This Thursday, I attended a dialogue titled: “Suicide in Minors” between Francisco Villar, a psychologist (coordinator of the Suicide Behavior Unit at the Sant Joan de Déu Hospital in Barcelona), and Marta Montagut, a journalist. I thought the discussion would focus on detecting such behaviors in adolescents, but it was mainly centered around screen abuse, linking it to the increase in suicidal behaviors among young people.
In the talk, they discussed many things, but the main focus was on social media and mobile phones. They highlighted how social pressure through networks, access to inappropriate content, and cyberbullying through messaging programs directly impact the mental health of our youth. The suggestion was to delay the use of mobile devices until at least 16 years old through political laws. I can more or less agree with this standpoint.
At the end of the talk, the floor opened for questions and answers from the audience, and we switched topics: the use of screens in education. It somewhat turned into a declaration of all the evils of screens in education, presenting some arguments that I believe are fallacious. Among them, screens causing myopia, sleep disorders from use in school, higher concentration using paper, or causing addiction. Hector Ruiz in this article scientifically refutes some of these arguments, it’s in Catalan: https://equitatdigital.cat/malentesos-sobre-les-pantalles-que-enterboleixen-els-debats-educatius/
After reflecting on the topic, my conclusion has three points:
The first is that we cannot mix the abuse of devices in uncontrolled environments with the use that should be made in school.
The second is that we live in a digitized world, and schools must educate in these technologies, teach how to use them safely and responsibly. Always in controlled environments where certain content can be blocked, and the student’s activity with the device can be monitored. We cannot educate in technology without using it.
The third is that technology can offer many advantages to learning as long as it is used correctly. The focus should be on the pedagogical aspect, not just the technology itself. If used only as a support, like a textbook, it contributes little, but if used for different activities, it can offer a lot.
Among other advantages, it provides multimedia tools such as animations; simulators or games that allow experimentation and improve understanding; the possibility to instantly see experts on specific topics; facilitates collaborative work among students; helps address diversity better by personalizing learning or using accessibility tools; helps provide more precise feedback to students and track their achievements and difficulties.
In conclusion, I am convinced that the advantages far outweigh the disadvantages, but not just using technology for the sake of it, but with a purpose.