Vashti Chowla, Grade 12
UWCSEA East
“Children aged five to 16 spend an average of six and a half hours a day in front of a screen,”(BBC, 2015). Technology has become such a prominent part of our lives, that it influences education as well. This means that although the process of learning has been sped up through the convenience and efficiency of technology, there are distractions that technology brings that are completely new. However, the different effects technology can have on kids is a cause for concern for some. This is the root of the controversy that stems from using technology in education. "Not all screen time is created equal," said Andrew Przybylski, director of research at the Oxford Internet Institute at the University of Oxford (The Straits Times).
A valid point, as we can see how technology can erase borders, through organisations such as ‘Skyschool’, that are using it to reach those struck by conflict in refugee camps (Markets Insider). However, according to someone like Eliane Glaser, a writer, lecturer and a BBC radio broadcaster and producer (elianeglaser.org), learning through ‘Luddite’ tools is superior to learning with tech. This begs the burning question, to what extent should technology be used in education?
Firstly, there are those who believe that technology can aid education, and Bill Gates is one of them. An influential entrepreneur whose name is now known globally, thanks to his creation, Microsoft. This means that his voice is heard around the world, and he has quite a clear stance on the role of technology in education.
The Gateses believe that tech is becoming increasingly vital in education, going as far as saying that physical textbooks are becoming obsolete. “it’s a pretty limited way to learn something. Even the best text can’t figure out which concepts you understand and which ones you need more help with,” Gates says about the textbooks (GatesNotes, “We didn’t see this coming”) They believe new software will engage not only students but also aid teachers to customise student learning and mould it to best benefit both parties. According to Gates, the ‘standalone’ textbook is not nearly as effective a teaching tool as it could be when coupled with educational software. The types of educational software Gates is talking about are legion, including examples such as, “Zearn, i-Ready, and LearnZillion.”(GatesNotes, “We didn’t see this coming”)
And the Gates want to help people, as their inherent belief tells them to. Melinda Gates says in their 2018 Annual letter, “We both come from families that believed in leaving the world better than you found it.” (GatesNotes, “10 tough questions we get asked”) Suggesting that their nurture has influenced their thinking. Following the examples of their families, they give back to the community. This is why Gates believes that technology can not only be used to improve education but to make education equally accessible to all. “if access to education isn’t equal, then education will become another cause of inequity, rather than a cure for it.” Bill Gates expressed in his 2015 Annual Letter(GatesNotes, “A big bet for 2030”)
Gates among many others such as Jeremy Corbyn and Bernie Sanders believes that though education has the power to create equality, a lack of it has the power to increase disparity, whether it be between the rich and the poor, or between males and females. Bill Gates proves that technology can be a great tool for education.
Though there are many who believe that technology can be a great tool for the improvement of education, there are others who oppose this. We can see this from the local perspective of Eliane Glaser, a writer, (elianeglaser.org) and states in an article published by The Guardian, “I nonetheless feel like it [her children’s school] is playing the role of pusher, and I’m watching my children get hooked[to technology].” (The Guardian) This shows the fear tech in schools can invoke in parents with regards to their own children.
Glaser has presented only one perspective in her articles, from her experiences with her children and her friends’ experiences, all from similar communities, whereas Gates does voice his opinions on the goods and the evils of technology. “You’re always looking at how it can be used in a great way – homework and staying in touch with friends – and also where it has gotten to excess.”Gates explains to the Mirror.
This suggests that while Glaser is more of an absolutist, and views tech in schools from a single perspective, for a single socio-economic level, considering it an evil, Gates is a relativist as he believes that technology will impact people of different backgrounds in different ways. This could be because of his upbringing, in which he was taught to help people, hence can view technology not just from his own perspective.
Glaser does achieve a stance on tech that is backed up by studies and her own experiences and fears(however this might make her perspective biassed), that tech is not a good thing to be in schools, and that it can be an obstacle for learning and development and a distraction in the hands of children.
The current political party in power in India, the Bharatiya Janata Party, otherwise known as the BJP, has been quite thorough since they have come into power as the central government, and have rolled out many reformations relating to education and technology in attempts to better the education system of India - showing their strong belief in technology to improve education.
Mr Arun Jaitley, India’s late minister of finance also stated in 2018, “We propose to increase the digital intensity in education and move gradually from blackboard to digital board,” (ZeeNews). He advocated the use of tech as something that is at the frontline of improving the quality of education (ZeeNews).
A year later, his party confirmed their stance when the former minister of the Ministry of Human Resource Development of India(MHRD), Prakash Javadekar, stated in 2019 relation to a ₹9,000 crore (90 billion rupees) initiative to digitise education delivery in state-run schools and colleges, “It will [also] help in provisioning of personalised adaptive learning...by exploiting emerging technologies like machine learning, artificial intelligence and data analytics.” (livemint) This shows that the view of the current government of India is similar to that of Gates, in that education should be available to all, and the role of technology is crucial to making it so.
However, like Gates, it seems that Mr Modi has other views when it comes to technology for recreation. The Hindustan Times states that while addressing an audience in the second edition of Pariksha Pe Charcha (Talking about Exams), a mother named Madhumita Sen Gupta vocalised her worries about her son’s fascination with and ‘addiction’ to the popular online game, PUBG. (Hindustan Times) Ms Sen Gupta said that online games were negatively impacting her son’s performance at school.
To this, Mr Modi replied, “I will not say exposure to technology is a bad thing for students.,” (Zee News) This shows that Mr Modi does understand and support the views of his party, in that technology is crucial to education but also sees that it can be a distraction for some. He would be considered a relativist in this aspect, as he doesn’t support only one concrete view, rather one that changes depending upon where and when technology is used. The fact that his word is heard on a national platform means that his views influenced not only that one mother who sought his help but many who are also struggling with the same problem.
Much of my research shows that technology is conducive in classrooms, and does elevate learning by creating new and innovative ways for teaching; therefore engaging students. However, my research has also shown equally as strongly that the problem is the negative impacts that technology can have on children outside of the classroom, inhibiting productivity, and bringing on addiction even. In addition, this research has also shown that technology can be used to erase borders, whether they be political, economic or even those formed by distance. And it has shown me the importance of considering this issue not just from the perspective of my own socio-economic level, but also that of those living through other circumstances, such as conflict.
For this reason, I believe that the best course of action to take would be something along the lines of what France did. Ban the use of mobile phones, tablets, and other smart devices during school and break time, for kids under the age of fifteen, and have kids create their own routines for tech at home, and educate them about what effects it has on their minds and bodies, both good and bad. However, the use of technology should definitely be extended to those in need of education in dire circumstances such as those struck by conflict, or those in poverty, and this should be part of any country’s government’s agenda, to make education accessible to all.
According to The Guardian, pupils of French schools imposing the ban did not find it difficult to detox digitally, at least for the duration of the school day. As well as that, “Schools that had previously banned phones said they had noticed more social interaction and empathy between children, and a readiness to learn at the start of lessons.” As for at home, it becomes much more difficult to manage the amount of time that students spend on technology unless they have a say in how much time they get to spend on their devices. “Kids are also less likely to baulk at limits if they have a role in creating and establishing them,” New York Times confirms.
This being considered, while drastic measures in inhibiting the use of technology for non-educational purposes at school works well, as we can see in France, at home, collaborative creation of rules and regulations will not only better the child-tech relationship, but also that of the parent and child.
Throughout this research journey, I have been exposed to many sources and perspectives, and these have all opened my eyes to new information about the issue of technology’s role in education. Before writing this article, I took science and my parents at their word - technology gives us great opportunities, but can also take away what we have. I’ve learnt how important it is to view technology in the lives of kids and teens subjectively as well as objectively. It is very important to find out how tech affects you as an individual - does it help or hinder your work? As well as that, it is of equal importance not to label technology as what it is to just yourself.
The research that I conducted really opened my eyes to how belief systems and upbringing can impact views on technology, and how it is important to think of the impacts of technology on education not just in terms of tech that is used to teach, but tech that is used by students outside of class. I used to think that technology was redundant in some places - why have an online textbook when a paper one seems so much more easy to read and use? But what if there was someone on the other side of the world, living in a refugee camp, torn away from their education - with their textbooks left behind, and their only tether to learning was a mobile phone?
How could I still keep the same view about online resources? I believe now that tech is a necessity for the globalisation of education, but that there should be barriers in place for technology that has the potential to distract children and hinder learning. The middle ground and that of the messenger of learning seems to be the best place for technology in education, in classrooms where tech, teachers and teens(as well as younger children) coexist in harmony.
Works Cited
Chrisafis, Angelique. “'It's pretty easy to talk instead': pupils react to French phone ban” The Guardian www.theguardian.com/world/2018/sep/07/screen-break-how-are-french-schoolchildren-coping-with-phones-ban. Accessed 23 January 2020.
Editors, Biography.com. “Narendra Modi Biography” Biography.com, www.biography.com/political-figure/narendra-modi. Accessed 23 January 2020.
Gates Bill. “A big bet for 2030.” GatesNotes, https://www.gatesnotes.com/2015-Annual-Letter. Accessed 23 January 2020.
Gates Bill, and Gates Melinda. “10 tough questions we get asked” GatesNotes, www.gatesnotes.com/2018-Annual-Letter?WT.mc_id=02_13_2018_02_AnnualLetter2018_BG-media_&WT.tsrc=BGmedia. Accessed 23 January 2020.
Gates Bill, and Gates Melinda. “We didn’t see this coming.” GatesNotes, www.gatesnotes.com/2019-Annual-Letter. Accessed 23 January 2020.
Glaser, Eliane. “Children are tech addicts – and schools are the pushers” The Guardian, www.theguardian.com/commentisfree/2018/jan/26/children-tech-addicts-schools. Accessed 23 January 2020.
Pinola, Melanie. “How and When to Limit Kids' Tech Use” The New York Times,
www.nytimes.com/guides/smarterliving/family-technology. Accessed 23 January 2020.
Nanda, Prashant K. “Centre launches ₹9,000 crore plan to digitize education delivery” livemint.com, www.livemint.com/news/india/centre-launches-9-000-crore-plan-to-digitize-education-delivery-1550683075713.html. Accessed 23 January 2020.
Nandini. “PM Modi on PUBG and technology affecting students at Pariksha Pe Charcha 2.0| Watch video” The Hindustan Times, www.hindustantimes.com/education/pm-modi-on-pubg-and-technology-affecting-students-at-pariksha-pe-charcha-2-0-watch-video/story-7Zv4T3duPZ3kbmAPF6DJbP.html. Accessed 23 January 2020.
PRESS RELEASE PR Newswire. “Sky School Says Blended Learning Model is Needed to Support World's Displaced Refugees Who Do Not Get a Quality Education” Markets Insider, markets.businessinsider.com/news/stocks/sky-school-says-blended-learning-model-is-needed-to-support-world-s-displaced-refugees-who-do-not-get-a-quality-education-1028717057 Accessed 23 January 2020.
Przybylski, Andrew. “1hr limit on screen time for toddlers: WHO” The Straits Times, www.straitstimes.com/world/europe/1hr-limit-on-screen-time-for-toddlers-who
Retter, Emily. “Billionaire tech mogul Bill Gates reveals he banned his children from mobile phones until they turned 14” the Mirror,
www.mirror.co.uk/tech/billionaire-tech-mogul-bill-gates-10265298. Accessed 23 January 2020.
Robertson Adi. “CAN ONLINE CLASSROOMS HELP THE DEVELOPING WORLD CATCH UP?” The Verge, www.theverge.com/2015/2/11/8014563/bill-gates-education-future-of-online-courses-third-world. Accessed 23 January 2020.
Wakefield, Jane. “Children spend six hours or more a day on screens.” BBC, www.bbc.com/news/technology-32067158. Accessed 23 January 2020.
A valid point, as we can see how technology can erase borders, through organisations such as ‘Skyschool’, that are using it to reach those struck by conflict in refugee camps (Markets Insider). However, according to someone like Eliane Glaser, a writer, lecturer and a BBC radio broadcaster and producer (elianeglaser.org), learning through ‘Luddite’ tools is superior to learning with tech. This begs the burning question, to what extent should technology be used in education?
Firstly, there are those who believe that technology can aid education, and Bill Gates is one of them. An influential entrepreneur whose name is now known globally, thanks to his creation, Microsoft. This means that his voice is heard around the world, and he has quite a clear stance on the role of technology in education.
The Gateses believe that tech is becoming increasingly vital in education, going as far as saying that physical textbooks are becoming obsolete. “it’s a pretty limited way to learn something. Even the best text can’t figure out which concepts you understand and which ones you need more help with,” Gates says about the textbooks (GatesNotes, “We didn’t see this coming”) They believe new software will engage not only students but also aid teachers to customise student learning and mould it to best benefit both parties. According to Gates, the ‘standalone’ textbook is not nearly as effective a teaching tool as it could be when coupled with educational software. The types of educational software Gates is talking about are legion, including examples such as, “Zearn, i-Ready, and LearnZillion.”(GatesNotes, “We didn’t see this coming”)
And the Gates want to help people, as their inherent belief tells them to. Melinda Gates says in their 2018 Annual letter, “We both come from families that believed in leaving the world better than you found it.” (GatesNotes, “10 tough questions we get asked”) Suggesting that their nurture has influenced their thinking. Following the examples of their families, they give back to the community. This is why Gates believes that technology can not only be used to improve education but to make education equally accessible to all. “if access to education isn’t equal, then education will become another cause of inequity, rather than a cure for it.” Bill Gates expressed in his 2015 Annual Letter(GatesNotes, “A big bet for 2030”)
Gates among many others such as Jeremy Corbyn and Bernie Sanders believes that though education has the power to create equality, a lack of it has the power to increase disparity, whether it be between the rich and the poor, or between males and females. Bill Gates proves that technology can be a great tool for education.
Though there are many who believe that technology can be a great tool for the improvement of education, there are others who oppose this. We can see this from the local perspective of Eliane Glaser, a writer, (elianeglaser.org) and states in an article published by The Guardian, “I nonetheless feel like it [her children’s school] is playing the role of pusher, and I’m watching my children get hooked[to technology].” (The Guardian) This shows the fear tech in schools can invoke in parents with regards to their own children.
Glaser has presented only one perspective in her articles, from her experiences with her children and her friends’ experiences, all from similar communities, whereas Gates does voice his opinions on the goods and the evils of technology. “You’re always looking at how it can be used in a great way – homework and staying in touch with friends – and also where it has gotten to excess.”Gates explains to the Mirror.
This suggests that while Glaser is more of an absolutist, and views tech in schools from a single perspective, for a single socio-economic level, considering it an evil, Gates is a relativist as he believes that technology will impact people of different backgrounds in different ways. This could be because of his upbringing, in which he was taught to help people, hence can view technology not just from his own perspective.
Glaser does achieve a stance on tech that is backed up by studies and her own experiences and fears(however this might make her perspective biassed), that tech is not a good thing to be in schools, and that it can be an obstacle for learning and development and a distraction in the hands of children.
The current political party in power in India, the Bharatiya Janata Party, otherwise known as the BJP, has been quite thorough since they have come into power as the central government, and have rolled out many reformations relating to education and technology in attempts to better the education system of India - showing their strong belief in technology to improve education.
Mr Arun Jaitley, India’s late minister of finance also stated in 2018, “We propose to increase the digital intensity in education and move gradually from blackboard to digital board,” (ZeeNews). He advocated the use of tech as something that is at the frontline of improving the quality of education (ZeeNews).
A year later, his party confirmed their stance when the former minister of the Ministry of Human Resource Development of India(MHRD), Prakash Javadekar, stated in 2019 relation to a ₹9,000 crore (90 billion rupees) initiative to digitise education delivery in state-run schools and colleges, “It will [also] help in provisioning of personalised adaptive learning...by exploiting emerging technologies like machine learning, artificial intelligence and data analytics.” (livemint) This shows that the view of the current government of India is similar to that of Gates, in that education should be available to all, and the role of technology is crucial to making it so.
However, like Gates, it seems that Mr Modi has other views when it comes to technology for recreation. The Hindustan Times states that while addressing an audience in the second edition of Pariksha Pe Charcha (Talking about Exams), a mother named Madhumita Sen Gupta vocalised her worries about her son’s fascination with and ‘addiction’ to the popular online game, PUBG. (Hindustan Times) Ms Sen Gupta said that online games were negatively impacting her son’s performance at school.
To this, Mr Modi replied, “I will not say exposure to technology is a bad thing for students.,” (Zee News) This shows that Mr Modi does understand and support the views of his party, in that technology is crucial to education but also sees that it can be a distraction for some. He would be considered a relativist in this aspect, as he doesn’t support only one concrete view, rather one that changes depending upon where and when technology is used. The fact that his word is heard on a national platform means that his views influenced not only that one mother who sought his help but many who are also struggling with the same problem.
Much of my research shows that technology is conducive in classrooms, and does elevate learning by creating new and innovative ways for teaching; therefore engaging students. However, my research has also shown equally as strongly that the problem is the negative impacts that technology can have on children outside of the classroom, inhibiting productivity, and bringing on addiction even. In addition, this research has also shown that technology can be used to erase borders, whether they be political, economic or even those formed by distance. And it has shown me the importance of considering this issue not just from the perspective of my own socio-economic level, but also that of those living through other circumstances, such as conflict.
For this reason, I believe that the best course of action to take would be something along the lines of what France did. Ban the use of mobile phones, tablets, and other smart devices during school and break time, for kids under the age of fifteen, and have kids create their own routines for tech at home, and educate them about what effects it has on their minds and bodies, both good and bad. However, the use of technology should definitely be extended to those in need of education in dire circumstances such as those struck by conflict, or those in poverty, and this should be part of any country’s government’s agenda, to make education accessible to all.
According to The Guardian, pupils of French schools imposing the ban did not find it difficult to detox digitally, at least for the duration of the school day. As well as that, “Schools that had previously banned phones said they had noticed more social interaction and empathy between children, and a readiness to learn at the start of lessons.” As for at home, it becomes much more difficult to manage the amount of time that students spend on technology unless they have a say in how much time they get to spend on their devices. “Kids are also less likely to baulk at limits if they have a role in creating and establishing them,” New York Times confirms.
This being considered, while drastic measures in inhibiting the use of technology for non-educational purposes at school works well, as we can see in France, at home, collaborative creation of rules and regulations will not only better the child-tech relationship, but also that of the parent and child.
Throughout this research journey, I have been exposed to many sources and perspectives, and these have all opened my eyes to new information about the issue of technology’s role in education. Before writing this article, I took science and my parents at their word - technology gives us great opportunities, but can also take away what we have. I’ve learnt how important it is to view technology in the lives of kids and teens subjectively as well as objectively. It is very important to find out how tech affects you as an individual - does it help or hinder your work? As well as that, it is of equal importance not to label technology as what it is to just yourself.
The research that I conducted really opened my eyes to how belief systems and upbringing can impact views on technology, and how it is important to think of the impacts of technology on education not just in terms of tech that is used to teach, but tech that is used by students outside of class. I used to think that technology was redundant in some places - why have an online textbook when a paper one seems so much more easy to read and use? But what if there was someone on the other side of the world, living in a refugee camp, torn away from their education - with their textbooks left behind, and their only tether to learning was a mobile phone?
How could I still keep the same view about online resources? I believe now that tech is a necessity for the globalisation of education, but that there should be barriers in place for technology that has the potential to distract children and hinder learning. The middle ground and that of the messenger of learning seems to be the best place for technology in education, in classrooms where tech, teachers and teens(as well as younger children) coexist in harmony.
Works Cited
Chrisafis, Angelique. “'It's pretty easy to talk instead': pupils react to French phone ban” The Guardian www.theguardian.com/world/2018/sep/07/screen-break-how-are-french-schoolchildren-coping-with-phones-ban. Accessed 23 January 2020.
Editors, Biography.com. “Narendra Modi Biography” Biography.com, www.biography.com/political-figure/narendra-modi. Accessed 23 January 2020.
Gates Bill. “A big bet for 2030.” GatesNotes, https://www.gatesnotes.com/2015-Annual-Letter. Accessed 23 January 2020.
Gates Bill, and Gates Melinda. “10 tough questions we get asked” GatesNotes, www.gatesnotes.com/2018-Annual-Letter?WT.mc_id=02_13_2018_02_AnnualLetter2018_BG-media_&WT.tsrc=BGmedia. Accessed 23 January 2020.
Gates Bill, and Gates Melinda. “We didn’t see this coming.” GatesNotes, www.gatesnotes.com/2019-Annual-Letter. Accessed 23 January 2020.
Glaser, Eliane. “Children are tech addicts – and schools are the pushers” The Guardian, www.theguardian.com/commentisfree/2018/jan/26/children-tech-addicts-schools. Accessed 23 January 2020.
Pinola, Melanie. “How and When to Limit Kids' Tech Use” The New York Times,
www.nytimes.com/guides/smarterliving/family-technology. Accessed 23 January 2020.
Nanda, Prashant K. “Centre launches ₹9,000 crore plan to digitize education delivery” livemint.com, www.livemint.com/news/india/centre-launches-9-000-crore-plan-to-digitize-education-delivery-1550683075713.html. Accessed 23 January 2020.
Nandini. “PM Modi on PUBG and technology affecting students at Pariksha Pe Charcha 2.0| Watch video” The Hindustan Times, www.hindustantimes.com/education/pm-modi-on-pubg-and-technology-affecting-students-at-pariksha-pe-charcha-2-0-watch-video/story-7Zv4T3duPZ3kbmAPF6DJbP.html. Accessed 23 January 2020.
PRESS RELEASE PR Newswire. “Sky School Says Blended Learning Model is Needed to Support World's Displaced Refugees Who Do Not Get a Quality Education” Markets Insider, markets.businessinsider.com/news/stocks/sky-school-says-blended-learning-model-is-needed-to-support-world-s-displaced-refugees-who-do-not-get-a-quality-education-1028717057 Accessed 23 January 2020.
Przybylski, Andrew. “1hr limit on screen time for toddlers: WHO” The Straits Times, www.straitstimes.com/world/europe/1hr-limit-on-screen-time-for-toddlers-who
Retter, Emily. “Billionaire tech mogul Bill Gates reveals he banned his children from mobile phones until they turned 14” the Mirror,
www.mirror.co.uk/tech/billionaire-tech-mogul-bill-gates-10265298. Accessed 23 January 2020.
Robertson Adi. “CAN ONLINE CLASSROOMS HELP THE DEVELOPING WORLD CATCH UP?” The Verge, www.theverge.com/2015/2/11/8014563/bill-gates-education-future-of-online-courses-third-world. Accessed 23 January 2020.
Wakefield, Jane. “Children spend six hours or more a day on screens.” BBC, www.bbc.com/news/technology-32067158. Accessed 23 January 2020.
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