internet use among U.S. youth. Arch Pediatr Adolesc Med., (65)9, 797-805.
  4. Holz, P. & Appel, M. (2011). Internet use and video gaming predict problem behavior in early adolescence. Journal of Adolescence, 34(1), 49-58.

 

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North Carolina Digital-Age Learning Initiative

The NC Digital-Age Learning Initiative builds upon the existing foundation of digital learning initiatives to develop a coherent long-term strategy that sets directions and priorities, supports innovation, and provides resources to enable the State’s educators and students to benefit fully from digital-age teaching and learning.

Published

March 2, 2021

Resource Type

Resource Guide

Published By

Friday Institute for Educational Innovation