이 에피소드에 관해
There is so much information out there that we are constantly bombarded with – especially if you are a parent – around how, why, where, and how much we use and interact with digital technologies and, of course, it’s impact on our well being. Whether it is streaming something on YouTube or Netflix, playing video games, engaging with social media, or just being on your phone, the message is usually one sided: a lot of doom & gloom baked in with "it's just bad for you." Books like Jonathan Haidt's best seller, “The Anxious Generation,” argue that the exponential rise in rates of adolescent mental illness is a result of the mass adoption of smartphones, along with the advent of social media and addictive online gaming, what he calls “the Great Rewiring of Childhood” – a childhood that has apparently shifted from primarily a play-based one to a phone-based one. Although I do agree with some of what he says, such as how schools should be phone-free spaces, tech companies who design apps, games, social media, and now, AI tools – should be legally compelled to make these experiences safe for children, and also how the age of social media use should be raised. However, I don’t think the moral alarm and panic that also surrounds this messaging is that helpful. This is why I find the work and research of my guest in this episode to be SO refreshing.
Dr. Katie Davis, an Associate Professor at the University of Washington (UW) and Director of the the university’s Digital Youth Lab, wants to help parents make sense of the often-confusing landscape of research and media messages about kids and technology. In her latest book, Technology’s Child, which we discuss in this episode, Katie explores digital media’s role in the ages and stages of growing up. She draws on her decades long expertise in developmental science and design research and asks what happens to the little ones, the tweens, the teenagers when technology – which is ubiquitous in the world we inhabit – becomes a critical part of their lives? Instead of setting up the dichotomy of is it good / bad or asking how much is too much or completely removing all devices, she urges us to consider how we can use what we know about technology’s role in child development to help children of all ages make the most of their digital experiences. As she argues, self-directed experiences of technology, one initiated, sustained and ended voluntarily, can actually support healthy child development, especially when it takes place within the context of community – whether it’s a relationship between parent and child, an online community, friends, or within the school.
