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at no time in history has the public become so susceptible to the spread of willful ignorance, intentionally deceitful lies, and blatant stupidity.

Unexpectedly, it appears, the tsunami-like exponential explosion of information has devolved into the Age of Ignorance.

One of my fears when I was able to put a device into the hands of every student was that the students might focus on the screen, the way many children do with a television or a computer. Those children become absorbed by the device, ignoring all that is going on around them. Happily, this has not at all proved to be the case for us. The students did not want to just use the iPads; they wanted to share them.  The hum of voices excitedly talking to their peers about what they were doing was just the same as it had always been. They just had different things to share.

One of the things I have come to value most highly is choice.  I have offered my students as much choice in how they learn and in how they demonstrate their learning as I can. The iPads have given my students so many more opportunities for choice.

the iPads have given us a rich variety of options that were just not available before

There’s an idea that’s been gaining ground in the tech community lately: Everyone should learn to code. But here’s the problem with that idea: Coding is not the new literacy.

Selling coding as a ticket to economic salvation for the masses is dishonest

Too much of the wrong kind of media can hurt infants, but that doesn't mean you need to practice total abstinence

total abstinence, that is to say families following the AAP’s recommendations, was actually associated with lower cognitive development, not higher

sensationalizing flawed studies that find negative relations.

it increasingly feels as though scientific evidence has become a casualty in the process.

the factors which underlie why the public discourse around technology is so dysfunctional

these factors aren’t just focused on debates around the effects of technology – they speak to wider debates around science and evidence-based policy

Verbalize what you’re doing with your phone

They also get their cues about technology from people around them. A child would need to be alone in the woods to miss that people love their phones. From the time that they’re born, people are shoving phones in their faces to take pictures, turning to their phones to escape, and obsessively talking on their phones while ignoring them.

Once you begin saying out loud every time you look at technology, you also realize how much you’re looking at technology.

describing exemplars of technology integration is not synonymous with student-centered teaching. And student-centered teaching is not the same as “success” in student learning

Evidence of technology use in Europe, Asia, and the Americas  (see JECR PDF) have pointed out how powerful devices often end up being used to support teacher-centered instruction.

The all-important implementation question–too often overlooked, ignored, or forgotten by champions of new technologies–remains: have teachers altered their classroom practices as a consequence of using new technologies? Without such changes in teaching practices, then student learning and outcomes can hardly be expected to improve.

the study has a number of features that reduce confidence in the robustness of the findings.

The review of prior literature is unbalanced to emphasise adverse effects of screen time and ignore conflicting studies

too small to give reliable estimates of effects of screen time