Written by Jason Schmidt

Take a stroll through your local grocery store or shopping center, and if your community is anything like mine, you might see several youngsters sitting in the cart or stroller being entertained with an iPad or cell phone. Depending on my mood, I look at this as either a stroke of genius, envy that I didn’t have that for my kids, or rage at this parent’s inconsideration for any kind of quality parenting skills. However, when I see kids using technology in my role at work, I am usually more than thrilled that teachers are incorporating this tool into the learning process at any age.

Who can blame parents for letting their kids use these devices? When we walk down the street, go to a restaurant, ride the bus, or go to the mall, we see people using their smart phones everywhere. These devices have become a part of our lives as we get directions and ask Google what the best restaurant in the area is. Naturally, children also look at what their parents are doing and mimic their behavior. As mobile devices become even more prevalent in our society, one can’t help but wonder what effect such access has on our young children.

According to the American Academy of Pediatrics, the average child spends anywhere from five to seven hours per day in front of a computer, television, cell phone, or mobile device. Excessive media use has been linked to attention and behavior disorders, as well as obesity, diabetes, and other mental and physical health risks. When children spend so much time in front of a screen, mindlessly absorbing the information streamed over the airwaves, it has a negative effect on their brain chemistry. Increased screen usage is having a negative impact on the social, mental, and physical well-being of our children.

That said, it would be inaccurate to say that all media use is bad. Data have indicated that media and screen use in early childhood can be very beneficial and improve children’s social skills and provide deeper learning experiences. The National Association for the Education of Young Children, a nationally recognized leader in early childhood education circles, states that technology and media used intentionally and appropriately in the early childhood classroom can have a very positive effect on student learning. This is especially true when media use is done in a meaningful, social environment where collaboration and creative thinking are encouraged.

So what is a teacher to do? When considering the use of any kind of electronics in school, teachers should always keep educational goals in mind. iPad time should not be used as a reward for good behavior or something to “keep the kids busy,” but rather as an integrated part of the learning process where students are creating something or engaging with content. One of my students used the phrase “Who is doing the thinking?” as part of her evaluation of technology resources. This is a great concept to keep in mind. If technology prompts kids to think, engage in content, and apply what they have learned, this is a worthwhile use of technology. If, on the other hand, students are passive participants in media, perhaps an alternative activity may be in order.

What do you think? What boundaries do you set on the use of technology by young children? How much should these devices be used in a young child’s classroom? Leave your comments below and let’s learn from each other.

Jason Schmidt is a 2004 graduate of MLC who served in WELS schools in Clearwater, FL and Omaha, NE for 7 years. He currently works for Bennington Public Schools near Omaha, Nebraska, as the district Instructional Technologist as well as serving as an adjunct online instructor for MLC. Jason’s educational interests lie in blended learning, accessibility, Google Apps for Education, mobile learning technology, and anything shiny.