{"id":4821,"date":"2016-09-03T19:22:11","date_gmt":"2016-09-03T19:22:11","guid":{"rendered":"http:\/\/learningaloud.com\/blog\/?p=4821"},"modified":"2016-09-03T19:22:11","modified_gmt":"2016-09-03T19:22:11","slug":"more-on-screen-time","status":"publish","type":"post","link":"https:\/\/learningaloud.com\/blog\/2016\/09\/03\/more-on-screen-time\/","title":{"rendered":"More on screen time"},"content":{"rendered":"

A recent book entitled \u201cGlow time\u201d has ignited renewed attention to the screen time debate. My interest in educational applications of technology is not normally threatened by this debate because the number of hours of screen time invested by young people is not strongly weighted toward education use. However, Dr. Kadramas\u2019 book goes further<\/a>\u00a0to attack the use of technology in classrooms as potentially responsible for the rise in ADHD and supported by the greed of those selling digital products.<\/p>\n

As one might expect when advocates are threatened, claims meet with opposition<\/a> questioning the interpretation of the data and the motives of those opposing the\u00a0general use of technology. The critical thinking techniques we try to teach kids would lead readers to understand writers are potentially biased.<\/p>\n

A couple of comments about the screen time controversy based on my personal reading.<\/p>\n

1. The double digit per day screen time totals reported in some studies may seem alarming to many parents. How screen time is defined in at least some of these studies may explain some of the data. Some studies add together estimates from the use of multiple screens. So, for example, on a Sunday I might watch CBS Sunday Morning, Face the Nation, up to three football games and 60 minutes. This might be rare, but I am saying it has happened. In addition, I likely have my iPad on my lap while watching television. I could be credited with 20 hours of screen time for one day.<\/p>\n

2. Causality for variables that involve a great amount of time can be very difficult to interpret. So, for the best quality research, one would assign subjects to conditions (low and high screen time) at random and then apply this treatment condition over several years to determine how such differences in exposure might influence dependent variables. This type of research would be impractical. Researchers then have to rely on the assessment of variables as they exist – reports of screen time and physical characterics (ADHD, weight, etc.). This is practical, but leads to interpretive problems. Does greater screen time increase the obesity rate or do those kids who are over weight find themselves less successful at physical activity (e.g., sports) and gravitate toward watching as a result? This type of situation is associated with many controversial issues – e.g., aggression and video games. However, the existance of alternative interpretations also may not mean that the explanation the researcher wants to push is wrong.<\/p>\n

I understand that my comments do little to resolve this controversy. As I suggest, my personal focus educational technology is not threatened by the screen time issue.<\/p>\n

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A recent book entitled \u201cGlow time\u201d has ignited renewed attention to the screen time debate. My interest in educational applications of technology is not normally threatened by this debate because the number of hours of screen time invested by young people is not strongly weighted toward education use. However, Dr. Kadramas\u2019 book goes further\u00a0to attack … Continue reading More on screen time<\/span><\/a><\/p>\n

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