Kim Herrick manages a home that prioritizes minimal screen time. Her two children, aged 6 and 3, predominantly engage in outdoor play, reading, and crafting activities. Except for occasional viewing of the show “Bluey” on her laptop, electronic devices are not part of their household routine.
Residing in Coldbrook, N.S., Herrick aspires to shield her children from excessive technology exposure embraced by the education system as they progress through school. She expresses disappointment in the prevalent use of technology in Canadian classrooms, which was heightened during the pandemic when online learning became the norm.
In Nova Scotia and many other provinces, public schools utilize Google Workspace for Education (GWE), a suite of digital tools granting students access to various applications like Gmail, Google Docs, Google Drive, and Google Classroom. Digital literacy is introduced early on, even in Grade Primary, as outlined in the Education Department’s curriculum.
While the provincial government announced a substantial investment in integrating more technology into classrooms, there is a lack of consistent guidelines on screen usage. Schools provide students with Chromebook laptops, yet the discretion on how and when they are used lies with individual teachers, as per Education Department spokesperson Alex Burke.
Despite acknowledging the importance of certain digital skills, Herrick questions the early introduction of internet access to young students. She points out discrepancies in screen usage practices among schools and teachers, drawing attention to the potential risks of unmonitored device utilization by students.
Emma Duerden, a prominent researcher in neuroscience and learning disorders at Western University, emphasizes the need to balance screen time for children. She suggests limiting recreational screen time to two hours daily for children over five years old to prevent overstimulation and distraction.
Concerns extend beyond learning outcomes, with Herrick raising privacy issues regarding her daughter’s student Gmail account connected to GWE. She questions the lack of opt-out options and the storage of personal information by Google, emphasizing the need for parental consent and increased transparency in technology integration within schools.
Advocates like Jenna Poste from Skills Before Screens advocate for a more intentional approach to technology usage in schools, emphasizing the necessity for clear policies and parental involvement in decision-making. They stress the importance of ensuring that technology enhances learning without compromising students’ well-being.
As discussions on technology’s role in education continue, parents like Herrick and Poste underscore the significance of creating a safe and balanced learning environment that prioritizes traditional learning methods while utilizing technology effectively.