Instructional Playbook

Screen Time

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Students today spend a significant amount of time viewing and interacting with digital media. One area of concern for many parents is the balance their children have between the virtual and physical world. The plate below is modeled after MyPlate and can be used as a tool to evaluate the balance of digital media in a person’s life. Just as we have to make healthy meal choices and enjoy some foods in moderation, we also need to make choices to achieve balance in the digital world (Culatta, 2021).

Use the technology integration checklist to evaluate the effectiveness of digital resources Disclose frequently used digital resources Integrate Digital Citizenship curriculum into classroom instruction Responsible use policy Teacher Professional Development Partner with families to teach balance Critical Actions for Educators

In order to help children learn to self-regulate their digital media use at home, it is important to understand how they are using technology at school. When students are using technology at school, the majority of their time is spent in the active, high learning quadrant. Research overwhelmingly suggests how the device is used in instruction has the greatest potential impacts on students. Therefore, our graphic focuses on the context of technology use rather than the minutes of technology use. Active, High Learning Value: These activities involve critical thinking and are directly correlated to grade-level learning objectives and standards. Activities should facilitate a greater depth of understanding through: collaboration, student creativity, and/or adaptable programs that fit the needs of the learner. Passive, High Learning Value: These activities are directly correlated to grade-level learning objectives and standards and allow for students to read, watch, and absorb information. In this context, there is not an expectation for students to make learning visible. Active, Low Learning Value: These activities engage students but may be tied to grade-level learning objectives and standards. Passive, Low Learning Value: These activities may involve students reading, watching, and/or absorbing content but may not be tied to grade-level learning objectives and standards.