K E Y N O T E S U M M A R Y

D R K R I S T Y G O O D W I N . C O M

B Y D R K R I S T Y G O O D W I N

T E AC H I N G T H E iG E N

S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M

Thank you for recently attending a keynote address Teaching the iGen. I hope that you found the session helpful. Please find a summary of the key points addressed in the presentation below.

The three areas addressed in the seminar were:

B Y D R K R I S T Y G O O D W I N

T E A C H I N G T H E I G E N

1. Plugged-in childhoods & adolescence 2. Impact of digitalised childhoods & adolescence 3. What can we do?

S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M

Most teachers had predominantly analogue childhoods where we stared at the sky and not a screen! Our professional training, in many instances, involved little, if any training with digital technologies. So it’s natural that we fret and worry about the digitalised childhoods and adolescence our kids are experiencing today. We’ve been forced to teach students in an increasingly digital world: they’re living in a tsunami of screens and social media and growing up experiencing digitalised childhoods. We’re frequently given confusing and conflicting (and often inaccurate) advice in the media and by professionals. We wrestle with the fact that today’s kids will inherit a digital world, so digital amputation simply isn’t an option. Yet, we’re still at the early stages of trying to determine the best ways to utilise technology to support students’ learning.

Research confirms that kids and teens are spending increasing amounts of time with technology. Whilst this time isn’t necessarily always detrimental to their health and wellbeing, (in fact, this time can support their social skills and learning), if their time online is excessive (i.e. displacing their basic developmental needs), or used inappropriately, it can derail their health and wellbeing and impede their learning.

Australian research from the Royal Melbourne Children’s Hospital, conducted in 2017, found that Australian primary school-aged kids are spending an average of 32 hours/week with screens outside of school hours and teenagers are spending an average of 44 hours/week with screens (source: https://www.childhealthpoll.org.au/).

Most boys spend their online time gaming and consuming You Tube clips and girls tend to spend their online time using social media and also watching You Tube clips.

1. Plugged-in childhods & adolescence

S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M

We need to ensure that screen time doesn’t displace children’s & teen’s basic developmental needs.

S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M

If you’re concerned about a student’s screen habits then you can use an online tool to help indicate that they’re using screens for excessive amounts of time. If you’d like a tool to help you determine a rough estimate regarding healthy screen limits, the American Academy of Pediatrics developed an online tool which can be accessed at https://www.healthychildren.org/English/media/Pages/default.aspx. This online tool can assist parents develop a healthy media plan in collaboration with their teen.

2. Impact of digitalised childhoods & adolescence

In the keynote I identified four broad ways that technology is impacting on the ways in which stu-dents learn and also how it’s possibly impacting their health and wellbeing and some of the ways that educators can accommodate to meet students’ needs in the classroom:

1. Displacement effects2. Changed learning preferences3. Physical implications4. Social & emotional implications

S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M

Primary school children

Amount of sleep

9 - 11 hours

Pre-teens and teens

Amount of sleep

8 - 10 hours

a. Displacement effects

There are a multitude of ways in which kids’ and teens’ digital exposure is displacing their basic developmental priorities. Teachers need to be aware of these changes for several reasons. Firstly, teachers need to compensate for some of the basic developmental needs that children and teens may be missing and also be aware of how these changes are impacting student’s capacity and preferred ways of learning.

In particular, there are mounting concerns that students’ RELATIONSHIPS are being compromised by their screen habits. Kids relationships with themselves (due to an absence of white space and boredom), with their peers and also with their parents (‘techno-glect’ and ‘techno-ference’ were terms used in the seminar) are being shaped by technology. The premature introduction of social media is a huge issue facing schools. Whilst the decision to allow students to have social media accounts is a parental one, many schools are facing the consequences (on a daily basis) when kids and teens are using social media inappropriately. TIP- preserve the plenary session of your lessons so kids can learn basic social and interaction skills.

Students’ SLEEP is also being impeded because of their screen habits. Both the quality (devices in bedrooms are disrupting kids’ sleep cycles) and quantity (blue light emitted from handheld devices delays the onset of sleep) of their sleep is being hampered because of screens. Again, this is more of a parenting issue than a school issue but schools need to constantly remind students and parents of the sleep recommendations. Updated Australian guidelines are listed below:

Kids’ and teens’ PHYSICAL MOVEMENT skills and levels of activity are also being impacted by their tech habits. Physical movement is vital for basic brain architecture (for example, kids need to get sufficient vestibular development through rolling, rocking, tumbling, running and spinning to develop their sense of balance which in turn allows them to sit still and pay attention).

S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M

Pre-teens and teens

Kids and teens are also not having ample opportunities for PLAY, as much of their play time at home is now spent on screens. Play develops a myriad of essential skills such as language, problem solving, executive function skills etc. Some of the issues regarding kids’ use of video games were identified in the seminar (e.g. mirror neurons, desensitization, promotion of aggressive or anti-social skills).

To help schools manage students’ devices whilst at school and also en route to school and help parents manage screens at home, The Family Zone have developed a brilliant Education Solution. To find out more contact Kristy, via kristy@drkristygoodwin.com and she will have a team member from the Family Zone contact you at a convenient time.

b. Changed leanring preferences

There’s increasing evidence that students’ ATTENTION SPANS are changing because of their digital infatuation. Kids are particularly vulnerable to digital distractions (the online world is akin to being a sensory smorgasboard) because the part of the brain responsible for managing their impulses, their prefrontal cortex, is still developing (this part of the brain isn’t fully developed until early 20s for females and late 20s for males). Managing attention spans is the most essential skill kids must develop to thrive in the 21st Century. TIP- teach students to mono-task, not multi-task and employ breathing techniques and mindfulness practices to assist students sustain their attention.

Kids are also expecting to use technology as a tool to create digital content (e.g. animations, movies, coding), to consume content in new ways (e.g. augmented reality, QR codes) and to communicate and collaborate in different ways. Schools need to find ways to use technology in innovative ways, to add value to the learning experience (and not just to act as a digital worksheet, or ‘chocolate covered broccoli’ tool, as kids are great broccoli detectors!). This requires significant and ongoing professional learning.

S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M

c. Physical implications

VisionGiven that kids are spending increasing amounts of time with digital devices and often at younger and younger ages, it’s vital that parents and educators ensure that they’re using them in healthy and correct ways. Incorrect, excessive or premature use of screens can potential harm a child’s visual development. Unhealthy screen habits place children’s eyes under many stressors at earlier ages and often for increasing periods of time.

Top tech tips for protecting kids’ vision-// 20-20-20-20 rule – Teens need to take frequent breaks when using digital devices. Every 20 minutes of using a screen, teens need to take (at least) 20-second break away from the screen, blink 20 times (this also helps to lubricate the eyes and prevent computer vision syndrome), to look at something at least 20-feet away (approximately 6 metres which helps to develop depth of vision) and to do something physically active for 20 seconds (star jumps, run on the spot, stretch to help the body calibrate and reposition so no unhealthy postures are adopted).

// Encourage screen-free breaks outside- Time in natural sunlight is vital for healthy visual development. Children need 10-14 hours of natural sunlight per week for healthy eyes. Time in nature also gives eyes a much-needed break from looking at things close distance.

HearingThe World Health Organization (sic) estimates that 1.1 billion people worldwide could be at risk of noise-induced hearing loss (NIHL) because of unsafe use of personal music devices including mp3 players and smartphones. NIHL typically develops because of repeated exposure to loud sounds over time (as is the case for many kids incorrectly using headphones).

Teens consistent use of headphones above safe hearing levels is a huge threat to their hearing. Research confirms that use of headphones above 75dB can cause permanent hearing loss. However, many parents are surprised to learn that most commercial mp3 players can reach more than 130dB (contingent upon the model of mp3 player and brand of headphones used)! Hearing damage is cumulative, which is a potential concern as younger and younger children are now using headphones, meaning they may be susceptible to hearing loss in years to come- we don’t yet have the long-term research to confirm this, as yet.

Top tech tips for protecting teens’ hearing-// Volume control – Use the settings on the device to set maximum volume levels. Many products do not allow users to set a specific decibel level, but you can set maximum levels based on what ‘sounds’ suitable. Check with individual manufacturers as to how to do this.

// Avoid using ear-bud style headphones – children should use noise-canceling, ear-muff type headphones (it’s not essential that they’re the expensive branded headphones that tweens will insist you buy them) as these cancel some of the background noise, making it easier for children to listen to the music without having competing background noise.

// Limit time with headphones- children should not use headphones for more than 60 minutes/day.

// No headphones when being a pedestrian –Young children don’t typically develop their peripheral vision until they’re 8 years of age so they rely more on their sense of hearing when crossing the road. If they’re digitally-distracted with headphones, their sense of hearing is compromised.

S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M

Muskuloskeletal Health-There are potential risks to kids’ physical health if they’re using screens excessively or incorrectly. Tech-neck, gaming claw and text-thumb are the colloquial terms used to describe the serious physical ailments that can result from repetitive or incorrect use of screens. As pilots of the digital plane parents need to teach kids (and remind them constantly) about how to hold and position screens in a way that won’t compromise their health.

Chiropractors, physiotherapists and occupational therapists are anecdotally reporting increasing numbers of adolscents presenting with musculoskeletal problems. They attribute this increase to the early introduction of screens, the amount of time children are spending with screens and the adoption of unhealthy ergonomic postures.

// Encourage regular breaks– Regular breaks away from screens prevent teens’ muscles from fatiguing. When they’re tired children are more unlikely to adopt poor postures. If children have a break from using a screen and do something physically active in the interim, when they resume using a device they’ll be more likely to adopt healthy ergonomic postures.

// Teach correct ergonomics– teach adolescents how to adjust desks and work areas to suit their physical needs. For example, when using laptops and desktop computers their feet should be flat on the ground and their knees and spines should be at a 90° angle too. Use chairs with adjustable heights, tilts and lower-back support (or insert a cushion to provide extra support). With mobile devices like tablets and smartphones, encourage children to lie on their stomachs as this keeps their necks in a neutral position (and as an added bonus, they’ll naturally reposition themselves as their elbows will tire). Another alternative with touchscreen devices is to use tear-shaped bean bags, as this allows them to bring devices to their eye level while maintaining their posture (just remember to switch the device to airplane mode first before popping it in their lap to reduce any possible risks associated with electromagnetic radiation).

// Limit the weight of schoolbags carrying digital devices– many adolescents are now carrying tablets and/or laptops in schools bags as part of Bring Your Own Device (BYOD) initiatives. Children shouldn’t carry bags that are more than 10% of their body weight. So it’s important that parents monitor the weight of kids’ school bags and make adjustments where necessary.

I offer a range of professional learning workshops for educators that address digital health and wellbeing and also workshops for students. Contact my team if you’re after more information via enquiry@drkristygoodwin.com.

S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M

d. Social & emotional implications

In the kyenote I addressed critical social and emotional implications of kids’ and teens’ increased use of screens, including addiction cocnerns, social media use, cyber-bullying and pornography (raising concerns that this may be a possible health epidemic). Both schools and families play a critical role tackling social media use, cyber-bullying and pornography exposure if real change is to occur.

Some helpful digital tools that schools in Australia are currently using to address these issues include Stymie and reword.it. Again, I strongly encourage schools to consider using the Family Zone solution to prevent kids and teens from accessing age-inappropriate content.

3. What schools can doSchools have a legal, professional and social responsibility to help today’s students foster healthy and sustainable digital habits. This also requires that parents assume an active role in helping students develop such habits, which in turn requires schools supporting parents.

In terms of practical strategies, teachers can:// stay up-to-date with the latest technologies students are using (the Office of e-Safety Commissioner’s website is a great tool);//use technology in the classroom to add value (avoid chocolate-covered broccoli);// teach students to manage their attention spans (THE most critical 21st-Century skill);// help students develop healthy digital habits (vision, posture, hearing);// provide opportunities for green time;// talk to students and parents about the importance of sleep;// consider implementing naps;// establish tech-free zones and times in your classroom;// teach mindfulness and breathing techniques;// promote and increase physical activity and play;// allow opportunities for and promote the ideas of boredom and white space with students and parents;// provide ongoing professional learning for teachers; and// support parents manage screens at home and foster healthy digital habits at home.

Technology is here to stay. Whether we love it or loathe it, we need to help today’s students find healthy and helpful ways to use it. We need to teach them how to tame their technology habits and not be a slave to the screen.

S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M

W A N T M E T O S P E A K T O Y O U R S T A F F O R P A R E N T S ?

I deliver a range of professional learning workshops (I’m an accredited provider in NSW with NESA) for educators, student workshops and parent seminars. These can be delivered as stand-alone seminars or as part of a School’s Package. You can find more information about the speaking topics I offer at www.drkristygoodwin.com/topics-2018. Please contact my team for more information via enquiry@drkristygoodwin.com.

S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M

Raising Your Child in a Digital World translates the most current re-search on new technologies and their impact on young kids into practical and digestible information for parents (and professionals working with families). It busts the myths, explores the benefits of time online and helps parents to successfully guide their children to balance ‘screen time’ with ‘green time’ (and alleviate their techno-guilt).

This book finally allows parents to put an end to the guesswork and guilt when it comes to raising kids in a digital world (without telling them to ban the iPad, or unplug the TV). Because digital abstinence is not the solution.

Now more than ever we need this book! This book gives peace of mind, that children can thrive in a digital world and stay connected to themselves and the world around them. Kristy delivers the research but more than anything she solidifies the need for play, connected relationships and getting outdoors in nature and that you don’t have to give up one to have the other. She encourages that we can strike a balance and use technology to our advantage while nurturing the spirit of our child. Bravo!

Kerry Spina | Mum & Author Kids in Harmony

As a researcher in young children’s technology use I’m increasingly aware that parents need more information about how to survive and thrive in this digital age. In ‘unpacking’ key research for parents, Dr Kristy Goodwin’s work here presents a much needed resource.

Dr Kate Highfield | Macquarie University, Institute of Early Childhood

“Dr Kristy shares my concerns around the potential for harm when technology is used too much or inappropriately and in her book she has explored research and common sense to give parents an excellent guide to navigating this strange new world. She guides parents on how to make good decisions in the home while being mindful of what to be careful of at various ages and stages in terms of internet usage. She makes complex information easy to read and understand. This book needs to be in every home where our digital children aged birth to 25 live.”

Maggie Dent | Author | Speaker | Parenting Educator

D r K r i s t y ’ s B o o k

“Impressed by this new book which is well researched and steers carefully and in details around the hazards and harms of too much screen use by children and teens. It’s not merely balanced (which can be a copout), but very specific about what to avoid and why, and is based around what children need for their age and stage.”

Steve Biddulph | Author | Speaker | Parenting Educator

S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M S E M I N A R S U M M A R Y | D R K R I S T Y G O O D W I N . C O M

About Dr KristyDr Kristy’s on a mission to solve parents’ and educators’ digital dilemmas by arming them with facts (not fears) about raising kids and teens in the digital age. She helps parents ditch the techno-guilt and raise happy, healthy kids who thrive online and offline and arms professionals with essential knowledge about the needs of today’s learners. Kristy takes the guesswork and guilt out of raising and teaching kids in the digital age by translating the latest research, from a range of disciplines into practical and digestible information, tips, and tricks for parents and educators so that they can feel confident and assured that they’re raising healthy, happy and balanced kids and teens in the digital age.

Want to learn more?Dr Kristy travels throughout Australia and Asia to deliver engaging and informative parent and educator seminars.

To enquire about booking Dr Kristy click below

Let’s Get SocialF A C E B O O K

I N S T A G R A M

Y O U T U B E

T W I T T E R

BOOK KRISTY