Did you know that most adolescents spend an average of 4 to 8 hours per day using screen-based media? A study reports that over 80% of secondary school children, even in rural India, have excessive screen use!
Marc Prensky coined the term Digital Native for people born after 1980 to indicate that they grew up in an era dominated by phones, computers and technology. India gradually adopted and caught up with the technological advancements by the early 2000s. Since then, we have been witnessing rapid modernisation. The COVID-19 pandemic has further accelerated technology use, especially among children, by reducing the age of first mobile use and increasing online gaming in young children. The pandemic that enforced online education and restricted movement, left a negative impact on all households even after it left.
Today, many teenagers are substituting real-life social interactions, physical activities, and sports with social media and online gaming. The “tasks of adolescence” have thus shifted to the virtual medium, significantly impacting their developmental trajectory. Moreover, the mental health implications of excessive use of screen media in children and adolescents are vast from experiences of cyberbullying, sleep disruptions, and declining academic performance to clinically significant anxiety, depression and screen dependence or addiction.
It is crucial to address this issue and begin undoing the damage. Schools are uniquely positioned to foster innovative solutions that encourage healthy technology use while promoting real-world engagement. Moreover, adolescents often place greater importance on the opinions and behaviours of their peers than those of their parents. This makes schools the ideal environment for fostering digital literacy, as they can provide structured opportunities for students to learn and practise these essential skills within a peer-influenced setting.
Schools, as institutions, are imparting “literacy”, which now includes “technological skills”. But what about “digital literacy”? Digital literacy goes beyond basic IT (information technology) skills. It encompasses a broader range of digital behaviours, practices, and identities – critical for navigating the complexities of the digital world.
The Digital Health Task Force of the Canadian Paediatric Society proposed evidence-based guidance for clinicians and families based on four Ms: healthy Management, Meaningful screen use, positive Modelling, and balanced, informed Monitoring of screen time and behaviours. How can schools take on the vital task of promoting digital literacy? I propose a 4C Model to foster a school culture that instils the right values for promoting digital mental health: Create tech-free zones/times; digital hygiene Clubs; incorporate digital wellness into the Curriculum; and Collaborate with parents.
Create tech-free zones and screen-free hours: Encourage staff and students to unplug during designated times or spaces, such as libraries, playgrounds, or specific periods of the day
: Establish student-led clubs focused on digital well-being.
- Create posters and run campaigns on online mental health and well-being.
- Introduce peer mentorship programs where older students guide younger ones in adopting healthy digital habits.
- Encourage discussions about the mental health impacts of screen use, cyberbullying, and the importance of balancing digital and real-life interactions.
3. Incorporate Digital Wellness into the Curriculum:
- Integrate topics related to digital wellness into subjects such as ICT and life skills
- Teach the wise use of digital tools for education.
- Educate students about the Information Technology Act, 2000.
- Encourage reflective practices during yoga or meditation classes with questions like: "How did my phone use affect my mood last night?" or "What can I do differently today?"
4. Collaborate with parents: Host workshops for parents and families to model healthy digital habits and ensure digital hygiene at home.
The goal is not to discourage the use of technology but to promote its safe and informed use. Emphasis should be placed on recognising fake news, avoiding online scams, critical evaluation of digital content, setting boundaries, addressing privacy issues to protect oneself and understanding the ethical use of technology. Teaching students to use technology appropriately can help them maintain good physical and mental health, build resilience against negative online interactions, and recognise early signs of excessive screen use or addiction. Digital literacy is not just about protecting oneself but also about fostering a positive online environment where everyone feels safe. Teachers can play a crucial role by addressing these values during class discussions and modelling them in their own digital interactions.
The bottom line is clear: technology has revolutionised the world and offers numerous benefits, but we must remain aware of its potential side effects. Mobile devices cannot replace healthy habits or become all-pervasive in our lives. Schools have successfully adopted life skills training to equip students for the real world, and it’s now time to extend these efforts by incorporating digital literacy into the curriculum.
Just as fire, when used cautiously, can help us, it can also cause disasters if misused or handled recklessly. Similarly, mobiles, social media, and the internet can wreak havoc in the lives of those who are not mindful of their drawbacks or are careless in their use. By fostering digital literacy and promoting responsible technology use, schools can empower students to navigate the digital world thoughtfully and safely. As educators, you are in a unique position to equip students with these tools. It is time to work together to prepare them for the opportunities and challenges of the digital age!
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