Over the summer, our favorite toys (led by Woody, Buzz, and Jessie) experienced the damage that screen time can have on our little ones.
As educators, we could not agree more and would actively encourage families and any adults responsible for a child to limit “passive” screentime as much as possible. Think endless scrolling on social media, binge-watching, and mindless video games.*
As a district with 13 Apple Distinguished Schools, we know that there is an important difference between passive screen time and active screen time. As society and technology continue to change, it’s our responsibility as educators to ensure that our students are prepared for the future, including the ability to use today’s technology responsibly.
That’s why the distinction between passive and active screen time is key. When our students are in the classroom, they are not using district screens in a passive manner. Our students are using our screens as educational tools to learn, create, collaborate and problem-solve.
Screen time at Downey Unified means students are:
- Coding and programming
- Editing videos
- Writing
- Collaborating with their classmates
- Using their creativity and imagination
Any time our students are using iPads and other technology in the classroom, it has a set purpose to teach our students a skill that will help them succeed in our modern world. Plus, our screen time goes hand in hand with traditional teaching methods, from hands-on crafts for our little ones to learn-by-doing science labs.
Like Toy Story’s Woody, Buzz, and Jessie come to learn in the movie, technology is not inherently bad for us; it’s how we use it. As with many things in life, a balance is needed. The way we use technology in components within our daily classroom learning, set our kids up for modern-day success, while our more traditional learning methods continue to teach the foundations, including vital social and developmental skills, the type that can only be learned outside of screen time.
We’re excited for another year of active learning within all our classrooms across the district including those with our older students who begin to think of how technology will impact their post-secondary education, careers, and their day-to-day lives as adults (or, as some might say, “to infinity and beyond”).
*Important caveat here! While we would still not encourage endless video game time, it’s hard to argue that many games could be considered “active” screen time if one is problem-solving, working as part of a team (collaborating), and/or using creativity.