Sensible Solutions to Digital Denial

Sponsored by St PETER’S SCHOOL.

Technological illiteracy and digital denial are in vogue. Faced with the alarmist discourse of the media and moralistic proclamations surrounding technology, it is necessary to adopt a practical, intelligent and viable stance.

Every couple of months, news emerges that students in Silicon Valley do not use computers, that they go to school only with paper and pen, and that major tech entrepreneurs disown their source of income. Don't believe it.

Fears throughout history began when Socrates said that writing would end memory and, therefore, knowledge. Other moments of panic were triggered by the invention of the printing press, the railway, the steam engine, or more recently, the internet. Let's not go back now.

Tools for Education

In the context of education, it is evident that each stage of a child's development requires specific tools; and much more suitable than the use of devices is working on motor and sensory development in early childhood, reading, or conversational habits in adolescence.

It is also necessary to acknowledge that the technological abuse by certain educational institutions to present a discourse of supposed modernity has not helped at all in setting things right. It is not better to view a cell drawing on an iPad than on a poster hanging on the wall. You don't learn more by reading a PDF than a textbook.

But this evidence should not make us underestimate technological fact. Disruptions like artificial intelligence, genetic manipulation and quantum computing are phenomena that will change—that are already changing—our world. Turning our backs on them is not only a regressive position, but also absurd. Let's include these contents in our curricula, understanding that students operate within a knowledge framework very different from that of the last century.

Sensible, Positive Solutions

Using technology for education does not mean using it for everything; but if we intend to educate for life, we must promote sensible and positive usage. It's not about entertaining but about having more research capacity, being more critical when analyzing networks, being more rigorous when exposed to news, to post-truth; ultimately, it's about seizing the opportunities that this learning method offers without becoming childishly fascinated.

Regarding the supposed moral surrender of society, other aspects need to be considered. Filters don’t solve the problem of children accessing inappropriate websites. We need to educate, and you will only educate if you propose alternatives. Restrictions serve to appease the conscience of families and schools, but they don't have much value in themselves.

Of course, spending hours on the mobile is not good, but that’s also true of other compulsions. It is much more effective to promote other behaviors through exemplarity: read, go on excursions with your children, ride a bicycle, walk in the forest, or go to the beach. Have conversations. Even if you think they are not old enough, include them in your conversations and listen to them. I assure you that this way, there are much fewer chances of them "getting stuck to the screen." This does not contradict stopping digital consumption abuse, setting time limits to do other things like playing football with friends, going to the cinema, or making it clear that playing with the mobile at the table is not appropriate, not so much to avoid dependence but to promote good manners.

Obviously, addictions—to pills, alcohol, even sports—are terrible. But let's look at it from another perspective.

A Technological Pyramid

At the last International Baccalaureate Congress in Ireland, an interesting approach was made by the International School of Berlin. An intriguing technological pyramid was presented, emulating the well-known nutritional pyramid, you know, where vegetables are at the broad lower level and sweets at the top vertex. The analogy was brilliant because at the base appeared educational technology, higher up the search for sources, the use of consultation platforms, educational video games, and at the top, just like sugar, the use of devices for leisure and social networks.

Apart from the charming coincidence between the two ways of presenting nutritional and digital dosages, the interesting idea underlying is that both nutritional and digital facts must be considered as necessary.

In schools, we work towards cognitive and relational improvements; we want students capable of leading their own development, managing changes and successfully adapting to new realities.

I write these lines in a notepad with a Bic pen, but I observe every day that my students take notes directly on their laptops. I assure you that they are not less motivated, intelligent or enthusiastic about learning. On the contrary, they are restless, curious and good conversationalists that anticipate very optimistic future scenarios. And so do I.

 Lourdes Barceló, is Head of Education at St PETER’S SCHOOL. You can learn more about St PETER’S SCHOOL at stpeters.es and you can follow on social media for the latest updates on X @stpetersbcn, Facebook @stpetersbcn1964, Instagram @stpetersbcn, LinkedIn and YouTube.

Sponsored by St PETER’S SCHOOL.