{"id":67623,"date":"2023-03-27T02:43:40","date_gmt":"2023-03-27T06:43:40","guid":{"rendered":"https:\/\/world.edu\/?p=67623"},"modified":"2023-03-27T02:43:40","modified_gmt":"2023-03-27T06:43:40","slug":"do-anti-tech-schools-make-sense-in-a-digital-world","status":"publish","type":"post","link":"https:\/\/world.edu\/do-anti-tech-schools-make-sense-in-a-digital-world\/","title":{"rendered":"Do anti-tech schools make sense in a digital world?"},"content":{"rendered":"

\"\"<\/span><\/p>\n

In recent years, some\u00a0<\/span>anti-technology<\/span><\/a>\u00a0discourses have appeared that defend that children and young people should not be exposed to any type of screen.\u00a0A position that, together with the\u00a0<\/span>risks that the use of the Internet and networks have for minors<\/span><\/a>\u00a0, has also led to an anti-technology vision in the educational field.\u00a0However, it is an approach that confuses and mixes contexts.<\/span><\/p>\n

News and interviews in which some\u00a0tech <\/a><\/span>gurus<\/span><\/em><\/a>\u00a0admit to sending their kids to anti-tech schools have sparked debate.\u00a0But this position is not new, since in the mid-80s of the last century, schools without technologies were created around Silicon Valley, at the request of the big technological entrepreneurs.\u00a0This is how centers such as\u00a0<\/span>the Waldorf School of the Peninsula<\/span><\/a>\u00a0and the\u00a0<\/span>Brightworks School<\/span><\/a>\u00a0arose .\u00a0However, assuming that technology is harmful due to this fact is too reductionist an approach.<\/span><\/p>\n

Not so radical gurus<\/strong><\/h4>\n

If we go beyond the headlines, we will see that, in general, the statements of several of these professionals are less radical.\u00a0The\u00a0<\/span>Makerspaces in the early years<\/span><\/a>\u00a0project , funded by the European Union and led by British researcher\u00a0<\/span>Jackie Marsh<\/span><\/a>\u00a0, explored the possible rejection of technology by this technological elite.<\/span><\/p>\n

The results revealed that these families reject children spending a lot of “meaningless” time in front of screens, but not the creative and productive use of these tools.\u00a0In fact, many of these technological\u00a0<\/span>gurus<\/span><\/em>\u00a0indicate that learning to program is a basic competence of this century and Tim Cook himself, director of Apple, defends the integration of programming at an early age.<\/span><\/p>\n

What it specifies, as can be seen in this interview published in\u00a0<\/span>The Guardian<\/span><\/em><\/a>\u00a0, is that it is important to make reasonable use of technology and set limits.<\/span><\/p>\n

In 2013, many of these professionals participated in an initiative that promoted programming training, entitled\u00a0<\/span>What most schools don’t teach<\/span><\/em><\/a>\u00a0(What most schools don’t teach), and denounced that only one in four schools taught programming, and they talked about the importance of learning these skills.<\/span><\/p>\n

A means, not an end<\/strong><\/h4>\n

This implies a more realistic view of the current world in which we live, and not an absolute denial of any technology.\u00a0Let’s not forget that one of the basic principles of Educational Technology as a discipline is that technology is not an end in itself, but a means (to create, overcome communication barriers, express ourselves, etc.).<\/span><\/p>\n

That\u00a0<\/span>Bill Gates<\/span><\/a>\u00a0(co-founder of Microsoft) did not let his children use their mobile phones at the table and did not allow them to have one until they were 14 years old is not being against technology, it is educating in an appropriate and responsible use of it. same.<\/span><\/p>\n

The example of the elders<\/strong><\/h4>\n

The study\u00a0<\/span>Young Children and Digital Technology<\/span><\/a>\u00a0, carried out in 2017 in 21 countries of the European Union, concludes that, in general, in Europe children from 0 to 8 years old learn to use technologies by watching the use made by their relatives.<\/span><\/p>\n

In the cases of children who attend schools that have implemented technologies in education, students are more aware of their risks.<\/span><\/p>\n

The study also indicates that socioeconomically advantaged families are more aware of the risks and problems of abuse of technologies, so they are more restrictive with the time that children are exposed to them.<\/span><\/p>\n

The danger of the digital divide<\/strong><\/h4>\n

A technology-free education for children and young people in the 21st century implies avoiding the prominence that digital technologies have in all sectors of life.\u00a0Organizations such as\u00a0<\/span>UNESCO<\/span><\/a>\u00a0and the\u00a0<\/span>European Union<\/span><\/a>\u00a0highlight digital competence as one of the basic competences of the citizen of the 21st century.<\/span><\/p>\n

A\u00a0<\/span>good digital literacy<\/span><\/a>\u00a0will help us to make children and young people more aware of the risks and possibilities of digital technologies, thus favoring a good use of them.<\/span><\/p>\n

Technologies in the educational process<\/strong><\/h4>\n

Therefore, it is essential to work on the risks of technologies in the family and educational sphere, but it is also essential that schools integrate them, from a methodological and non-instrumental perspective, to favor the development of students’ digital competence.<\/span><\/p>\n

After the covid-19 pandemic,\u00a0<\/span>UNESCO<\/span><\/a>\u00a0highlighted the importance of technologies to enrich the educational process, but also warned of the risk that they help deepen inequalities.\u00a0In this sense, if we do not introduce technology in schools we could be contributing to the increase of the digital divide.<\/span><\/p>\n

Not all of us are computer\u00a0<\/span>gurus<\/span><\/em>\u00a0who can help our children with these issues.\u00a0In the current world in which we live, we cannot talk about banishing technologies.\u00a0What we can do is promote\u00a0<\/span>a rational integration<\/span><\/a>\u00a0, based on Educational Technology, which enables the development of digital competence and the healthy use of resources that are essential in the 21st century.<\/span><\/p>\n

Author Bio:<\/strong> Maria del Mar Sanchez Vera is Professor of the Department of Didactics and School Organization. Member of the Educational Technology Research Group at the University of Murcia<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

In recent years, some\u00a0anti-technology\u00a0discourses have appeared that defend that children and young people should not be exposed to any type of screen.\u00a0A position that, together with the\u00a0risks that the use of the Internet and networks have for minors\u00a0, has also led to an anti-technology vision in the educational field.\u00a0However, it is an approach that confuses […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[434355],"coauthors":[11733],"class_list":["post-67623","post","type-post","status-publish","format-standard","hentry","category-education","tag-anti-tech-schools"],"acf":[],"yoast_head":"\nDo anti-tech schools make sense in a digital world? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/do-anti-tech-schools-make-sense-in-a-digital-world\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Do anti-tech schools make sense in a digital world? 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