This post will be appearing in an upcoming issue of District Administration magazine. Once it is released, I will update this post with a link.

How do I navigate conversations surrounding screen time in an ever-changing world?

Screen time is one of those topics that is often discussed, sometimes understood, and rarely agreed upon. As leaders in instructional technology, one of the most common conversations we have is the debate surrounding time on devices. When the American Academy of Pediatrics weighed in last year and provided some updated guidelines (link), it reignited much of the conversation.

Here are 7 thoughts surrounding screen time that can help you navigate these difficult, but important conversations.

There isn’t one answer.
Screen time is almost exclusively grey area. There is no black and white. Be open to the conversations and take in as much information as you can through actively listening to those with concerns. An empathetic ear goes a long way to understanding the point-of-view of people who are on either end of a divisive issue.

The digital world is an ecosystem.
Just like the physical world around us, the digital realm is constantly growing and evolving. It is full of life and involves ever-increasing amounts of interaction. The culture of the digital world is as complex as that of the culture of your neighborhood, city, state, country, and the world because it is truly global in nature.

The device is a vessel.
Consider the fact that a hollow hypodermic needle and syringe have been used to a) deliver the vaccine which eradicated the deadly smallpox virus, and b) to deliver heroin to those addicted to the narcotic. The problem with heroin isn’t the hypodermic needle and syringe. In the same way, the smartphone itself is not what we need to be concerned with- instead let’s consider the content.

Not all content is created equal.
Content doesn’t live in the diametrically opposed world of good and evil- there are many different facets to consider when evaluating the content that is contained within the digital ecosystem. Is the content for entertainment or education? Does the content allow for passive engagement or require active involvement? Is the user consuming the content or using a tool and creating content? Are you monitoring the content or hoping they monitor their own use?

Not all children are created equal.
Parents and teachers both know their children. They might know different versions of the same child and receive different outputs with the same inputs, but there is one thing they can agree on- no two children are alike. They react in different ways to the same content and same scenarios. While some may be able to handle more time on a device, some may not. While some may come alive with a video series about photosynthesis, others simply cannot follow along. Knowing what is appropriate and effective for each individual is vital.

We are living in a connected world.
Whether or not you are in favor of digital devices, digital content, and their place in the classroom, you cannot deny their ubiquity in our daily lives. From the moment we wake up in the morning to the moment our head hits the pillow at night, we are engulfed in a more global, connected world. This means that more information than we could ever study or endeavor to know is literally at our fingertips, but we also are tasked with being able to filter and understand that world through the lens of our perspective and experience.

Good habits are learned.
The idea of a digital native is a myth. Just as we wouldn’t hand the keys of a car to our child without a lot of conversations, demonstrations, and guided sessions surrounding safe driving, the same should be true for screens. The fact that they grew up in a car doesn’t mean they understand it’s place in their lives and the importance of careful operation and maintenance. The same can be said of our digital habits and screen time behaviors. Good digital habits must be explicitly taught and modeled if we are to shape modern, self-directed, and self-monitoring learners.

There are different types of people who show up to the job each day and are a positive influence on the organization. We’ve got leaders, managers, dreamers, hype men, and the list goes on. One of those positive influences is the worker. The worker completes the items that are in the job description. The worker works the correct number of hours. You can rely on the worker to check all the boxes, cross the t’s, dot the i’s, and show up to work on time. They will read and respond to all the emails and show up for every meeting. They get great reviews of their work and have high evaluation scores. Some of you are probably thinking, “I wish I had more workers on my staff,” and that may be true. For many roles, the worker is the most appropriate and efficient choice.

Here’s one more thing that the worker has: a blind spot for changing the systems that exist. Especially if those systems fall outside their job description. However, the worker can end up in leadership roles because of their strong track record of getting the job done, but they don’t examine the world around them for inefficiencies and inequity. They don’t push back on questionable decisions by a superior. They keep the system moving without thinking about whether or not this system accomplishes what it seeks to accomplish. The worker isn’t a leader, yet.

One idea that I want to make clear: this is not a deficiency or a problem created or perpetuated by the worker. This is a problem of human capital management. This is a problem based on putting the wrong people in the wrong positions within an organization. This is a problem of promoting based on longevity or good reviews, but not based on the needs of the position. This is a problem of evaluation systems that promote and reward checking the boxes. This is a problem of not training people to examine systems. This is a problem of not guiding strong workers through a leadership development program before giving them the responsibilities and expectations that come with being a leader. This is a problem of hoping someone becomes a leader rather than developing them.

It is the job of the organization to develop workers into managers and leaders so that their influence is not confined or limited and they can impact the next generation of workers and doers. How is your organization doing this?