– Why Children Should NOT have the World at their Fingertips

Last updated on: October 18, 2005 at 11:18 pm by Desh Kapoor

– Why Children Should NOT have the World at their Fingertips 2005-10-18T23:18:04-05:00 Desh Kapoor

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Structured learning certainly has its place. But if it crowds out direct, unmediated engagement with the world, it undercuts a child’s education. Children learn the fragility of flowers by touching their petals. They learn to cooperate by organizing their own games. The computer cannot simulate the physical and emotional nuances of resolving a dispute during kickball, or the creativity of inventing new rhymes to the rhythm of jumping rope. These full-bodied, often deeply heartfelt experiences educate not just the intellect but also the soul of the child. When children are free to practice on their own, they can test their inner perceptions against the world around them, develop the qualities of care, self-discipline, courage, compassion, generosity, and tolerance—and gradually figure out how to be part of both social and biological communities.

It’s true that engaging with others on the playground can be a harrowing experience, too. Children often need to be monitored and, at times, disciplined for acts of cruelty, carelessness, selfishness, even violence. Computers do provide an attractively reliable alternative to the dangers of unsupervised play. But schools too often use computers or other highly structured activities to prevent these problematic qualities of childhood from surfacing—out of fear or a compulsion to force-feed academics. This effectively denies children the practice and feedback they need to develop the skills and dispositions of a mature person. If children do not dip their toes in the waters of unsupervised social activity, they likely will never be able to swim in the sea of civic responsibility. If they have no opportunities to dig in the soil, discover the spiders, bugs, birds, and plants that populate even the smallest unpaved playgrounds, they will be less likely to explore, appreciate, and protect nature as adults.

Computers not only divert students from recess and other unstructured experiences, but also replace those authentic experiences with virtual ones, creating a separate set of problems. According to surveys by the Kaiser Family Foundation and others, school-age children spend, on average, around five hours a day in front of screens for recreational purposes (for children ages two to seven the average is around three hours). All that screen time is supplemented by the hundreds of impressive computer projects now taking place in schools. Yet these projects—the steady diet of virtual trips to the Antarctic, virtual climbs to the summit of Mount Everest, and trips into cyber-orbit that represent one technological high after another—generate only vicarious thrills. The student doesn’t actually soar above the Earth, doesn’t trek across icy terrain, doesn’t climb a mountain. Increasingly, she isn’t even allowed to climb to the top of the jungle gym. And unlike reading, virtual adventures leave almost nothing to, and therefore require almost nothing of, the imagination. In experiencing the virtual world, the student cannot, as philosopher Steve Talbott has put it, “connect to [her] inner essence.”

On the contrary, she is exposed to a simulated world that tends to deaden her encounters with the real one. During the decade that I spent teaching a course called Advanced Computer Technology, I repeatedly found that after engaging in Internet projects, students came back down to the Earth of their immediate surroundings with boredom and disinterest—and a desire to get back online. This phenomenon was so pronounced that I started kidding my students about being BEJs: Big Event Junkies. Sadly, many readily admitted that, in general, their classes had to be conducted with the multimedia sensationalism of MTV just to keep them engaged. Having watched Discovery Channel and worked with computer simulations that severely compress both time and space, children are typically disappointed when they first approach a pond or stream: the fish aren’t jumping, the frogs aren’t croaking, the deer aren’t drinking, the otters aren’t playing, and the raccoons (not to mention bears) aren’t fishing. Their electronic experiences have led them to expect to see these things happening—all at once and with no effort on their part. This distortion can also result from a diet of television and movies, but the computer’s powerful interactive capabilities greatly accelerate it. And the phenomenon affects more than just experiences with the natural world. It leaves students apathetic and impatient in any number of settings—from class discussions to science experiments. The result is that the child becomes less animated and less capable of appreciating what it means to be alive, what it means to belong in the world as a biological, social being.

So what to make of the Charlotte’s Web video, in which the students hunch over a ten-by-twelve-inch screen, trying to learn about what it means to be part of a community while the recess clock ticks away? It’s probably unfair to blame the teacher, who would have had plenty of reasons to turn to computers. Like thousands of innovative teachers across the U.S., she must try to find alternatives to the mind-numbing routine of lectures, worksheets, and rote memorization that constitutes conventional schooling. Perhaps like many other teachers, she fully acknowledges the negative effects of computer instruction as she works to create something positive. Or her instructional choices may have simply reflected the infatuation that many parents, community leaders, school administrators, and educational scholars have had with technology. Computer-based education clearly energizes many students and it seems to offer children tremendous power. Unfortunately, what it strips away is much less obvious.

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