Positive technology frameworks

Karen Mahar
Karen Mahar

By Karen Mahar, Assistant Principal, Deputy Head of Junior School

Like many things in life, the merits and benefits of technology to individuals and society can depend on why and how you use it. The use of technology and digital literacy in schools and at home is no different.

The intention of technology is to assist us in making our lives more productive, more enjoyable, and consequently, more fulfilling. However, where is the line between achieving this in a meaningful way and acquiring a reliance on and addiction to technology?

It seems there is no golden rule, nor a “one size fits all” solution to managing the efficient and effective use of technology.

Last week, Jocelyn Brewer introduced her concept of digital nutrition, offering a positive framework for shaping tech habits. During the webinar for Radford parents, we explored ways to manage the use of technology and the impacts on wellbeing.

When it comes to addressing the complex issue of successfully managing screen time, appropriate phone use, and the impact and influence on mental health and wellbeing, it seems worthwhile referring to our values and priorities in life. By doing so, we can be confident that our motives and intentions align with our established values.

As parents, it is worth reminding ourselves that we don’t think like our children. We can’t put an old head on young shoulders, and it’s equally valuable to acknowledge that while young people are most vulnerable to the drawbacks of overusing technology, they are also the most eager, engaged and excited by technology. Their curiosity and capacity to look at the world though new eyes is essential to the successful progression and evolution of our society.

Children benefit from having boundaries for their behaviour. We are not doing our children any favours by not setting limits to the appropriate use of technology. Learning to abide by these set limits/boundaries, via enforcement of screen time and appropriate usage, fosters improved discipline and gives our children more certainty in life. Doing so can strengthen confidence and conviction.

Some helpful information, strategies, and practical tips on how to help our young people navigate device use are listed below.

Credit: cascobaycan.org

Brain development

  • Brain development is mostly done in the first five years of life. The final 10%, complex wiring, takes 20 years, throughout childhood and adolescence, this is where social emotional learning and higher-order thinking skills are developed, self-regulation
  • Young people are accessing technology earlier and earlier
  • The teen brain is under construction until about age 25
  • In this critical phase of development, we need to make sure strong foundations are in place
  • Connection is a significant part of the tween and teen experience with digital technology.

5 digital dilemmas

  • Digital distraction – the powerful pull of the attention economy
  • Digital dependence – tech design that creates habit loops
  • Digital displacement – what we give up in order to participate
  • Digital deluge – the effect of ‘too much’ information
  • Digital dramas and disinhibition – interpersonal issues arising online.

What is digital nutrition?

  • Positive and proactive conscious consumption, awareness of our ability to control
  • We should aim to create healthy habits not restrictions, some of the social/emotional skills to use technology in a way that is safe and sensible are not preloaded in your child.

Some key messages

Our children might have really great skills in being able to turn on a brand new iPad, or setup to the Wi-Fi and make it all whizbang and working, but our kids actually don't come preloaded with the skills required to use technology in a way that supports their wellbeing.

There need to be guidelines, clear expectations and explicit teaching about using technology and self-regulation. This needs to be taught and reinforced both at school and at home.

Just like holding our children’s hand when we teach them to cross the road, we don’t just tell them once and then let them be independent from that time onwards.

Really clear boundaries should not be negotiable. Without boundaries, tech use can become problematic.

A family technology agreement

  • Outline what content, when and where context and why (function) of technology use
  • Predictability and consistency – with clear consequences
  • Framed positively with the behaviours we want to see, rather than a list of don’ts or nos.
  • What do we want to achieve?

Sleep

  • Getting to bed at a reasonable time – sleep is so important
  • Protect sleep habits and value rest, sleep protects us all from sensory overload.

During the discussion some tips from parents in the Radford community included:

  • devices should only be used in the common family areas
  • phones away at a certain time and stored away from bedrooms
  • phones away at meal time
  • model the behaviour you want your children to see and value
  • a clear tech agreement with each child – flexible and regularly reviewed
  • screen-free Sunday
  • monitor browsing history
  • co-pilot, co-view, shared activities
  • be curious to understand what kids are doing online.

Apply the 3Ms before scrolling

  • MINDFUL – be present, pausing and thinking about what you are doing and saying online
  • MEANINGFUL – a sense of purpose and clarity, aligned to your values
  • MODERATE – using technology in moderated amounts of time.

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