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Assignment Task Part 2:

Read a selection of your colleagues’ postings.

Respond to two of your colleagues’ postings of 125 words each in one or more of the following prompts:

· Explain why you agree or disagree with your colleague’s perspective.

· Evaluate whether the suggested resource truly validates your colleague’s thinking and, if possible, suggest an additional resource.

· Suggest a resource that refutes your colleague’s thinking.

· Share a professional experience that validates or refutes your colleague’s thinking.

Colleague Response #1

Katheryn Gonzales 

One of the points in Lin, Almon, and Levin's (2012) article "Facing the Screen Dilemma: Young Children, Technology, and Early Education" that I agree with is the teacher's tip regarding the harmful effects technology can have on a child's identity. The article discusses how children exposed to screen time either at home or school will impact their learning and behavior. This impact can either be positive or negative. The article says that exposure to media and technology can impact a child's interest, what they learn about, who they play with, and what they want to play. The article addresses ways that teachers can mitigate harmful effects with their students. For example, teachers can ignite student interest in real-world activities and promote creative play. The next tip is to help children make sense of what they have viewed. At times, children will play, talk, or make paintings about what they have seen to understand and make sense of what they have viewed. Teachers can observe how students play, talk, and interact with teaching lessons to counteract harmful influences from technology. Teachers can also look for ways to help students feel safe and make sense of technology's impact on their lives.

I agree with this point wholeheartedly. As a kindergarten teacher in a Title 1 school, I see a lot of students who use technology and have significant amounts of screen time. Some of the harmful effects I have noticed are the lack of fine motor skills, lack of attention, and inappropriate play. For example, I deal with students playing games like Red Light and Green Light at recess in my classroom, which may sound innocent. However, when a student moves after the red light is called, instead of being sent to the starting line, the person calling the red light walks over and points a fake gun at the students head and says, "bang." The child that moved falls to the ground and plays dead. All of this is due to the Netflix show Squid Games. Students in my class are five and six years old and have watched a rated M program for mature. The article explains that children will act out what they have seen to understand what they have viewed.

One of the reasons that technology is harmful to young children is what technology is replacing. Often screen time has replaced play, family time, and in-person interactions (Mourlam et al, 2020). When adult interaction is absent, children are left to make decisions that are not always beneficial to them and may not always understand.

References 

Linn, S., Almon, J. W., & Levin, D. E. (2012). Facing the screen dilemma: Young children,

technology and early education. Retrieved from

http://www.commercialfreechildhood.org/sites/default/files/facingthescreendilemma.pdf

 

Mourlam, D. J., DeCino, D. A., Newland, L. A., & Strouse, G. A. (2020). "It's fun!" using

students' voices to understand the impact of school digital technology integration on their well-being. Computers & Education, 159. https://doi.org/10.1016/j.compedu.2020.104003

Colleague Response # 2

Renee Morris 

Technology has evolved through the 21st century. Technology allows students to take control of their learning. The use of technology allows teachers to personalize learning for students. Preparing students for the global society, technology is definitely a necessity in the classroom. However educators should be mindful that technology can also be harmful to students.

Students’ mental health has become an increasing concern. Linn, Almon, and Levin (2012) highlighted “extensive screen time is linked to a host of problems for children including childhood obesity, sleep disturbance,  learning, attention, and social problems.”  Shonkoff et al, (2011) explain that mental health concerns have increased due to effects of watching television and other technologies. As many students face adversities outside of the classroom, this could be a valid argument if technology is not intentionally and purposefully used.  Linn, Almon, and Levin (2012) stated that  “time with screens takes away from other activities known to be more beneficial to their growth and development.”

The use of technology should be well planned into lessons  to enhance development. Technology usage should be purposeful and not used for busy work with no set goal.  Incorporating technology in the class takes a great amount of organization and planning. Digital citizenship should be well established and revisited throughout the school year. Digital citizenship teaches students how to responsibly navigate the internet, effectively and respectfully communicate online, and how to  respond to internet dilemmas.  Technology usage is a 21st century skill needed to successfully thrive in a globally competitive society.  

Kressin (2020) reported that the success of technology usage in the classroom requires teacher’s willingness. Educators should recognize that the use of technology allows for personalized learning. Learning can be individualized on a student’s level.  The use of technology in the class allows all students to shine and do their best. Using technology provides students with a choice.  Students take ownership of their learning when a choice is provided. Teachers can use the time to highlight positive behaviors of students that may not usually get the praise in the traditional learning setting.  Teacher check-in can also be an addition as students work independently or collaboratively on a task.  

Although Linn, Almon, and Levin (2012) have a valid argument that technology can be “commercially driven and detrimental to a child’s development”, technology has great benefits for preparing students to be a productive citizen.  According to the National Association for the Education of Young Children (n.d.) “technology and media usage can support learning and relationships.” Children are familiar with several technological devices and applications. Parents and educators should use the technology to the childs’ benefit. 

References

Kressin, L. (2020). Teacher Freedom and Student Ownership in the Classroom: 

Integrating High-Value Technology in the Elementary Mathematics Classroom - ProQuest. Retrieved 4 January 2022, from https://www.proquest.com/openview/85c8cc26a9159b4b98509f1a150480e9/1?pq-origsite=gscholar&cbl=18750&diss=y

Linn, S., Almon, J. W., & Levin, D. E. (2012). Facing the screen dilemma: Young 

children, technology and early education. Retrieved from http://www.commercialfreechildhood.org/sites/default/files/facingthescreendilemma.pdf

National Association for the Education of Young Children. (n.d.). Technology and media. 

https://www.naeyc.org/resources/topics/technology-and-media

Shonkoff, J.P., Garner, A.S., Siegel, B.S., Dobbins, M.I., Earls, M. F., McGuinn, L., 

Wood, D. L., (2011).  The lifelong effects of early childhood adversity and toxic stress. Pediatrics 129(1) e232-e246. https://pediatrics.aappublications.org/content/pediatrics/129/1/e232.full.pdf