Balancing Screens and Social Skills

 

Today, we clearly see the effects of using computers for both work and play. Whether you're staring at a screen to complete a task in the office or trying to beat a level in a video game, extended screen time can take a toll on your overall wellbeing, including your physical and mental health.

Time spent on digital devices has increased over the years. While this has led to impressive achievements and creative output, it has also brought about negative consequences. Children, in particular, now often have limited interaction with the real world and parents are concerned that children have too much screen time.

In his article, McKenzie (2007) critiques the push for digital classrooms, arguing that many advocates have made sweeping generalizations not always supported by data. He specifically responds to Prensky’s (2001) claims that all children are digitally focused. McKenzie challenges this notion by pointing out that children, even of the same age group, vary in their interests. While some may be passionate about technology, others may prefer nature or outdoor activities.

This highlights a key tension in education: the gap between technological hype and its meaningful impact. While innovation is important, the rush to adopt every new digital tool can lead to shallow implementation. McKenzie's metaphor of “fool’s gold” emphasizes that not everything that shines is of real value.

Frost (2009) also discusses the shift in children’s play habits, noting: “Today, children have become increasingly inactive, abandoning traditional outdoor play for sedentary, indoor cyber play and poor diets.” Historically, children created their own imaginative play. Those in rural areas played in gardens or fields, while urban children used local streets and parks. Today, much of children’s entertainment is pre-made, leaving less room for creative, self-directed play. This shift has consequences for physical health, social skills, attention spans, and cognitive development. Frost calls for educational policy changes and broader community support to address the lack of hands on play and to improve children’s well-being.

Becker (2002) also warns that excessive time spent on computer games can isolate individuals and damage social relationships. He notes that game addiction is a serious concern and can lead to financial ruin, family break-ups and more.

There can still be a place for online activities when they are used appropriately and productively, as they can also provide a healthy outlet for emotional and behavioral struggles. Dr. Yair (2017) suggests that introverted children might first connect with others in online spaces as a stepping stone to forming real-life friendships. But he emphasizes that in-person interactions are still crucial for psychological development. Ultimately, Yair argues that technology is neither good nor bad, what matters is how it is used. We need to ask questions like: Do children have a healthy balance? Do they have friends outside of the digital world? Are they exhausted from excessive screen time?

Stansbury (2009) adds another perspective in an educational setting, quoting a Massachusetts Institute of Technology (MIT) study: “Games, when developed correctly and used appropriately, can engage players in learning that is specifically applicable to school curriculum—and teachers can leverage the learning in these games without disrupting the worlds of either ‘play’ or school.”

In conclusion, I believe it is important that children use technology, not only because it is a growing trend, but because it enhances learning, engages students, and prepares them for the digital world. At the same time, technology must be used intentionally and balanced with other forms of learning. This ensures that students continue to develop critical thinking, social skills, and hands-on problem-solving abilities essential for real-life success.

References

Becker, D. (2002). When games stop being fun.

Frost, J. (2009). A history of children's play and play environments. Routledge.

Happier TV. (2017, January 31). Happier talk with Professor Yair Amichai-Hamburger [Video]. YouTube. https://www.youtube.com/watch?v=kh2X04C-g-4

McKenzie, J. (2007). Digital nativism, digital delusions, and digital deprivation. From Now On: The Educational Technology Journal. http://fno.org/feb07/digitalnatives.html

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816

Stansbury, M. (2009). Can gaming change education? eSchool News. https://www.eschoolnews.com/2009/03/24/can-gaming-change-education/