Glow Kids: How Screen Addiction is Hijacking Our Kids - And how to Break the Trance.

What?
Today I attended a presentation by Dr Nicholas Kardaras about his latest book - Glow Kids: How Screen Addiction is Hijacking Our Kids - And how to Break the Trance.

Blurb about Session

Internationally renowned speaker, Dr Nicholas Kardaras is coming to Hamilton to speak exclusively to parents about his latest book Glow Kids: How Screen Addiction is Hijacking Our Kids - And How to Break the Trance.

Dr Kardaras is a licensed psychotherapist, author, consultant and lecturer in philosophy, mental health and all forms of addiction - substance, behavioural and digital.

As author of Glow Kids, Dr Kardaras will present how technology - more specifically, age-inappropriate screen technology, has profoundly affected the brains of an entire generation. Brain imaging research is showing that stimulating glowing screens are as dopaminergic (dopamine activating) to the brain’s pleasure centre as sex. And a growing mountain of clinical research correlates screen tech with disorders like ADHD, addiction, anxiety, depression, increased aggression, and even psychosis.

Most shocking of all, recent brain imaging studies conclusively show that excessive screen exposure can neurologically damage a young person’s developing brain in the same way cocaine addiction can.

So what?
Student engagement is problem teachers face these days; they always need to be stimulated. This is becoming more and more of an issue in the class so teachers and also society. As a teacher we need to understand our learners of today and what makes them tick. Attending this presentation gave me more of an insight into students and how 'technology' has completely changed the way students behave, work, interact with others.


Now what?
That is the million dollar question - Now What?
Is it too late?
What can we do?
If students are brought up on devices from an early age what can we do as educators?
When they get to Year 8 can we reverse the effects? Especially if we have no buy in from parents?
The presentation is being run for parents so hopefully many attend and think about how much 'screen time' they allow at home. This is also a conversation we will be able to have with parents.

During the presentation we were shown many examples of research and articles relating to this matter. Is this something we need to share during parent meetings? Email parents? Parent notices?

What this has done is made me think about how much time is too much time. Not only in my class but also at home. Also, with my new role it will be about the pedagogy and asking - is it really beneficial for the younger students. Especially those who are under 10 years of age as this is the most crucial time for brain development.

Notes from presentation



This shows evidence against:

Professional learning 

Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners. 

• Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources. 

• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures. 

• Engage in professional learning and adaptively apply this learning in practice. 

• Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters. 

• Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions.

Professional Relationships 

Establish and maintain professional relationships and behaviours focused on the learning and well-being of each learner.

• Engage in reciprocal, collaborative learning-focused relationships with: 
• learners, families and whānau 
• teaching colleagues, support staff and other professionals 
•  agencies, groups and individuals in the community.  

• Communicate effectively with others.  

• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.  

• Communicate clear and accurate assessment for learning and achievement information. 

Learning-focused Culture

 

Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety

• Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning. 

• Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks. 

• Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs. 

• Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety. 

• Create an environment where learners can be confident in their identities, languages, cultures and abilities. 

• Develop an environment where the diversity and uniqueness of all learners are accepted and valued. • Meet relevant regulatory, statutory and professional requirements.