Frontline Digital Nation includes a segment on South Korea’s Gaming Craze (16:40--26:59), and the additions that many people face when it comes to “screen-time”. The internet, and specifically gaming, has been referred to as an addiction. There are “Internet Rescue Camps” that mirror rehab centers, and Frontline said that 90% of children in Korea use the internet and of those 10-15% are in the high risk group of addiction (Frontline, 2010). This can and should be stoped by parents, teachers and mentors, not just in Korea, but around the world.
Sitting in front of a computer has its effects. Eyes hurt, shoulders ache, posture suffers. These are the “casualties of the digital revolution” (Frontline, 2010). However, with children, we can monitor. In the Frontline piece, they featured a mother and her son. Her son would play constantly on the computer. She said, “I’m not sure but I think he mostly uses the computer to play some sort of fighting game. I wish those games didn’t exist” (Frontline, 2010). However, she neglects to consider that in her house, they don’t have to exist.
Parents can directly influence the amount of screen time that a student uses. They ultimately have the control of what is allowed in the house, what is used when and how it is used. Computers can be placed in common areas of the house, and screen time can be limited to appropriate hours and lengths. A recent BMC Public Health study concluded that “parental barriers are associated with the time that children spend both in active and sedentary pursuits”. There are many factors that contribute to this outcome, some of which include finances, environment, and social family situations, however, ultimately, it is primarily a parents choice as-to how much time their child has online (Smith, 2010).
The same study concluded “paternal barriers and self-efficacy are associated with the time that children spend in both physical activity and screen viewing” (Smith, 2010). There is a cost to organized activities, so those of low-income usually have less structure in their physical and social life. If parents become more engaged and have the time to take their students to different activities or create activities for them, then they will decrease screen time and increase physical and mental success. Alternatively, if there are barriers on screen time, then the students will have to find other ways to engage with people around them and entertain themselves.
The New York Times article “Fixated by Screens, but Seemingly Nothing Else” discusses a similar idea: the connection between attention deficit disorder and screen-time. Kids are often able to focus on video games or computer time, but at home or at school, their concentration wavers. It states that “increased screen time may be a consequence of A.D.H.D., but some researchers fear it may be a cause as well” (Klass, 2011). And he offers suggestions for parents on managing children who may have A.D.H.D. “No screens in the child’s bedroom. Pay attention to the content of the games, especially to violence. Set limits on screen time, and look for other ways to manage family interactions” (Klass, 2011). These seem pretty basic, and pretty useful.
We want students to succeed. That much is clear. It seems that there is a direct connection between screen time and academic success. It is important to find a balance between screen time and socializing for a variety of reasons, and it seems that getting parents involved in that process is of increasing importance. Screens are an easy way to engage students, and they can also be an easy way to entertain kids. However, as teachers, parents and citizens, it’s of increasing importance to find the balance between face-to-face interactions and the almost inevitable draw of the screen.
References
FRONTLINE: digital nation: living faster: digital natives | PBS. (February 2, 2010). PBS. Retrieved from http://www.pbs.org/wgbh/pages/frontline/digitalnation/living-faster/digital-natives/
Klass, P. (2011, May 09). Fixated by screens, but seemingly nothing else. The New York Times. Retrieved from http://www.nytimes.com/2011/05/10/health/views/10klass.html.
Smith, B. J., Grunseit, A., Hardy, L. L., King, L., Wolfenden, L., &Milat, A. (2010). Parental influences on child physical activity and screen viewing time: a population based study. BMC Public Health, 10593-603. Doi:10.1186/1471-2458-10-593
Sitting in front of a computer has its effects. Eyes hurt, shoulders ache, posture suffers. These are the “casualties of the digital revolution” (Frontline, 2010). However, with children, we can monitor. In the Frontline piece, they featured a mother and her son. Her son would play constantly on the computer. She said, “I’m not sure but I think he mostly uses the computer to play some sort of fighting game. I wish those games didn’t exist” (Frontline, 2010). However, she neglects to consider that in her house, they don’t have to exist.
Parents can directly influence the amount of screen time that a student uses. They ultimately have the control of what is allowed in the house, what is used when and how it is used. Computers can be placed in common areas of the house, and screen time can be limited to appropriate hours and lengths. A recent BMC Public Health study concluded that “parental barriers are associated with the time that children spend both in active and sedentary pursuits”. There are many factors that contribute to this outcome, some of which include finances, environment, and social family situations, however, ultimately, it is primarily a parents choice as-to how much time their child has online (Smith, 2010).
The same study concluded “paternal barriers and self-efficacy are associated with the time that children spend in both physical activity and screen viewing” (Smith, 2010). There is a cost to organized activities, so those of low-income usually have less structure in their physical and social life. If parents become more engaged and have the time to take their students to different activities or create activities for them, then they will decrease screen time and increase physical and mental success. Alternatively, if there are barriers on screen time, then the students will have to find other ways to engage with people around them and entertain themselves.
The New York Times article “Fixated by Screens, but Seemingly Nothing Else” discusses a similar idea: the connection between attention deficit disorder and screen-time. Kids are often able to focus on video games or computer time, but at home or at school, their concentration wavers. It states that “increased screen time may be a consequence of A.D.H.D., but some researchers fear it may be a cause as well” (Klass, 2011). And he offers suggestions for parents on managing children who may have A.D.H.D. “No screens in the child’s bedroom. Pay attention to the content of the games, especially to violence. Set limits on screen time, and look for other ways to manage family interactions” (Klass, 2011). These seem pretty basic, and pretty useful.
We want students to succeed. That much is clear. It seems that there is a direct connection between screen time and academic success. It is important to find a balance between screen time and socializing for a variety of reasons, and it seems that getting parents involved in that process is of increasing importance. Screens are an easy way to engage students, and they can also be an easy way to entertain kids. However, as teachers, parents and citizens, it’s of increasing importance to find the balance between face-to-face interactions and the almost inevitable draw of the screen.
References
FRONTLINE: digital nation: living faster: digital natives | PBS. (February 2, 2010). PBS. Retrieved from http://www.pbs.org/wgbh/pages/frontline/digitalnation/living-faster/digital-natives/
Klass, P. (2011, May 09). Fixated by screens, but seemingly nothing else. The New York Times. Retrieved from http://www.nytimes.com/2011/05/10/health/views/10klass.html.
Smith, B. J., Grunseit, A., Hardy, L. L., King, L., Wolfenden, L., &Milat, A. (2010). Parental influences on child physical activity and screen viewing time: a population based study. BMC Public Health, 10593-603. Doi:10.1186/1471-2458-10-593