For or against using screens as a reward at school?

In today's context, where schools are facing challenges such as the teacher shortage and unqualified substitute teachers, using rewards such as free time on Chromebooks or other digital devices has become common. This reality leads us to question the growing place of digital technology in our schools. Is it wise to use screens as privileges in a school setting? Our goal isn't to condemn the practice, but rather to prompt reflection by sharing a variety of viewpoints. By exploring the opinions of parents, teachers and child development psychology experts, we hope to understand the implications of using screens as a motivation and reward tool, and to consider how this practice fits into today's educational landscape. Here are the answers we received:

Parents:

• “Personally, I'm against it, but I'm letting it go, since I have no control over it. But I'm against it because my child reacts very negatively to screen time; his behavior is affected and he becomes aggressive. He also needs guidance with what he watches; since the start of the year, he's seen three movies, two of which affected him so much that he couldn't sleep for several nights in a row. In short, I can't control the school, but I have to live with the repercussions at home. ”

• “I trust the professionalism of my children's teachers. They know what they need at that moment. The content they put on is appropriate. I control screens at home. At school, I trust their judgment. ”

• “ It depends on the content. I'm against leaving a child with an iPad in their hands to watch anything at all. I'm comfortable with it if it's for an educational video game or, for example, a group movie-style activity at the end of a certain period of time. ”

• “ I'm torn. I'm against it in a context where screen use at school isn't well supervised. And until it is, my answer is no. However, in theory, I'm for it. Screens are part of their lives and of how they learn. Having them learn to use screens responsibly and reasonably is fine, but the use must be supervised! Limits on time and on content, but also awareness of cybersecurity and how to recognize red flags. Awareness of responsible use, understanding the issues (specific to the maturity level of each age) and how to use the computer safely and educationally. ”

• “I'm against screens as a reward. I value the appropriate and timely use of screens. What I don't like in your question is the notion of reward. Screens at school shouldn't be used as an incentive system. Why not use screens as a teaching tool? There are tons of apps that can be included as learning strategies, learning tools or teaching support, a way to enhance certain concepts, etc. So, I'm in favour of using screens in a controlled framework tied to the skills to be achieved educationally. Also, schools could take the opportunity to link in prevention topics on the use of social media, games, microaggressions, online discrimination, healthy lifestyle and usage habits, cyberattacks, phishing, security, identity theft, etc. ”

• “That's a really interesting question, and I'd draw a parallel with dessert at a meal. By choosing a screen as the reward for sustained effort in class to do something that isn't on a screen, it's as if we're deciding right away that what's done on the screen is much more fun than what was done without one. It puts the screen on an idealized pedestal. It's the same principle as letting a child have dessert only if they make the effort to eat their nasty vegetables first: it defines dessert as the goal to reach because it's so much better. It relegates the rest of the meal to a chore. For me, we should indeed follow the maximum screen time recommendations, but simply weave learning or fun screen-based activities into the rest of the day, available to everyone. Reward activities should rather be something, on a screen or not, that is lighter and without a specific educational goal, or based on the child's interest (for a child who loves hockey, the reward could be showing their hockey cards to their friends, or going outside to play hockey, just as much as playing a little hockey game on a tablet, depending on the moment). The more we consider something a reward, the more we widen the gap in interest with everything else… ”

• “I don't mind using screens as a reward at school; I want kids to understand that screens should be used in small doses, just like chocolate. It's good, but too much is bad for our bodies. The problem I have with it is if a child's screen time isn't controlled at home and they also get it at school as a reward, because it only increases their number of minutes/hours per day.”

• “My answer is ‘it depends.’ Yes, all in all, I'm in favour of this privilege if the child has some interest in screens and it isn't their only option. Let me explain: I believe the child should have a choice between different alternatives and it shouldn't be exclusive. Managing the use of this technology must of course be done by an adult, who will have to supervise the child. I believe that excessive screen use can unfortunately reinforce this appeal, which can quickly become a real addiction... The advantage, in my opinion, is that for some children it gives them a break, some time alone, and brings them pleasure.... I believe it's preferable to require the child to alternate privileges, so they don't want to take only this one and thereby cut themselves off from experiencing more social, less immediate privileges. In short, duration, frequency and context all need to be considered.

Laurence Morency-Guay, psychology professor, founder of the Parent qui apprend platform and author of the book Dire plus souvent non aux écrans pour les enfants (in French; roughly “Say No to Screens More Often for Kids”):

• “I am AGAINST it. First, associating screens with a reward will increase the propensity for dependence. Screens already activate the dopamine system, making them a highly pleasurable and hooking activity; if we also attach a sense of craving to them, we considerably increase the risk of creating an unhealthy relationship with electronic devices (screens). ”

Teachers:

• “The survey on screen use really spoke to me. As an elementary school teacher, I see the growing popularity of screens. Although it's an interesting teaching tool, it shouldn't be overused. For me, technology serves my teaching. I don't use it for reward periods because students already use it for leisure at home. Sometimes too much, in fact! So I believe reward periods should be experienced through group or solo play, but not on screens. Nothing beats collaboration and having fun together to celebrate our successes. And why not do it outside!”

Next, the recommendations on their use are clear, and it would be a shame for schools to expose children to screens. That is, school is a protective factor for children who lack stimulation at home; so it's not ideal to use the time when they can benefit from social interactions and educational activities to expose them to screens, which bring little or even no benefit.

Finally, screens limit the real, tangible experiences children can have in their daily lives. So the ideal would be for rewards in this setting to focus on preserving those elements, like giving students some board game time instead of a school task, or simply letting them go outside earlier for recess.

Would you like to be the first to see all the content published in the Magazine each month, and have access to our Toolbox, which includes free downloads that are both practical and fun? Subscribe to Belles Combines Magazine now!