“Screen Schooled: Two Veteran Teachers Expose How Technology Overuse is Making Our Kids Dumber”

Thoughts on One of the Most Important Education/Parenting Books You Really Need to Read

They haven’t used it. We limit how much technology our kids use at home.”

—Steve Jobs on How His Kids Liked the iPad

Distracted. Disengaged. Unable to follow simple directions. Poor executive functioning (the ability to plan, organize, and carry out tasks). Inattentive.

These are just a few of the adjectives that I’ve heard from teachers and substitute teachers who worked in various schools last year when asked to describe how they were finding students who returned to the classroom post-pandemic.

One high school English teacher instructed her long-term substitute to not assign chapters of the novel students were reading for homework. One might think, but don’t they need to do that so that they can engage in follow up activities about the readings together in class?

“They won’t bother to do it,” she said. “You’ll be listening to the book together in class via Audible. Then they’ll complete the follow up material about each chapter on their Chromebooks.”

Do students still pull out a book they’re reading for pleasure when they finish their work? Rarely. Most don’t bring one to class. Some high school and junior school high teachers even allow students free time on their phones when they finish their work.

The culture in schools is changing. The deleterious effects of school closures through COVID have certainly accelerated this, but the transition was already in place before.

After reading Screen Schooled by Joe Clement and Matt Miles (Chicago Review Press) in 2018 I brought my copy to the school where I was teaching and actually carried it around on campus for a few days, eager for an opportunity to share it with my admin staff. It articulated so clearly and thoroughly what I believed!

I never did that. Chickened out.

I must have sensed that the push toward putting every child on a laptop in the classroom was already in full force and that my concerns might not necessarily be welcome. The book’s message challenges the direction we were heading as a school.

What Do Kids Really Need?

As it turns out, the message of Screen Schooled runs increasingly counter to the mainstream in educational America in both the public and private spheres today. If in pre-COVID days the water was rising, we’re now in full flood mode as any considerations about the negative effects of the proliferation of technology in the classroom appear to be swept away. In our post-COVID world back in school, kids are on personal laptops and iPads even more than they were before the pandemic.

And as Screen Schooled explains so effectively, there is a cost.

The authors, two high school teachers, are no Luddites and actually quite techie themselves. Clement was employed in the tech industry before becoming a teacher, and Miles was an IT major in college before switching to education. He serves as his department’s “technology representative.”

The authors, then, are not anti-technology, nor am I. It can be extremely useful in furthering learning goals in the classroom if used purposefully, and its use was essential in keeping teachers connected to students and able to deliver lessons during COVID lockdown.

Yet, Clement and Miles have witnessed the damage that screen “overuse and misuse” has wreaked on our kids— even before schools shut down—and they are alarmed about it. Their concerns have to do with this fundamental question:

What do kids really need?

“Make a list of ten things that kids today need. Go ahead. I’ll wait.

Thanks for doing that. Now look at that list. Does it include “more screen time”? I didn’t think so. Mine doesn’t either. If I had asked you to make a list of twenty things kids today need, would “more screen time” have been on that one? How about if it were a list of a hundred or a thousand things kids need? The point is that while there is nearly universal agreement that kids today do not need more time on screens, schools are doing what they can to make sure kids spend more time on screens.”

From the Introduction

Their conclusion, based not only on their experience as teachers, but also on their deep dive into research and data, is that our children’s current screen saturation is damaging their healthy development both socially and cognitively.

If “More Screen Time” Isn’t What Kids Really Need, Why the Push into Classrooms?

If this is the case, and I believe most thinking adults would agree it is so, then questions must be asked. One of the things I most appreciated about the book is that it addresses, head-on, this elephant in the room:

If more time on screens is not what kids really need, then what is driving the push to integrate technology into nearly every discipline of K-12 education?

One reason is the misguided claim that children who experience low-tech education will lag behind their technology saturated peers and be unprepared for the future world of work.

The authors address this fallacy by pointing to the educational choices parents who work in high-tech industries are making for their own children. Like Steve Jobs (see quote above), these are the people who deeply understand the extraordinary products they create. They know the wonders of technology and they also know what the repercussions can be for misuse in the hands of a child whose brain is still developing.

The Waldorf School’s philosophy emphasizing hands-on education, in-person social interaction, and creative problem solving is increasingly popular with the tech community in Silicon Valley. Technology use is rejected both in and outside of school, and some schools even require parents to sign contracts promising to limit their child’s use at home.

“Back-to-school nights at Waldorf schools are a who’s who of the technology world, with executives from eBay, Google, Yahoo, Apple, and Hewlett-Packard…Seventy-five percent of Waldorf students in Silicon Valley have ties to the tech industry.” p. 175

But don’t these tech titans worry that their screen limited children will fall behind their peers, unprepared for their tech-dominated futures? Apparently not. They understand that the purpose of early education is to develop foundational, developmentally appropriate skillsets that will always be useful, regardless of future trends.

“As Alan Eagle, an executive at Google who is a Waldorf parent and has a computer science degree from Dartmouth explains, “At Google and all these places, we make technology as brain-dead easy to use as possible. There’s no reason why kids can’t figure it out when they get older.” p. 175

The second reason for the push for technology-centered education is explained in a chapter titled “The Education-Industrial Complex.” The reality is that, inasmuch as teachers don’t typically see it this way, education is a business, and a great deal of money is at stake.

Millions of dollars have changed hands as schools have spent to upgrade their hard and software, and technology and publishing companies both large and small have scrambled to create and market their products.

Industries, government entities, and decision makers in education work hand-in-glove to make decisions and shape curriculum. The story of how Common Core Standards came into being through the involvement of Bill Gates and Microsoft, former U.S. Secretary of Education, Arne Duncan, and several D.C. based organizations is just one example of the inbred decision-making that drives educational practice and affords lucrative benefits for the prime movers.

What Kids Really Do Need

Neither of these two reasons for technology’s push into the classroom actually address the question of what kids really need.

The authors do, however. Their final chapter, “Ideal Education in a Modern World” outlines the key principles that should shape educational decisions: Keep it Simple, Focus Instruction on Skills (real, not virtual), and Foster Face to Face Social Interaction. If the use of technology supports or enhances these principles, great. If not, teachers should not feel pressured to impose it into their instruction.

The goal is that students will develop real-world skills, learn to think deeply and critically, and learn how to collaborate. In other words, the things kids really need that will carry them into an unknown future.

“The Invisible Toolbox” Goes to Turkey…

Translated and with a New Cover Design

When I learned recently that my publisher was working on selling foreign rights to The Invisible Toolbox, I did a quick Google search and came across this image along with various links to sellers in a language I didn’t understand. Every now and then I’ll do that to see where the book is turning up or being sold. But this was a big surprise.

It was a thrill to see my book clothed in a new cover and translated into Turkish—like a grown child who’s moved out into the world and created a life of their own!

It’s also a lovely reminder that the message of The Invisible Toolbox is universal. A child’s need for a nurturing connection with their parent and a strong foundation in language and love of story is shared by all cultures.

Mutlu okumalar, to our new Turkish friends!

Potential Obstacles to Reading Aloud? Help is on the Way!

Dear Parents Part 5: Building the Invisible Toolbox with Love

When it comes to parents who may struggle to establish a read aloud ritual with their child, the same issues tend to come up. They are:

  • What can I do when my child won’t sit still for a story?
  • What if English isn’t my first language and I’m unable to read it?
  • What if this read aloud thing just feels way outside my comfort zone?

Remember André, the voracious little page-turning 7 month old reader, from previous episodes? (See picture above.) At 18 months now he’s walking and beginning to talk. He still loves reading, but he’s also on the move. Watch to see what happens when both a toy and a read aloud with dad vie for his attention!

These potential roadblocks may seem insurmountable, but they’re not. The solutions are actually quite simple. Have a look!

Subscribe to my YouTube channel for previous and future videos in the “Dear Parents” series to learn about the tools you’ll build in your child’s Invisible Toolbox when you read to them. Or, you can read about them in The Invisible Toolbox: The Power of Reading to Your Child from Birth to Adolescence, available at these sellers:

The Essential Ingredients for a Great Read Aloud…

And Is There a Correct Way to Do It?

I don’t believe that there’s just one right way to read aloud to your child. I do believe, however, that our motivations for doing so matter enormously.

In Dear Parents: Part 4 I discuss the two most important reasons to read. We’ll revisit André and his mom Michelle to witness those things in action. I’ll also point out strategies that André’s mom uses so naturally to engage him and create a fun experience for them both.

Have a look!

Where the Love of Reading Begins

Dear Parents Part 3: Building the Invisible Toolbox with Love

Meet André! He may be just seven months old, but already he is an active and involved “reader.”

I could not be more excited to share the latest “Dear Parents” video with you. If you’ve ever wondered whether reading to your baby from the start really does cultivate their attitude and aptitude for learning to love reading, this little guy will convince you.

You may be amazed that a baby is capable of the intensity of engagement you’ll see here. André’s ability to maintain interest, pay close attention, and even turn the pages himself is remarkable. But it’s also what is absolutely possible when a child is read to from the very beginning.

The picture book here is Bear’s Scare by Jacob Grant, and the recommended age and interest range is years 3-6. I’m guessing that the book is recommended for older preschoolers because the story has a definite plot—something you don’t necessarily find in baby books.

But at seven months André has already had quite a lot of exposure to books, so he has the stamina for engaging even with a plot-driven book.

André’s invisible toolbox is already beginning to fill. Have a look and see for yourself!

Screens vs. Laps? Neuroscience Has the Answer

Dear Parents Part 2: Building the Invisible Toolbox with Love

In Dear Parents Part 1 we explored the research proving that the years before a child enters school are critical in predicting outcomes. Here’s what we know. Every child enters kindergarten with a lunchbox in one hand and an Invisible Toolbox in the other. If a child has been read to daily throughout the preschool years, that toolbox will overflow with all the pre-literacy tools they need in order to thrive. For those who have not been read to, their toolboxes will be empty and school will be a struggle.

Busy, overwhelmed parents of infants and preschoolers may wonder if technology can assist in building their child’s Invisible Toolbox.

Many parents are indeed availing themselves of this option as evidenced in the popularity of Netflix’s most highly rated show of 2020, CoComelon. An animated streaming show of nursery rhymes and children’s songs, CoComelon is aimed at the preschool set. In 2021, it was the most-watched YouTube channel in the United States and second most streamed show in the world.

So, the question parents need to ask is this. Does it matter whether my child learns their nursery rhymes watching CoComelon on a screen…or on my lap having a cuddle?

It’s an important question and, fortunately, neuroscience has the answer for us. Have a watch:

Subscribe to my YouTube channel for future videos in the “Dear Parents” series to learn about the tools you’ll build in your child’s Invisible Toolbox when you read to them. Or, you can read about them in The Invisible Toolbox: The Power of Reading to Your Child from Birth to Adolescence, available at these sellers.

Dear Parents…

What teachers wish the parents of their future students knew.

“Any kindergarten teacher can tell you: students do not start school with the same language and literacy skills.” The Children’s Reading Foundation

Did you know that 75% of students who begin school with skills below grade level will never catch up?

As an elementary school teacher, I often wished that I could roll back time and meet the parents of my future students at the door of the maternity ward with a stack of books…

Here’s how parents can ensure their child is ready for kindergarten with the language and literacy skills they need in order to be successful…

Thanks, Read Aloud Nebraska!

A widespread internet outage last Friday at Read Aloud Nebraska‘s annual conference threatened to derail my virtual keynote presentation. Yikes! This is the type of unforeseen event that every conference planner and speaker dreads. But Megan, the expert IT specialist on site, cooly and calmly found a work-around. She used her iPhone as a mobile hotspot to share my talk and enable me to call in for a discussion with our in-person audience. Great save, Megan!

I love sharing about The Invisible Toolbox and why reading to our children is one of the greatest gifts a parent can give. Here’s an excerpt that explains how the building of every child’s invisible toolbox begins with love and connection…

Your Baby and Nursery Rhymes

Why You Should Ignore Their Sometimes Dark Origins and Read Them Aloud Anyway

“Hickory hickory dock, the mouse ran up the clock…”

I recited these words to my fifth grade literature class one day and paused expectantly, waiting for them to finish the sentence.

Blank stares all around.

Then a lone voice piped up: “The clock struck one, the mouse ran down…hickory hickory dock.”

Three cheers for that child’s parent!

The subject of nursery rhymes had come up, and I wanted to see if my hunch was true. I’ve known for years that many parents were no longer reading nursery rhymes to their little ones, but it still shocks me a bit to realize most children don’t have these classic jingles stored in their memory banks.

You might be thinking…

Does it really matter?

Aren’t these archaic ditties Eurocentric? (Sorry, worse. They’re British.*)

Aren’t they historic in nature and sometimes deal with awful, grown-up things like adultery (“Jack and Jill”), military armaments (“Humpty Dumpty”), and the plague (“Ring-Around-The-Rosy”)?

Yes, they are. And yes, they do. Many have been around since the 14th century. Some of their histories are traceable, some not.

The point is, none of that matters. Not to your little one anyway.

What does matter is that when you take them onto your lap and read or sing to them, they won’t be wondering about the symbolic meanings of these verses or their historic origins.

What your child will experience, though, is the joy and beauty of rich language.

The rhythm and rhyme of catchy lyrics that will be theirs forever.

The fascination of a gigantic clothed egg perched on a wall and the strangeness of live blackbirds baked in a pie.

I highly recommend Scott Gustafson’s collection, gorgeously illustrated
with depictions of children of all colors and ethnicities.

Of all the picture book choices that you have as a parent, reading Mother Goose is one of the best because you’ll give your child the following:

  • Joy. As dark as some of their origins may be, these verses exude an underlying energy, resilience, and sense of fun.
  • Vocabulary, the number one predictor of school success. Your child will be exposed to rich language that would not typically come across their radar.
  • The ability to rhyme. Did you know that some older children simply cannot recognize rhyming words? They have little experience hearing lyrical oral language so struggle to identify or produce words that rhyme. The ability to do so is an essential component of learning to sound out and identify words.
  • Cultural literacy. Familiarity with the traditional stories of a society’s culture is an important aspect of a child’s education. Children today know “Shrek,” but few are familiar with the classic fairy tales and legends that “Shrek’s” characters are based upon. They’ve seen “Tangled,” but have never heard or read Rapunzel. I believe that the nursery rhymes that have entertained children for centuries fall into the category of things an educated person should know.
  • Connection. As always, with any shared reading you do, you will nurture feelings of warmth and love between you and your child that will enable them to thrive.

Your child’s future teachers will bless you if you share nursery rhymes with your little one because they will arrive at school with their toolbox overflowing, primed and ready to be taught to read.

Be warned, however. Once you begin reading them, you will repeat. Again. And again. And again. And that, my friends, is exactly what your child needs.

(*Full disclosure: That was totally tongue-in-cheek. I am an unabashed Anglophile.)

Note: Because you may need some relief from the multiple rereadings you’ll do, check out Ricky Gervais’s take on nursery rhymes. Just for fun. (Language warning.)

If you’re the intellectually curious type and want to know more about their dark origins, you’ll find some excellent articles here and here.

Finally, if you’re wondering whether CoComelon (Netflix’s #1 show and the animated means through which many children are exposed to some of these classics now) is a reliable substitute that ticks the box, check out my recent article on just that question here.

Homecoming 2021!

A Virtual Vist to Pigeon Forge

Imagine this: a high quality picture book arrives in your mailbox each month with your child’s name on it, from the time you bring them home from the hospital until they begin kindergarten—absolutely free.

That’s exactly what Dolly Parton’s Imagination Library is in the business of doing with the help of the Dollywood Foundation and countless affiliates around the world. To date, Dolly’s Library reaches several continents and has given away over 160 million books.

Reaching children with books during those critical 0-5 years when 90% of brain growth occurs has a lasting impact on a child’s ability to thrive.

This fact and the subsequent outcomes of doing so—or not—that I’ve observed in children over a long teaching career are what motivated me to write The Invisible Toolbox: The Power of Reading to Your Child from Birth to Adolescence.

An Exciting Invitation

So it was my absolute pleasure and honor to be invited to present at the Imagination Library’s recent Homecoming. My topic: what happens on the other side of kindergarten when a child has been read to consistently.

This biennial event usually gathers hundreds of Imagination Library affiliates from around the world in Dolly’s hometown of Pigeon Forge, Tennessee. This year it took place virtually due to Covid-19.

An excerpt from “Why Reading to Your Child is One of the Greatest Gifts a Parent Can Give”

The Imagination Library is an organization for which I could not have greater respect and admiration.

Its mission is simple. Give parents an essential tool they need—books—so that they can share the joy of reading, fill their child’s invisible toolbox, and enable them to be kindergarten-ready.

Dolly Parton’s Dream

The genius of the program is that the book comes directly to the child. Their name is on the gift, and it arrives without fail in their mailbox each month. By the time a child begins kindergarten they’ve accumulated their own personal library.

If you haven’t seen it yet, check out The Library That Dolly Built: Celebrating the People Who Made Dolly’s Dream Come True, now available on Amazon Prime, Apple TV, Google Play, and Cable on Demand.

You will be amazed and inspired by the story of how the Imagination Library grew from Dolly’s dream of helping the Appalachian children in her hometown of Tennessee into a worldwide enterprise for all children.

It’s a wholly uplifting story that will fill you with hope and remind you of what’s possible when people of good faith collaborate on a mission as important as this one.

Just be sure to bring your kleenex. You may need it.