At the end of the 2023-2024 school year, things are fairly bleak about educating the general population of high school students from my perspective. Next year my school is starting a school wide awareness of the problems with screen time and the negative effects multiple screens are having on our students mental health, the classroom environment and basic student respect for learning.

1. AI might take your job, but more likely is that someone using AI is going to take your job.
2. Screentime isn't going away and will probably be 24/7 in the future with wearables and neural-link
3. Teachers possibly can influence what teenagers do with their screentime perhaps by concentrating on screen usage. What are you doing when on a screen
4. For many students banning cell phones in the classroom is a great start
5. Without massive support, the teachers will eventually be worn down

Types of Screen-Addicted Students and IMHO (in my humble opinion) How to Teach Them:

1. Producers (5-20%)
   University or trade-bound students that can do and solve almost anything. They are stable, can play instruments, write, learn, read, play sports, help others, and thrive with or without AI. They may have overcome significant hurdles and may use AI to simplify and enhance their learning. Increased technology has allowed significant growth in the number of truly capable students. These students may need to be continuously challenged at their level to further their development. Challenging these students, does not, and should not, take much effort from the teacher. These students are able to help themselves and others and should be encouraged to work for a better tomorrow for both themselves and humanity.

   Educational Goals:

   • Foster pride in their abilities.
   • Encourage lifelong learning.
   • Inspire them to contribute positively to society and the planet.
   • push for learning all areas not just their strengths
   • Fully well rounded learners

   Teaching Strategies:

   • The key here is touching base every once in a while, these students do not need intensive help
   • Provide advanced and enriched curriculum options, also without much prep from your part
   • Demand regular school work that is done at an exceptionally high level.
   • Encourage participation in extracurricular activities and competitions.
   • Promote mentorship opportunities with industry professionals.

2. Screenagers (5-20%)
   Highly intelligent students who are fully screen-time addicted and may have other addictions. They often exploit loopholes to maintain their screen time and may even teach others to do the same. While they occasionally produce excellent work, it is usually in areas of personal interest. They face various challenges, including learning and social issues, but their primary issue is screen-time addiction. These students are very capable if they can control their issues.

   Educational Goals:

   • Develop self-sufficiency in motivation and learning.
   • Address and manage their addictions.
   • Push for high level of assignment completion

   Teaching Strategies:

   • The key here is that these students have no desire to stop there addiction and may perceive learning as a problem. Expect to crush or be crushed.
   • Set clear and consistent boundaries regarding all classroom activities.
   • Use administration for help when they out-smart you and break a rule or find a loophole. The tone of a learning classroom must be maintained.
   • Engage them in interest-based projects to channel their intelligence positively, but not at a massive time waste on your part
   • Provide support for underlying issues, such as counseling for addictions.

3. Supported (5-20%)
   Students with significant learning challenges who are deeply engaged with screen time. They may have multiple disabilities or have faced significant trauma, often using screen time as a primary reward. These students benefit greatly from both social and AI-supported learning.

   Educational Goals:

   • Develop social and safety skills.
   • Achieve employability in supportive environments.
   • Use AI and other software to help with individualized teaching programs
   • Use classtime for these students to have social activity assignments.

   Teaching Strategies:

   • Implement a balanced approach to learning, alternating between social and academic goals.
   • Have similar methods per class, but optimize learning
   • Use pre-made programs or AI assisted to personal needs
   • Include a social part each class which can be healthy for all students.
   • Avoid using screen time as a reward in the classroom, if EA present (Educational Assistant) then students might leave for rewards
   • Provide long-term support and involve multidisciplinary teams for comprehensive care.

4. Adaptable (30-85%)
   Typical high school students with some learning issues, gender issues, social issues, possible disabilities, or possible past trauma. They use social media and gaming extensively but can improve screentime balance with proper guidance.

   Educational Goals:

   • Manage screen time for learning effectively, with clear boundaries
   • If students are allowed to use ScreenTime make sure it is only for related learning activities
   • Encourage pride in hard-earned academic achievements.
   • Help them find a balance between their interests and abilities.

   Teaching Strategies:

   • Enforce school cell phone policies.
   • Use AI tools to enhance learning while maintaining screen time limits.
   • Offer support for social and emotional development.

5. Traditional (0-5%)
   Traditional C+/B students who are not heavily influenced by screen time. They likely have supportive parents and engage in various activities outside of school.

   Educational Goals:

   • Maintain pride in their academic efforts.
   • Discover and develop their areas of interest and ability.

   Teaching Strategies:

   • Continue traditional teaching methods.
   • Encourage participation in diverse activities to broaden their interests.

6. Other (0-5%)
   Atypical students who require individualized teaching approaches.

Educational Goals:

• Develop personalized educational goals through attentive listening and collaboration.

Teaching Strategies:

• Conduct one-on-one meetings to understand their needs and aspirations.
• Tailor the curriculum to meet their unique requirements.

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This part will change as teachers and schools try different methods.

I will try to teach my students to use their screen time and AI for learning and to understand that leisure time is for when you have finished learning / work and want some casual low brain activity to relax, while realizing that their are other ways to relax as well as screen time. (Wish me luck)

I also have cell phone holders I made in 2017 but basically gave up on during covid.

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See the above student types:

Encourage Producers to learn everything they can, every minute in the class room needs to be spent learning. Identify and survive the Screenagers attempts to divert learning. School addiction programs might help with this. Emergent and Addicted need support and sperate social goals from academic ones. Use AI and technology as much as possible to automate the learning and seperate social learning as specific tasks as needed. Spend most of your time on the upto 85% of students who are Developing and Addicted. The Developing and Addicted have the potential for the most growth in all areas once school and after school screen time is reduced.

Many parents with married or single will have 100% screentime during the workday and will come home exhausted and needing a break. Fighting with teenagers about homework and getting off the computer is not high on their interest list. Somehow parents need to be educated about the dangers of too much screen time and too little sleep time when students have unlimited electronic in their room.

My Opinion, is to educated both the teenagers and parents about screen usage, most of the teenagers screen time should be spent learning! Just like parents having some time to unwind and relax or communicate with frineds, game etc is fine as long as it comes after learning something.

Here is where the entire solution will make or break. If teachers can seperate who are the Screenagers from the general student population and have success with those Screenagers then all is fine as long as we are meeting the needs of the Supported students.

If however the Screenagers find every loop hole and start teaching the other students how to get around every school rule, then we just go back to how the last few years have been where many students can't learn for more than a few minutes.

We need some solid steps for identifying the Screenagers and we need some solid steps for what the Admin is going to do once these Screenagers have been detected.

There will always be a few special situations that will need a delicate touch. Thesee also can make a break great classroom rules. This area needs to be dealt with carfefully.

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Benjamin Bloom:

Method: Bloom's Taxonomy Contribution: Bloom's hierarchical model of cognitive skills helps teachers create objectives and assessments that promote higher-order thinking. This model encourages the development of analytical, creative, and evaluative skills in teenagers.

Jean Piaget:

Method: Cognitive Development Theory Contribution: Piaget's theory outlines stages of cognitive development, emphasizing the need for age-appropriate learning activities that match students' cognitive abilities. For teenagers, his "Formal Operational Stage" highlights the ability to think abstractly and logically.

Lev Vygotsky: Method: Sociocultural Theory and Zone of Proximal Development (ZPD) Contribution: Vygotsky's theory stresses the importance of social interaction and cultural context in learning. The ZPD concept helps teachers identify the range of tasks that students can perform with guidance, promoting scaffolding and collaborative learning.

Howard Gardner:

Method: Multiple Intelligences Theory Contribution: Gardner's theory proposes that individuals have different kinds of intelligences (e.g., linguistic, logical-mathematical, spatial, musical). Teachers can use this framework to design diverse instructional strategies that cater to various learning styles and strengths.

John Dewey:

Method: Experiential Learning Contribution: Dewey emphasized learning through experience and reflection. His approach encourages teachers to create interactive and engaging learning environments where teenagers can actively participate in hands-on activities and real-world problem-solving.

David Kolb:

Method: Experiential Learning Theory (ELT) Contribution: Kolb's model outlines a cyclical process of learning involving concrete experience, reflective observation, abstract conceptualization, and active experimentation. This framework helps teachers design activities that support experiential learning and cater to different learning styles.

Erik Erikson:

Method: Psychosocial Development Theory Contribution: Erikson's stages of psychosocial development, particularly the "Identity vs. Role Confusion" stage relevant to teenagers, guide teachers in addressing the emotional and social needs of students, fostering a supportive environment for identity formation.

Albert Bandura:

Method: Social Learning Theory Contribution: Bandura's theory emphasizes the importance of observation, imitation, and modeling in learning. Teachers can use this approach to incorporate role models, peer learning, and positive reinforcement to motivate and engage teenagers.

Laurence Steinberg:

Method: Developmental Psychology Contribution: Steinberg is renowned for his work on adolescent brain development and risk-taking behavior. His research emphasizes the impact of brain maturation on decision-making, self-regulation, and susceptibility to addiction. He provides insights on how educators and parents can support healthy development during adolescence.

Daniel Siegel:

Method: Interpersonal Neurobiology Contribution: Siegel's work focuses on brain development and the importance of mindfulness and emotional regulation. His books, such as "Brainstorm: The Power and Purpose of the Teenage Brain," explore how educators and parents can understand and nurture the teenage brain, promoting mental health and reducing risky behaviors.

G. Stanley Hall:

Method: Adolescent Psychology Contribution: Often considered the founder of the scientific study of adolescence, Hall's work laid the groundwork for understanding teenage behavior, including the "storm and stress" associated with this developmental stage. His research highlights the challenges and opportunities in educating and guiding teenagers.

Sarah-Jayne Blakemore:

Method: Cognitive Neuroscience Contribution: Blakemore's research focuses on the development of the social brain during adolescence. She examines how changes in the brain influence behavior, learning, and social interactions, providing valuable insights for educators on how to support teenagers' cognitive and emotional development.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3308644/

Judith Grisel:

Method: Neuroscience and Addiction Contribution: Grisel, a neuroscientist and recovering addict, explores the neurobiological mechanisms underlying addiction. Her book "Never Enough: The Neuroscience and Experience of Addiction" offers a deep dive into how substances affect the teenage brain and provides guidance on prevention and education strategies.

Andrew Doan:

Method: Neuroscience and Addiction Medicine Contribution: Doan's research focuses on the impact of screen time and digital addiction on the brain. He offers practical advice for managing screen time and developing healthy habits, which is crucial for educators and parents dealing with teenagers' excessive use of digital devices.

Patricia A. Grady:

Method: Neuroscience and Health Policy Contribution: Grady's work emphasizes the importance of understanding brain development in the context of health policy, particularly related to substance abuse and mental health. Her research helps inform educational programs aimed at preventing addiction and promoting well-being among teenagers.

Michael Rich:

Method: Digital Media and Adolescent Health Contribution: Known as "The Mediatrician," Rich studies the effects of media and technology on child and adolescent health. His research provides evidence-based guidelines for educators and parents on managing screen time and mitigating its negative effects on learning and development.

https://hms.harvard.edu/news/screen-time-brain

James Marcia:

Method: Identity Status Theory Contribution: Marcia expanded on Erik Erikson's work on identity development by identifying four identity statuses for teenagers: Identity Diffusion (lack of direction or commitment), Identity Foreclosure (commitment without exploration), Identity Moratorium (exploration without commitment), and Identity Achievement (commitment following exploration). These statuses help educators and parents understand the different stages of identity formation that teenagers may go through.

David Elkind:

Method: Adolescent Egocentrism Contribution: Elkind's research on adolescent egocentrism identified two key components: the Imaginary Audience (belief that others are constantly watching and evaluating them) and the Personal Fable (belief in their own uniqueness and invulnerability). These concepts help in understanding how teenagers perceive themselves and their social environment, aiding educators in addressing their developmental needs.

Margaret Mead:

Method: Cultural Anthropology Contribution: Mead's cross-cultural studies of adolescence highlighted the influence of culture on teenage behavior and development. In her seminal work "Coming of Age in Samoa," she identified differences in how teenagers navigate adolescence across cultures, providing a broader perspective on the types of experiences and behaviors that can be expected in different cultural contexts. Her work underscores the importance of considering cultural factors when addressing teenage development and education. Mead's theory of the social self is based on the perspective that the self emerges from social interactions, such as observing and interacting with others, responding to others' opinions about oneself, and internalizing external opinions and internal feelings about oneself.

https://www.loc.gov/exhibits/mead/field-samoa

Jean Twenge:

Method: Developmental Psychology and Sociocultural Analysis Contribution: Twenge’s research focuses on the impact of technology and social media on adolescents. Her book "iGen" explores how smartphones and digital media have shaped a generation, offering insights on the psychological effects of screen time and practical strategies for educators to mitigate its negative impacts.

Richard Freed:

Method: Child and Adolescent Psychology Contribution: Freed’s book "Wired Child" provides a comprehensive look at how digital devices affect children and teenagers. He offers practical advice for parents and educators on how to reduce screen time and promote healthier habits, emphasizing the importance of face-to-face interactions and balanced technology use.

Larry Rosen:

Method: Psychology of Technology Contribution: Rosen’s work investigates the psychological effects of technology on adolescents. His research includes strategies for managing screen time, reducing digital distractions, and fostering better attention and mental health. His book "The Distracted Mind" offers valuable insights for educators dealing with screen-time addiction.

Catherine Steiner-Adair:

Method: Clinical Psychology and Education Contribution: Steiner-Adair’s book "The Big Disconnect" discusses the impact of technology on family relationships and adolescent development. She provides strategies for educators to help students balance screen time with other activities, focusing on building social-emotional skills and real-world interactions.

https://www.bookey.app/book/the-big-disconnect

Mitch Prinstein:

Method: Clinical Child and Adolescent Psychology Contribution: Prinstein’s research explores peer influence and social media’s impact on adolescent mental health. His book "Popular: The Power of Likability in a Status-Obsessed World" offers insights into the social dynamics of teenagers and how educators can foster positive peer interactions and reduce screen time reliance.

Susan Greenfield:

Method: Neuroscience Contribution: Greenfield’s work examines the neurological effects of digital technology on the brain. Her book "Mind Change" explores how screen time alters cognitive functions and provides recommendations for educators to promote healthier tech habits and cognitive development.

http://repo.darmajaya.ac.id/5389/1/Mind%20Change_%20How%20Digital%20Technologies%20Are%20Leaving%20Their%20Mark%20on%20Our%20Brains%20%28%20PDFDrive%20%29.pdf

Danah Boyd:

Method: Social Media Research and Anthropology Contribution: Boyd’s book "It's Complicated: The Social Lives of Networked Teens" examines how teenagers interact with social media and technology. She identifies new types of social behaviors and identities emerging from digital interactions, such as the socially connected and the isolated, providing a contemporary view of teenage subcultures.

Sherry Turkle:

Method: Clinical Psychology and Anthropology Contribution: Turkle’s work, particularly in "Alone Together: Why We Expect More from Technology and Less from Each Other," explores how digital technology affects social relationships and personal identities. She discusses how teenagers navigate their online and offline lives, focusing on the socially connected, isolated, and screen-time addicted.

David Buckingham:

Method: Media and Communication Studies Contribution: Buckingham’s research on media literacy and youth culture provides a comprehensive look at how media shapes the identities and behaviors of teenagers. His work helps educators understand the diverse ways teenagers engage with media and technology, identifying trends and shifts in teenage subcultures.

Amy Goldwasser:

Method: Media Studies and Cultural Analysis Contribution: Goldwasser edited the anthology "Red: The Next Generation of American Writers—Teenage Girls—On What Fires Up Their Lives Today," which gives voice to contemporary teenagers and their experiences. This collection provides insights into the new types of teenage identities and social groups emerging in the digital age.

Producers:

• Definition: University or trade-bound students who are highly capable and well-rounded. They excel in various areas, including academics, sports, arts, and social interactions.
• Characteristics: Stable, resilient, and capable of thriving with or without AI. They may have overcome past challenges.
• Teaching Strategies:
  • Encourage autonomy and self-directed learning.
  • Provide opportunities for advanced projects and real-world applications.
  • Foster leadership roles and peer mentoring.

Screen-Time Addicted and High IQ:

• Definition: Highly intelligent students who are fully addicted to screen time.
• Characteristics: They occasionally produce high-level work when interested but are primarily focused on their screen activities.
• Teaching Strategies:
  • Integrate their interests into assignments to increase engagement.
  • Set clear boundaries and expectations for screen use in the classroom.
  • Use positive reinforcement to reward on-task behavior.

Emergent and Addicted:

• Definition: Students who struggle with learning and are fully addicted to screen time.
• Characteristics: Limited academic progress and high emotional cost to the teacher.
• Teaching Strategies:
  • Implement structured routines and consistent consequences.
  • Provide personalized support and scaffolding.
  • Involve parents and guardians in setting screen time limits.

Developing and Addicted:

• Definition: Typical high school students with some learning or social issues, heavily using social media and/or gaming.
• Characteristics: Potential for improvement with guidance and structured support.
• Teaching Strategies:
  • Establish clear school policies on cell phone use.
  • Use AI tools to enhance learning and address individual needs.
  • Encourage participation in diverse extracurricular activities.

Developing, Not Addicted:

• Definition: Traditional C+/B students with involved parents and balanced lifestyles.
• Characteristics: Few in number, but they benefit from a stable home environment and varied activities.
• Teaching Strategies:
  • Foster a classroom environment that supports diverse learning styles.
  • Encourage family involvement in educational activities.
  • Provide enrichment opportunities to challenge and engage them.

• Strategies for All Students:
  • Promote the use of screen time and AI for educational purposes.
  • Educate students about the importance of balancing screen time with other activities.
  • Encourage leisure activities that involve low brain activity and offer relaxation alternatives to screen time.

Wish me luck as I strive to help my students balance their screen time and optimize their learning experiences!