Miniature zombies drool over screens, headphones blocking
out everything but their virtual world. This isn’t some horror scene;
it’s a first grade class at Carroll Manor Elementary, where I intern.
Rather than the student-teacher contact experience I’d expected, I’ve
learned to babysit technology-addicted beasts. Because of my involvement
in the new tech-based classroom sweeping through the county, I’ve
developed a loathing for the system.
I’d approximate that 60 percent of class time is spent on
laptops installed at the start of the year. Most of this overwhelming
proportion is devoted to Dreambox, a Common Core aligned mathematical
adapting program which individualizes the learning experience and allows
teachers to monitor their students’ progress. It resembles a game so
students are “excited to learn,” but the data from my students shows
they’re becoming more distracted and, as a result, taking longer to
learn.
Not only does increased screen time cause an extreme lack
of focus, it also inhibits social intelligence. A UCLA study found that
fifth graders who went without screen time for one week were
significantly better at reading human emotions than those who had
regular access to screens. In elementary school, developing social
learning skills is key to growing a successful student. When screen time
increases, face-to-face time decreases...
The Time Machine manifestation.
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