One of the most powerful quotes that I heard on a podcast recently was by Theodore Roosevelt, “comparison is the thief of joy”. Not only do I think it is so important for everyone to be cognisant of this and relate it to their own life, but I also think it’s very fitting for when discussing the negative implications that social media can have on children and young adults. As a teacher, I have seen first-hand just how dangerous the online world is for young people. They believe that what they see and hear online is “normal”. Further, these influencers may become, or already are, their inspiration for how they live and interact in their daily lives. They unknowingly are comparing someone’s highlight reel to their regular, mundane life. Unfortunately, many children are provided uncensored and unmonitored access to the internet. I know that a handful of children in my current class are viewing and listening to content that their parents are completely unaware of. Without adequate amounts of restriction, discussion and education, children can begin to feel inadequate and self-conscious about their own abilities and appearances (Jones, 2004). These inadequacies naturally lead to a decline in young people’s mental health. Kelly, et al. (2018) found a clear association between social media use and depressive symptoms, specifically, self-esteem and body image. After researching the reasons behind why social media can negatively affects young people’s mental health, I compiled the six-most prominent explanations.
Children live in a culture which the media are a salient source of appearance information and live in an appearance-focused environment. A study found that children’s attitudes towards their own bodies are increasingly shaped through their social media encounters (Rodgers, et al., 2017). As a result of this, prevention and intervention should be targeted at children from as early as Prep. There is an immediate need for children, parents, and teachers to be well-informed in the role that peer and media influencers have on body satisfaction and self-esteem. Within schools, teaching of media literacy at age-appropriate levels is crucial if we as a society are going to reduce the negative impacts that the internet has on our young children (Dohnt & Tiggemann, 2006). Are you interested in what you’ve read? Check out the following videos for some tips and advice on how to best support your mental wellbeing whilst engaging online. References: Dohnt, H., & Tiggemann, M. (2006). The Contribution of Peer and Media Influencers to the Development of Body Satisfaction and Self-Esteem in Young Girls: A Prospective Study. Developmental Psychology, 42(5), 929-936. Jones, D. (2004). Body image among adolescent girls and boys: A longitudinal study. Developmental Psychology(40), 823-835. Kelly, Y., Zilanawala, A., Booker, C., & Sacker, A. (2018). Social Media Use and Adolescent Mental Health: Findings from the UK Millennium Cohort Study. EClinicalMedicine(6), 59-68. Rodgers, R. F., Damiano, S. R., Wertheim, E. H., & Paxton, S. J. (2017). Media Exposure in Very Young Girls: Prospective and Cross-Sectional Relationships with BMIz, Self-Esteem and Body Size Stereotypes. Developmental Psychology, 53(12), 2356-2363.
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Young people think and process information differently to their predecessors due to their immersion in digital technology. They are constantly doing more than one thing at a time, such as listening to music, scrolling on their phone, and talking to someone. This is what they are used to and what is “normal” to them and their friends. Due to these learnt social behaviours, it has been shown that discovery-based learning is far more engaging and effective for learners as they are able to explore their interests using their strengths and test their ideas (Brown, 2000).
Over the past two decades, game-based learning has grown increasingly into a popular instructional approach. Due to its power to motivate and engage students, it creates an effective pedagogical approach to exploring more complex skills, such as problem solving and critical thinking (Kim, Park, & Baek, 2009). For those unfamiliar with the term ‘gamification’, it is a set of learning tasks that solve problems using gaming elements. Gamification has the potential to improve academic achievements by providing a foundation for authentic and engaging learning experiences. Essentially, I see it is gaming + learning = happy and knowledgeable children! Let’s look at the pros and cons of “gamifying” your classroom. Maybe if you were considering it, or at least interested in it, this may help you with your decision! PROS: 👍 + creating a sense of belonging and community between players and groups + the ability to meet like-minded peers that they may not have the opportunity to meet outside this space + building comradery between members; just like regular sports, but from online games in which learners enjoy and excel in + providing opportunities for learners to engage in games or technology that they may not have at home due to family situations, beliefs, or financial means + increasing engagement for reluctant learners + a range of curriculum standards can be taught, practised, and assessed using one single game + opportunity for children to discover and/or develop strengths related to gaming in a safe and supportive environment CONS: 👎 - By associating popular games with learning, this can potentially ruin a game for learners (click here to read more about the concept of “chocolate covered broccoli”) - To ensure success of gamification, educators must first experience the games as learners themselves and due to time constraints, this may be difficult for staff members - Adding to the already large amount of screen time an average child engages in daily and more seriously, increasing concerns around addiction - Some children are used to living under strict guidelines carried out by their parents. These beliefs may contradict the concept of playing “games” whilst at school (read this article by the Washington Post) Personally, I am a big ‘yay’ for gamification in schools. I am excited to see how it will reinvigorate education by capturing the fun, challenges, and engagement, to effectively support learning. I’d love to hear from any readers on your thoughts around gamification, are you are a ‘yay’ or a ‘nay’…? References Brown, J. S. (2000, March/April). Growing up digital: how the Web changes work, education, and the ways people learn. Change, 10-20. Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. The American Psychologist, 1(69), 66-78. Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52(4), 800-810. Liao, S. (2021, August 30). China restricts young people to playing video games three hours a week. Retrieved from The Washington Post: https://www.washingtonpost.com/video-games/2021/08/30/china-video-games-kids-ban-weekday/ Current learners have reported feeling disengaged, disappointed, and dissatisfied (Levin & Arafeh, 2002; Oblinger, 2003; Prensky, 2005). There are discussions circulating the media around schools being outdated and requiring urgent revamps to meet the ever-changing demands and skills required for our digital age. As an upper-school teacher, I frequently have candid discussions with my learners around how they feel school isn’t setting them up for success, academically. Just last week I had a boy show me a TikTok video where a man was explaining just how schools are not teaching kids the things that are relevant to them. His response was, “how true is this, Miss?!” Prensky (2005, p. 8) claims that “young people live their lives completely immersed in technology and are fluent in the digital language of computers, video games and the Internet”. Another scholar claims that this involvement is so extreme that many children don’t even consider computers ‘technology’ anymore (Frand, 2000). What I take from these snapshots is that using digital devices and forms of social media in the classroom would not be sufficient to do so only for technology-based learnings or to only cover the Technology curriculum strands. These devices are who our young people are and for some children, I would go as far as saying that they can’t see themselves without their device. Taking all of this into consideration, incorporating text messages into the classroom sounds like a very achievable and adaptable way to engage children in their learning, as well as covering the necessary curriculum. A few ways I have used the concept of text messages/messaging platforms in my upper-primary classroom as well as some other suggestions include:
I have had sky-high levels of engagement and written work production when using some of these activity ideas. Not only does it hook the children into your lesson, but it is also building their digital literacy capabilities. This can be defined as the awareness and ability for learners to use digital platforms to express themselves, construct new knowledge and communicate in ways that relate to the digital society they are growing up in (Dowdall, 2009). I would love to hear if you try one of these suggested lesson ideas or if you have any recommendations that I could try in my classroom. Leave a message below and together we can become more confident with using text messaging in our classrooms! References Anonymous. (2017, June 22). How SMS Texting Can Be Used Effectively in the Classroom. Retrieved from Edmodo: https://go.edmodo.com/how-sms-texting-can-be-used-effectively-in-the-classroom/ Dowdall, C. (2009). Masters and Critics: Children as Producers of Online Digital Texts. In V. Carrington, & M. Robinson, Digital Literacies: Social Learning and Classroom. SAGE Publications. Frand, J. (2000). The information-age mindset: changes in students and implications for higher education (Vol. 35). EDUCAUSE Review. Levin, D., & Arafeh, S. (2002). The digital disconnect: the widening gap between Internet-savvy students and their schools. Washington DC: Pew Internet & American Life Project. Oblinger, D. (2003, July/August). Boomers, Gen-Xers and Millennials: understanding the new students. EDUCAUSE Review, 4(38), 37–47. Prensky, M. (2005, September/October). Engage me or enrage me. EDUCASE Review, 5(40), 61-64. Prensky, M. (2005). Listen to the natives. Educational Leadership, 4(63), 8-13. Recently, I have found myself amid a dilemma with regards to my personal preference for reading for pleasure. Do I prefer the traditional, paper versions or eBook devices, specifically the Kindle...? I love the processes of picking up and holding a physical novel. It is a very tactile experience with the feel of turning of the pages, and that well-known scent of a newly purchased book. Not to mention the mere fact I am engrossed in something that isn’t my phone, iPad, or work laptop. Where my dilemma comes into play is there are several pleasing attributes that my Kindle has going for it. Technologies, such as eBooks and the social practices that are linked to these devices are rapidly and repeatedly redefining what it once meant to be able to read effectively (Leu, et al., 2011). Firstly, the cost per book is significantly lower on my Kindle in comparison to leading bookstores. I have a monthly Kindle Unlimited membership, and this allows me to read as many of their free books as I wish (Amazon, 2021). There are also free samples for all books on my Kindle, which is a very handy tool for old indecisive me! We live in a very instantly gratified society, and I know I have become more and more inpatient due to a strong need for immediate and constant stimulation. As silly as it sounds, driving to the shop, choosing a book, purchasing it, and driving back home does not sound as enticing as being able to type in any title or author and download it with seconds. Finally, is there anything worse than getting comfy in your bed and having to leave your warm, cosy spot to get up and turn the lights off? The back-lit screen is the perfect solution to this inconvenience but isn’t bright enough to disturb your sleeping partner beside you! As I near the end of this post, it is becoming obvious to me that the Kindle format of reading is the clear winner. This may have something to do with the fact I am a “digital native” and my reliance upon technology is inherent than I would like to accept (Prensky, 2001)! However, despite the pros I just discussed above, something deep inside me still thinks I prefer a fresh, dog eared, paper book. I feel part of me is in denial about the fact that I have conformed to my ‘gen y’ technology-based social practices (Kasasa, 2021). Maybe I will make a mental note to read my next novel in hard-copy form to engage in that satisfying and sentimental experience! References Amazon. (2021). Kindle Unlimited. Retrieved from Amazon: https://www.amazon.com/kindle-dbs/hz/subscribe/ku Kasasa. (2021, June 7). Boomers, Gen X, Gen Y, Gen Z, and Gen A explained. Retrieved from The Kasasa Exchange: https://www.kasasa.com/exchange/articles/generations/gen-x-gen-y-gen-z Leu, D. J., O'Byrne, I. W., McVerry, G. J., Kiili, C., Zawilinski, L., Everett-Cacopardo, H., Forzani, E. (2011). The New Literacies of Online Reading Comprehension: Expanding the Literacy and Learning Curriculum (Vol. 55). Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 1(6), 1-6. |
Lauren AnnHey there, I'm so glad you're here! I am currently navigating the world of blogging, with the intention of supporting my teaching journey...
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