This book discusses the most common misconceptions about technology use in education ("technomyths"), notably in regard to media multitasking, "digital natives," the neutrality of technology, and the digital divide. It also addresses the confusion between sustained attention and fascination, the economic interests at play, some consequences of sustained screen use for children and teenagers, as well as recommendations from the principal pediatric associations.During the exceptional circumstances brought about by the COVID ...
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This book discusses the most common misconceptions about technology use in education ("technomyths"), notably in regard to media multitasking, "digital natives," the neutrality of technology, and the digital divide. It also addresses the confusion between sustained attention and fascination, the economic interests at play, some consequences of sustained screen use for children and teenagers, as well as recommendations from the principal pediatric associations.During the exceptional circumstances brought about by the COVID-19 pandemic, increased screen use may be justifiable. Especially during times of lockdown, screens have made it possible for children to communicate with their friends and family and connect with their schools, among other uses. However, the pandemic has also contributed to the acquisition of bad habits and aggravated some of the existing abuses in regard to technology use. Now, more than ever, it is necessary to take stock of the circumstances surrounding this use.This book is not intended to be "alarmist," "technophobic," or to point the finger. Technology is a marvelous tool when the user is prepared to use it wisely. Our children will obviously end up using it when they have a real need for it and are ready to use it. But how will they prepare themselves for this? Contrary to popular opinion, and as will be demonstrated throughout this book, the best preparation for the virtual world does not involve the use of electronic devices, but rather the personal experience gained from contact with the real world.This book is intended as a reprieve from the demanding task of educating; a relieving interlude; a moment of reflection allowing parents, often overwhelmed by the technology question, to understand what is happening, to better grasp the implications and consequences of this new phenomenon in our classrooms and homes. Far from giving "ready-made formulas," it is meant to equip parents and teachers with tools for making free and informed decisions about education, in light of the most recent studies.
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