Common Misconceptions
With children spending more and more time on devices, parents and teachers should try to heavily restrict their screen time
FLIP FOR EXPERT OPINION
Research says:
Parents who heavily restrict their children’s access to the internet tend to have children who experience reduced exposure to risk, but also get fewer opportunities for learning and engagement. Outright ban of activities, such as using social media or playing video games, can have consequences for young people, who may feel cut off from their peers or unable to access information and support.
What you can do?
Recognise that media use is no longer an optional extra and that ‘screen time’ is not an inevitably problematic activity.
Move beyond ‘screen-time’ as a basis for guidance and help parents and children recognise the difference between problematic, normal and beneficial use.
NEXT
Common Misconceptions
Research prescribes specific number of screen hours for different age groups
FLIP FOR EXPERT OPINION
Research says:
There is no one-size-fits-all approach. Lack of evidence has meant that experts have found it hard to recommend a cut-off for children's screen time.
What you can do?
Parents and teachers should adjust their strategies with the age, interests and needs of their children, remembering that they need support and encouragement across the full age range, from infants to older teenagers.
NEXT
Common Misconceptions
Parents and teachers need to decide what content and websites have to be restricted for their children
FLIP FOR EXPERT OPINION
Research says:
Not involving children in making these decisions can be a missed opportunity to build a sense of trust and ownership over media use within the family.
What you can do?
Go beyond giving the message to parents that their main responsibility is to limit and control. Encourage them to use their digital expertise to engage with their children, and not to police them.
Teachers can also engage students in discussions about media use, help them understand the issues and take part in making these choices.
NEXT
Common Misconceptions
It is best to make context-specific rules, like ‘no phones while eating’ or ‘no phone before sleeping’
FLIP FOR EXPERT OPINION
Research Says:
Context-specific rules (e.g. no phones at the table) are harder to enforce than activity constraints (e.g. no Snapchat). Activity constraints are restrictive. Although they reduce a child’s access to certain sites, they do not educate them on how to engage with technology.
What you can do?
Use a balanced approach. Combine activity constraints. For example, employ technical restrictions to ban some websites on school WiFi with active and enabling approaches like engaging students in a discussion about their digital behaviour.
NEXT
Common Misconceptions
Parents’ and teachers’ digital skills are inconsequential when it comes to managing their children’s media balance
FLIP FOR EXPERT OPINION
Research says:
Digitally-skilled parents are more likely to be confident mediating their children’s internet use, no matter what tactic they adopt.
What you can do?
As teachers, the same rule applies to you too. Do not be intimidated by technology. Build your own digital skills and gain confidence in facilitating your students to become responsible digital citizens. Encourage parents to do the same!
NEXT
Common Misconceptions
It is important for parents and educators to constantly warn children about internet threats
FLIP FOR EXPERT OPINION
Research Says:
Parents who view the potential of the internet and digital media positively are also likely to have children who embrace those values. Those who are heavy media users or balance media use with other activities are more likely to have children who do the same.
What you can do?
Your view of the internet either as a place full of opportunities or threats may influence how your students interact with it. Model the behaviour you would want your students to emulate.
NEXT
Common Misconceptions
The more educated and aware parents are the more restrictions they impose on use of media.
FLIP FOR EXPERT OPINION
Research Says:
Parents who are less digitally skilled, are more likely to use restrictive mediation strategies rather than active ones. Those with higher levels of digital literacy are able to combine restrictive and active approaches, which are associated with more positive outcomes.
What you can do?
Become digitally literate to be able to practice nuanced forms of active mediation and co-use, including teaching students about digital media, providing learning opportunities to use and produce digital assets, and supporting students with their use of digital tools and media.
NEXT
Common Misconceptions
Most parents see digital media as a ‘distraction’ from education
FLIP FOR EXPERT OPINION
Research Says:
Families with fewer resources, both time and financial, are more likely to view free or low-cost education via digital media as helpful, whereas higher-income families are more likely to see digital media as a ‘distraction‘.
What you can do?
Offer customised advice and support to students and parents depending upon their context, expertise and interests.
Address the particular challenges faced by low-income families and those with special educational needs by recommending useful educational resources online.
END
Media Balance
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Transcript
Common Misconceptions
With children spending more and more time on devices, parents and teachers should try to heavily restrict their screen time
FLIP FOR EXPERT OPINION
Research says:
Parents who heavily restrict their children’s access to the internet tend to have children who experience reduced exposure to risk, but also get fewer opportunities for learning and engagement. Outright ban of activities, such as using social media or playing video games, can have consequences for young people, who may feel cut off from their peers or unable to access information and support.
What you can do?
Recognise that media use is no longer an optional extra and that ‘screen time’ is not an inevitably problematic activity.
Move beyond ‘screen-time’ as a basis for guidance and help parents and children recognise the difference between problematic, normal and beneficial use.
NEXT
Common Misconceptions
Research prescribes specific number of screen hours for different age groups
FLIP FOR EXPERT OPINION
Research says:
There is no one-size-fits-all approach. Lack of evidence has meant that experts have found it hard to recommend a cut-off for children's screen time.
What you can do?
Parents and teachers should adjust their strategies with the age, interests and needs of their children, remembering that they need support and encouragement across the full age range, from infants to older teenagers.
NEXT
Common Misconceptions
Parents and teachers need to decide what content and websites have to be restricted for their children
FLIP FOR EXPERT OPINION
Research says:
Not involving children in making these decisions can be a missed opportunity to build a sense of trust and ownership over media use within the family.
What you can do?
Go beyond giving the message to parents that their main responsibility is to limit and control. Encourage them to use their digital expertise to engage with their children, and not to police them.
Teachers can also engage students in discussions about media use, help them understand the issues and take part in making these choices.
NEXT
Common Misconceptions
It is best to make context-specific rules, like ‘no phones while eating’ or ‘no phone before sleeping’
FLIP FOR EXPERT OPINION
Research Says:
Context-specific rules (e.g. no phones at the table) are harder to enforce than activity constraints (e.g. no Snapchat). Activity constraints are restrictive. Although they reduce a child’s access to certain sites, they do not educate them on how to engage with technology.
What you can do?
Use a balanced approach. Combine activity constraints. For example, employ technical restrictions to ban some websites on school WiFi with active and enabling approaches like engaging students in a discussion about their digital behaviour.
NEXT
Common Misconceptions
Parents’ and teachers’ digital skills are inconsequential when it comes to managing their children’s media balance
FLIP FOR EXPERT OPINION
Research says:
Digitally-skilled parents are more likely to be confident mediating their children’s internet use, no matter what tactic they adopt.
What you can do?
As teachers, the same rule applies to you too. Do not be intimidated by technology. Build your own digital skills and gain confidence in facilitating your students to become responsible digital citizens. Encourage parents to do the same!
NEXT
Common Misconceptions
It is important for parents and educators to constantly warn children about internet threats
FLIP FOR EXPERT OPINION
Research Says:
Parents who view the potential of the internet and digital media positively are also likely to have children who embrace those values. Those who are heavy media users or balance media use with other activities are more likely to have children who do the same.
What you can do?
Your view of the internet either as a place full of opportunities or threats may influence how your students interact with it. Model the behaviour you would want your students to emulate.
NEXT
Common Misconceptions
The more educated and aware parents are the more restrictions they impose on use of media.
FLIP FOR EXPERT OPINION
Research Says:
Parents who are less digitally skilled, are more likely to use restrictive mediation strategies rather than active ones. Those with higher levels of digital literacy are able to combine restrictive and active approaches, which are associated with more positive outcomes.
What you can do?
Become digitally literate to be able to practice nuanced forms of active mediation and co-use, including teaching students about digital media, providing learning opportunities to use and produce digital assets, and supporting students with their use of digital tools and media.
NEXT
Common Misconceptions
Most parents see digital media as a ‘distraction’ from education
FLIP FOR EXPERT OPINION
Research Says:
Families with fewer resources, both time and financial, are more likely to view free or low-cost education via digital media as helpful, whereas higher-income families are more likely to see digital media as a ‘distraction‘.
What you can do?
Offer customised advice and support to students and parents depending upon their context, expertise and interests.
Address the particular challenges faced by low-income families and those with special educational needs by recommending useful educational resources online.
END