General (15)
Susana Barrios
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Subject:\[EXTERNAL\] Media Literacy and Digital Citizenship video game playing, not overall
screen media, seem to be negatively associated with academic
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04-11-2024
(P.R.D.D.C.)
PARENTS FOR THE RIGHTS OF DEVELOPMENTALLY DISABLED CHILDREN
CRAIG A. DURFEY FOUNDER OF P.R.D.D.C.
U.S. HOUSE OF CONGRESS H2404 - HONORING CRAIG DURFEY FOR HIS FIGHT AGAINST AUTISM
... Ms. LORETTA SANCHEZ of California.
https://www.govinfo.gov/content/pkg/CREC-2003-03-27/pdf/CREC-2003-03-27.pdf
To whom it may concern.
Please click on the URL below.
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https://socialemotionalpaws.com/blog-post-1/f/media-literacy-and-digital-
citizenship
https://www.ecs.org/?s=digital+wellness
https://www.ecs.org/wp-content/uploads/State-Information-Request-_-Digital-
Wellness.pdf
State Information Request: Digital Wellness
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SEE FULL RECORD / SHARE
A state legislator asked about research and legislation addressing digital
wellness. Our response includes state examples, research on digital wellness and
resources on the topic. To provide timely assistance to…
January 29, 2021
State Information Request
Early Education (P-3), K-12, Postsecondary
CA, GA, TX, UT, WA
Safety, Standards & Curriculum, Students & Families
This Policy Outline provides an overview of media literacy and digital citizenship,
including definitions as they appear in multiple settings. It also includes
examples from three states that address digital citizenship in legislation and one
state that has convened a media literacy task force.
Your Question:
You asked about research and legislation addressing digital wellness.
Our Response:
Topics surrounding digital devices have gained the interest of policymakers over
the last few years, especially as
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access to devices, and subsequently screen time continues to increase.
According to a 2020 survey done by Common
Sense Media, daily screen time ranges from 49 minutes for children under two
years old to over three hours for five
to eight year old children. A 2019 survey found that tweens spend almost five
hours a day using screens and teens
spend over seven hours a day using screens not including the time spent on
devices for school or homework. Further,
a 2018 report by EdWeek found that 95% of principals surveyed believe students
spend too much time on devices
when not in school, and 23% of high school principals believe that in-school
screen time is too much.
Some states include digital health and responsibility in their digital citizenship
legislation, and a few states have
enacted legislation related to screen time and devices. Below are examples of
digital citizenship bills that include
digital health as well as legislation limiting technology use or screen time in
schools, though this is not an exhaustive
list.
State Examples:
Digital Citizenship:
• Texas SB 11 (enacted, 2019) required the state board of education to
incorporate instruction in digital
citizenship into the district’s curriculum and defined digital citizenship as “the
standards of appropriate,
responsible, and healthy online behavior, including the ability to access, analyze,
evaluate, create, and act
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on all forms of digital communication.”
• Utah HB 372 (enacted, 2020) created the Digital Wellness, Citizenship, and Safe
Technology Commission to
identify best practices and compile resources on several topics, including
cyberbullying, for training students
in healthy behavior related to technology use. The bill required a mental health
professional to serve on the
commission.
• Washington SB 5449 (enacted, 2017) defined digital citizenship as, “the norms
of appropriate, responsible,
and healthy behavior related to current technology use,” including digital and
media literacy, ethics,
etiquette, and security. The term also includes the ability to access, analyze,
evaluate, develop, produce and
interpret media, as well as internet safety and cyberbullying prevention and
response.
Limiting Use/Screen Time:
• California AB 272 (enacted, 2019) explicitly authorized the governing body of a
school district, a county
office of education or a charter school to adopt a policy limiting or prohibiting
student use of smartphones
while students are at a school site. The bill specified circumstances in which
students are exempted from
such a prohibition, including in the case of an emergency, when an employee
grants a student permission or
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when a smartphone is allowed through an IEP. The bill also addresses legislative
findings related to phone
use and screen time.
Response to information request
Cassidy Francies
January 29, 2021
cfrancies@ecs.org
Education Commission of the States strives to respond to information requests
within 48 hours. This document
reflects our best efforts but it may not reflect exhaustive research. Please let us
know if you would like a more
comprehensive response. Our staff is also available to provide unbiased advice
on policy plans, consult on proposed
legislation and testify at legislative hearings as third-party experts.
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• Georgia SR 87 (enacted, 2020) created the Senate Study Committee on Digital
Education and Screentime in
Georgia Public Schools to “1) review the research relevant to digital education; 2)
hear testimony from
experts in the field on the effects of increased digital education and screen time
on children; 3) analyze issues
of data privacy related to digital education; 4) hear testimony from classroom
teachers about the advantages
and disadvantages of digital education; 5) hear testimony from parents about
their experience with digital
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education; and 6) make recommendations to the President Pro Tempore of the
Senate, the State Board of
Education, the State School Superintendent, the Governor, and local boards of
education based on such
investigation to ensure that all Georgia education policy operates to the benefit
of students and their
families.”
Research and Additional Resources:
• The Future of Well-Being in a Tech-Saturated World (PEW Research Center,
2018) surveyed technology
experts, scholars and health specialists and asked them how the changes in
digital life over the next decade
will impact people’s overall well-being physically and mentally. The report
contains detailed answers, as well
as themes that emerged about the potential benefits, harms and remedies
regarding future well-being and
digital life.
• 3 Tips for Balanced Digital Wellness (ISTE, 2019) outlines three strategies to
empower students to be
intentional about screen time.
• Children, Adolescents, and the Media (American Academy of Pediatrics, 2013)
discusses the pervasive
nature of digital devices and media and includes recommendations for schools
regarding media.
• New Warnings on Screen Time, as Students Nationwide Move to E-Learning
(EdWeek, 2020) discusses
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findings from a meta-analysis on screen time from the journal JAMA Pediatrics
and discusses how educators
can help.
• Can You Provide a Quality Preschool Education Over Zoom? (EdSurge, 2021)
discusses one approach to
keeping young students engaged in school while limiting screen time where
possible. The article also
discusses the impact of screen time on young students and the impact of
different types of screen time.
• MRIs show screen time linked to lower brain development in preschoolers (CNN,
2019) discusses a study
that shows more than one hour a day using screens without parental involvement
had lower levels of
development in the brain’s white matter, which is critical in developing language,
literacy and cognitive skills.
• What do we really know about kids and screens? (American Psychological
Association, 2020) discusses what
we know about the impact of screen time on children from existing research, as
well as some of the
shortcomings of this research.
• Association of Television Viewing During Childhood With Poor Educational
Achievement (Archives of
Pediatric and Adolescent Medicine, 2005) examines the association between the
time spent watching
television in childhood and adolescence academic achievement. Academic
achievement in this study was
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measured using a four-point scale ranging from “no qualifications” to “bachelor’s
degree or higher.” The
study found that increased television watching is associated with lower levels of
educational attainment by
early adulthood. Specifically, increased time watching television was associated
with a lower chance of
attaining a postsecondary degree by age 26 and a higher chance of having no
formal qualifications.
• Association Between Screen Media Use and Academic Performance Among
Children and Adolescents: A
Systematic Review and Meta-analysis (Journal of the American Medical
Association Pediatrics, 2019)
conducts a meta-analysis to examine the association of screen time and
academic performance in children
and adolescents specifically on composite scores, language and math. The study
finds that television viewing
Education Commission of the States strives to respond to information requests
within 48 hours. This document
reflects our best efforts but it may not reflect exhaustive research. Please let us
know if you would like a more
comprehensive response. Our staff is also available to provide unbiased advice
on policy plans, consult on proposed
legislation and testify at legislative hearings as third-party experts.
3
and video game playing, not overall screen media, seem to be negatively
associated with academic
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performance and that this negative association seems greater for adolescents
than for children. Authors
suggest that each screen-based activity should be analyzed individually for its
association with academic
performance and that further research is needed on the association of other
screen time activities and academic performance.
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