In contrast, some research suggests that “screentime” is problematic, perhaps even addicting, and arguments that children’s use of screens should be limited abound (Carr, 2010; Dunckley, 2015). There are legitimate concerns about children’s physical, intellectual, and emotional well-being; yet conversations about screentime focus predominantly on the time spent on devices, often overlooking fundamentally important questions about what youth are learning by using technology.
How do we navigate our own parenting lives when we are immersed in a field that values critical and creative use of devices, both in school and out, in order to build skills that are necessary for success in today’s world? What challenges do we as educators and parents face? How do we approach parenting in an age of screentime?
The session brings together teachers and researchers, all of whom hold dual roles as literacy educators and parents, to spark a much-needed conversation about screentime in our field. We are considered experts in this area, yet we sometimes struggle with how to negotiate these spaces.
Please leave your tips, tricks, and research resources on this Google Doc.
The agenda for the session is available is on the Google Doc embedded below.
