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Richard, J. (2011, October 14). Is it Helping or Hurting our Toddlers when we Hand Off our Gadgets? The Toronto Sun. Retrieved November 1, 2011, from http://www.torontosun.com/2011/10/14/is-it-helping-or-hurting-our-toddlers-when-we-hand-off-our-gadgets.
Summary: Is it Helping or Hurting our Toddlers when we Hand off our Gadgets?
As smartphones and portable computers become more common among parents, they also become introduced more often to children. Electronics companies have begun to realize this fact; many of them now offer educational applications on these devices for children as young as toddlers. Children seem to be enthralled with these devices; according to a BlogHer/Parenting survey, one quarter of toddlers will have used a smartphone by age 2, and one third of preschoolers will have already used a laptop or digital camera (qtd. in Richards, 2011). As popular as these gadgets are, there is a significant debate around whether or not these devices are advantageous or detrimental to children’s socialization and intelligence.
Most parents think of electronic gadgets as a ‘god-send’, so to speak, when dealing with difficult children. Parents often hand off their electronic gadgets at times when their children are fussy or fidgety; one parent raves about how effective electronics are at distracting children: “It’s a great babysitter! A mom’s gotta do what a mom’s gotta do!” (Richard, 2011). Andrew Shalit, the co-founder of a website that designs applications directed at children, notes that more and more parents are relying on these devices instead of television and videos because the apps are more interactive. However, many psychologists warn parents of the potential negative effects of technology on children, especially this young. Some believe that these gadgets may be helping children by increasing their speed of learning and making children more autonomous and in control of their own lives; according to researchers, these skills lead to “self-efficacy, resilience, and intrinsic motivation” (Richard, 2011). On the other side of the spectrum, children who become immersed in electronic usage may suffer socially. Also, constant technology usage encourages children to use others’ ideas instead of strengthening their own skills and creativity. Furthermore, although technology is said to make children more autonomous, it can actually make them more dependent: technology provides children with instant gratification and attention, so as children grow older they will feel uncomfortable being alone. Children’s imaginative play (which later forms children’s problem solving abilities) suffers as well.
Schools seem to embrace technology; in fact, many teachers assign students with projects that utilize various forms of technology (e.g. podcasts, webpages, videos). These assignments offer differentiated learning opportunities for children who all learn in vastly diverse ways. However, schools also note that moderating technology usage is important; children do not learn as well through simulations as they do with real-life experiences. Dr. Roberta Golinkoff explains a great example of this: “'Experiencing stuff on a screen is but a pale version of feeling [a] cat’s silky fur, the bumps on the squash, and seeing a real live animal at the zoo'” (qtd. in Richards, 2011). Parents are advised to introduce technology gradually to their children and to limit their children’s time with it. When children are older, parents should have them explore more challenging and interactive technologies, such as video editing or software building, and parents and teachers should promote media literacy.
Critical Perspective
Technology comes with a heavy price tag. In my own experience, laptops can cost over $1000, iPads are over $600, and smartphones often have monthly bills that exceed $50 per month. To benefit from technology, chlidren must have experience with it first; in other words, if a child constantly has access to electronics, he/she will already know how to use them in a technology-enabled classroom. Clearly, children who come from middle to upper class homes benefit much more from technology since their families are better able to afford the latest gadgets.
On the other side of the spectrum, children who come from poorer families are less likely to own expensive electronic devices for obvious reasons. These children are marginalized from their middle and upper class peers because they likely will not have as much experience with these devices and will therefore miss out on differentiated learning opportunities at home. While these children will likely use these devices at school as most schools adopt technology in the classroom, they will be behind peers who have already mastered these technologies.
Furthermore, children who come from cultures that discourage technology or from third-world countries that do not have access to these luxuries will also be marginalized. For example, as I learned in my Aboriginal Education course, children from remote Aboriginal reserves are not often introduced to technology because it is not important to their culture. Furthermore, students who come from war-torn countries may also not have used things like the Internet or iPads before because their country is behind the rest of the world in terms of technology.
Bringing Balance
Technology is increasingly popular in homes and schools; it is often difficult for children to imagine a life without the Internet, cell phones, and iPads. However, parents and teachers must be careful to use technology in moderation because children’s development and socialization can suffer if their learning is completely dependent upon technology. Also, children do not always have the same level of technological experience and knowledge due to financial or cultural reasons. I believe that teachers should depend on technology only as a complement to a lesson, rather than as the entire lesson itself. While it provides different avenues and methods for interactive learning, technology should not be completely relied upon to teach children because kids need real hands-on experience, especially in their early years. Motor skills are rapidly developing during toddlerhood and early childhood, for example, so children should be learning how to grip a pencil and write words before they learn how to play educational video games.