This document discusses recommendations and guidelines for screen time for children, potential benefits and concerns of screen time, and considerations for choosing educational technology. It notes that for toddlers and preschoolers, excessive screen time may replace opportunities for active play. It also provides criteria for choosing technology, such as ensuring it is open-ended, discovery-oriented, and encourages social interaction and child-initiated play. A case study demonstrates using data collection and analysis to engage children in STEM experiences in a play-based way.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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5. What role could or should
technology play in a lively
environment where children are
actively working with materials and
inventing their own worlds?
6. Screen Time Recommendations - AAP
• Younger than 18 months
– Avoid use of screen media other than video-chatting
– Choose high-quality programming and watch it with children
• Ages 2 to 5 years
– Limit screen use to 1 hour per day of high-quality programs
– Parents should co-view media
Implicit in the recommendation is the idea that the digital media is passive
~ watching not interacting ~
7. Screen Time Recommendations – Department of Health
Screen time - birth to 2 years
• Evidence suggests that watching TV may be connected with delays in language development
• Children younger than 2 years of age should not spend any time watching television or using other electronic media
Screen time – 2 to 5 years
• Evidence suggests that long periods of screen time are connected with:
slower development of language skills
poor social skills
an increased risk of being overweight
• Watching television and the use of other electronic media should be limited to less than 1 hour per day
8. For toddlers and pre-schoolers, long
periods of screen-time may result in
less opportunity for active, outdoor
and creative play
9. Screen Time Averages in Australia
Age Year
Weekday Weekend
TV VG Com. TV VG Com.
2-3 2006 1:58 - - 1:42 - -
3-4 2007 1:50 0:06 0:17 2:03 0:05 0:09
4-5 2008 3:08 0:09 0:17 2:10 0:16 0:19
5-6 2009 1:31 0:15 0:15 3:19 0:47 0:37
Australian Institute of Family Studies,
Longitudinal Study of Australian Children
10. Good Screen Time?
Certain types of screen time can increase children’s physical and cognitive activity
11. Potential Benefits
Physical Interactions with Technology Cognitive Interactions with Technology
Exercise (similar to walking and skipping) School readiness
Improve academic performance High levels of attention and motivation
Create opportunities for group socialisation Scaffolding interactions
Improve classroom behaviours Language development
Build self-esteem Spatial skill development
Create motivation through broad appeal
12. How do we create appropriate
experiences with technology?
Contemporary pedagogical practice in ECEC
Early Years Learning Framework (EYLF)
14. What you should be looking for …
Attributes of enjoyable technology
– sense of discovery
– transport a child into a new reality
– goal-directed
– explore-familiarise-understand cycles
– require mental energy
Match between the child’s skills and the challenges presented
15. Open-ended and discovery oriented
Encourages child-initiated play
Involves active manipulation and transformation of materials
Entry level knowledge and experience is kept to a minimum
Allows for varied skills, abilities and interests
Promotes social interaction
Criteria For Children Under Five
16. Four Questions when choosing Technology for Children
• How does it support my pedagogical approach to teaching?
• How does it fit with the curriculum?
• What am I expecting the learning outcomes to be?
• What does the technology offer that can’t be experienced in other ways?
17. Choosing software for children
What pedagogy underpins the software?
– Instruction and exploration
• Software manages problem solving activities
• Learners process information for use
– Construction and expression
• Learners create their own educational experience
18. Choosing software for children
What is the intended purpose of the software? Where will it be used?
– Inquiry
– Communication
– Construction
– Expression
19. Choosing software for children
Elements Guidelines
Activities Interesting
Expanding complexity
Supportive reward structure
Instructions Age-appropriate
Easy to comprehend and remember
Children control access to instructional information
Screen Design Icons should be visually meaningful
Rollover audio, animation and highlighting
20. Enabling Curiosity and Making Connections: Looking Beyond “Education” Apps
Case Study: Experiencing STEM through data
Using the natural world – every space is a STEM space
STEM as stories – framing data as part of an incomplete narrative
Data connects STEM – as we recognise and explore patterns
Technology enabled – active, play-based, discovery-oriented and open-ended
21. What a curriculum might say about learning experiences with data …
• Representing data as pictures, symbols and diagrams
• Sorting objects and events based on easily identified characteristics
• Making generalisations about data sets
• Experimenting with different ways of representing patters
…
22.
23.
24.
25.
26.
27. Data as Experience
• Uses simple technology as inspiration
• Is open-ended and discovery-oriented
• Connects science, technology, engineering and maths
• Becomes pervasive – it can occur anywhere, anytime
• Doesn’t focus on precision
• Isn’t right or wrong
• Can be focussed on one or more characteristics of the data
• Builds in complexity
• Can make the invisible visible
• Creates engagement beyond STEM
28. Final Thoughts
Technology / Software
Curriculum
Evaluation of content
and functionality
against alternative
tools
Pedagogy
Evaluation of
child-technology
interactions and
experiences
Learning Outcomes
Evaluation of learning
with reference to
specific groups and
contexts
Attributes
Evaluation of
capabilities the
technology for creating
unique experiences
