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As the new school year began in New York, teachers prepared their classrooms by setting up posters, reviewing curriculums, sharpening pencils, and, for the past ten years, charging Chromebooks.
Chromebooks have become a common tool in classrooms post-COVID, allowing students to learn at their own pace, access resources, and complete projects without expensive materials. Some superintendents in the city even mandate dedicated computer time for math and reading practice.
As a member of Gen Z and a teacher in Brooklyn, I have concerns about the reliance on technology for instruction and the potential negative effects of excessive screen time.
I received my first iPhone on my 11th birthday, marking the beginning of my transition into the digital world in sixth grade. At the time, I didn’t understand why my parents were concerned about the amount of time I spent on my phone. To me, it was just a tool for communicating with friends, sharing memes, exchanging homework answers, and discussing school crushes.
However, my parents saw my phone use as a way of isolating myself from the family even when we were together. They viewed it as an adolescent addiction, a sentiment shared by many others.
Research has shown how screen time, particularly on smartphones, can impact our brains well into adolescence and adulthood. Social psychologist Jonathan Haidt’s book “The Anxious Generation” discusses the shift from a “play-based childhood” to a “phone-based childhood” and its connection to the rise in adolescent mental health issues.
I have personally experienced the negative effects of excessive screen time, as have many of my peers. We have struggled with anxiety, depression, and comparison on social media platforms. We long for the days before smartphones when we were free to explore, play, and navigate challenges without constant digital distractions.
School used to be a place where I could escape the pressures of social media and focus on learning. However, the introduction of technology-heavy classes and remote learning during the pandemic changed that. I started teaching middle school last year and noticed that my students had been immersed in technology from a much younger age than I had been.
Many of my students lacked basic skills and knowledge due to their reliance on digital learning. Returning to the physical classroom has been beneficial for their academic and social-emotional development, but they still struggle with the need for instant gratification.
With Chromebooks readily available, students often resort to Googling answers instead of memorizing information or engaging in critical thinking. This reliance on technology can hinder their ability to learn foundational skills and problem-solving.
As I plan for the upcoming school year, I aim to strike a balance between utilizing technology for independent work and fostering critical thinking and discussion skills. Teaching digital literacy and promoting healthy screen habits is essential, but it requires honesty about our own relationships with technology as Gen Z educators.
We now understand the negative impacts and addictive nature of technology, and we can equip our students with the tools to avoid falling into the same traps.
Skyler Graham, Chalkbeat
Skyler Graham is a co-teacher apprentice at Ember Charter Schools. She currently teaches high school English and social studies. More of her work can be found here.
Related:
5 ways to manage students’ screen time
Lax NYC school cell phone policies put burden on teachers, leave students confused
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Chalkbeat is a nonprofit news site covering educational change in public schools.