Feds release guidelines on appropriate tech use for kids
The US Department of Education and the Department of Health and Human Services have released a policy brief detailing developmentally appropriate use of technology for children up to the age of eight. It has four guiding principles; that technology can be used as a tool for learning when used properly; that it can be used as a tool for equity; that it can strengthen relationship among those involved in a child’s education; and that adults should interact with young children for maximum impact. The challenge is to ensure that technology is not used as an end in itself.

Dive Brief:

As early childhood educators and parents struggle to decide where to draw the line with digital tech use, the departments of Education and Health and Human Services have released a policy brief outlining developmentally appropriate use of technology for children up to age eight.

eSchool News reports the brief highlights four guiding principles – that technology can be a tool for learning when used properly, that it can be a tool for equity, that it can strengthen relationships among those involved in a child’s education and that adults should co-view or interact with young children for maximum impact.

Joseph South, director of the Office of Educational Technology says technology can support meaningful learning experiences for young children, but primarily if adults guide children with the devices and participate in activities side-by-side with the child.

Dive Insight:

As the number of digital tools and applications has grown, adults in and around the education world have developed a sense of concern over how much is too much. Some parents have chosen to limit their children’s screen time or ban it altogether until a certain age. The policy brief suggests digital technology is not inherently bad for children. Like anything, though, it depends on how it is used.

Active tech use is an important element of incorporating digital tools into instruction for older grades as well. As 1:1 programs become more common, schools have struggled to ensure students are not losing opportunities for group work and collaboration. Watching videos may be an alternative to hearing a classroom teacher lecture, but they do not enhance instruction. The challenge of incorporating technology — a key reason high-quality professional development for teachers is critical — is using it as a means to an end, not the end itself.