How to talk to your child about technology usage

Integrating technology into teaching and learning makes up a large part of our program at OYIS. Students are required to use their devices in class and it is expected that they make good decisions when using the device. Getting your child their own device is a big step for both your family and for your child. For children, it is a powerful tool they can use to interact with friends, play games, and connect to the world in general. For parents, it can be stressful and, at times, challenging to navigate. But negotiating an agreement with your child doesn't have to be as complicated as you may think. 

Already your child's homeroom teacher talks with students about how to responsibly use technology at school. At home, talking with your child about technology usage will alleviate many problems that will arise.  Ideally, we should allow children to have some agency in how they use their devices and help them to make good choices. 

A good place to start is with the 5 W’s - Where, when, what, who, why, and how. Beginning with the 5 W’s as a starting point, you can open lines of communication with your child and establish the rules you have as a family regarding areas such as screen time, storage, and safe sites. 

So, what might this look like?

WHERE

Where the device can be used in the home is a simple and effective way to begin the conversation. Think about the places in your home where you might use the device and talk about where a good location might be. 

One rule of thumb is to keep screens visible. Children should not go into their rooms to "do homework" or be able to keep their screens hidden from view. Establish a norm at your home to always use computers with the screens being visible. 

Photo by Dawid Liberadzki on Unsplash

A good way to keep computer screens visible is by having the screens face the center of the room.

When talking about where devices can be used, also consider the physical care of the device. Keeping the device away from liquids and food will help it to last longer. 

For example, a conversation could start by asking one of the following questions:

• Where is a good place to use devices? [image] 

• Is it OK to use the computer at the dining room table, or is that not a good place because of food?

• Is it OK to use a computer on the floor, or is that not a good place because it might be stepped on? 

Allow your child to arrive at an answer about where they can use the device, but also be flexible about allowing the conversation to be open to other questions and topics as well. It will be natural for the conversation to move to when, what, who, why, and how questions next. 

WHEN

“When” questions are a good chance to bring up the topic of sleep. You can discuss how the device affects sleep and why they should not use it two hours before they go to bed.

Other questions might be:

• When is a good time to use the device?

• Should it be used late at night?

• Should it be used right when they wake up?

• Can it be used before reading or homework?

WHAT

It is important to show children that devices can be used to create amazing things that we can share. We can create art, movies, podcasts, books, or almost anything we can think of. With that in mind, it suddenly can seem like a waste of time to always consume content by watching movies or playing games.

The key is balance. How much time should you be doing for each?

• Talk about what the device should be used for. 

• What should I use the device for?

• How much time should I be spending on my device?

• Can the device be used for only watching videos or playing games?

• What can we create using the device?

WHO

The internet is mostly used for communication and information exchange, so talking about appropriate people to communicate with will come up in conversation. The question of “who” could also lead you to talk about who your child can share their device with. Also, be aware that many children share their passwords with each other. This should be avoided. In general, children should only share passwords with parents and teachers. If your child would like to collaborate with a friend, encourage them to find a service that allows them to do so without sharing an account. 

A few questions to guide the conversation on who:

• Who should I be communicating with right now? 

• Who should you be communicating with online?

• Is it a good idea to let others use your computer?

• Is it a good idea to let others have your passwords?

Finding your niche online is a process we all go through. But it is best to let your child know they should keep themselves safe online by being aware of who they can trust. 

WHY, and HOW 

Also, talk about why you are using the device and how you will use it. 

• If you are using the device to mostly consume, is it for school?

• Can you be creating something instead of simply consuming information? (One of the PYP Learner Profiles is to be Knowledgeable. Being Knowledgeable means that you share your knowledge with others.)

These questions can help you find a balance for the device that works for your household and can give your child ideas for how technology can be used. When talking to your child, you can use the school's technology agreement [K-2, 3-4, 5-6] or the Common Sense Media Family Agreement as a conversation starter. Read it together with your child with the questions above in mind. If their agreement works for your family - that is great! Use it. If not, there are places to add your own ideas, or you could even write a new one together with your child. 

CITATIONS 

Kaohsiung American School 1:1 Parent Presentation

Shifting Our Schools Podcast: Episode 173

Hidden in Plain Sight - Ep. 01 - The Yodogawa River

I want to blame the janky writing on me using translation, but most of it is just me. There's more to research, but I am interested in just getting this started. Here is episode 1.

Listen on Anchor

===

I grew up in Minnesota where three large rivers cut through the state: the Minnesota River, the St. Croix River, and of course, the Mississippi River. There may be more but it's been a long time since I went away and these are the three I had the most exposure with. I remember fishing in them, boating in them, biking along them, and looking across the shores where in many instances the shore slopes into the water at an almost flat incline.

I now live near the Yodogawa in Osaka. Where I am, just north of Umeda, the Yodogawa is wide and usually flows pretty slow. The thing I noticed first was how straight the Yodogawa is in my area of the river. It kind of bends around the JR Kyoto Line bridge, but is pretty straight from there to Osaka Bay.

Another thing I noticed was how the shore seemed a little odd. In places around the Juso bridge, the shore is a concrete wall. Understandable since that used to be a shipping dock area. But I had expected to see the river and the shore meets in a way that I had been used to seeing in Minnesota where the shore gently slopes into the river.

I chalked it up to a simple case of human development. All along the north side of the river, there is a large embankment I had assumed was just built to protect the houses from flooding. Several times I have seen storm surges push water a third of the way up the embankment. I realized the embankment was reasonable for the government to erect. But why did they do it?


The Yodogawa Basin in the Edo Era

It turns out, the Yodogawa River of today is different from the way it looked in the Edo Era. There used to be three larger rivers that flowed in the area where the current Yodogawa flows. They were combined into one great river to ease flooding. The thinking was that a single wide river would prevent flooding in the area. An added benefit was that ships would be able to move into the river more easily.



The New River

The old Yodogawa River flowed through the city. But the construction restricted the water that flowed through the city. The Nakatsu River was widened and straightened and became the Yodogawa that we see today. The Kanzaki River is still here a little farther to the north.



My Yodogawa

The north side of the river in my area around Nakajima is more beautiful than the city side in my opinion. The north side has a view of downtown and a river park. But it holds a dark secret. I heard because downtown is the economic center, it would be disastrous should a flood happen. So on the north side, there are flood gates that can be opened if they need to let water out of the river. Is that also the reason for the park on the north side. Does that also double as a flood plain? Next time you look at the Yodogawa River near Osaka, notice the shores and how unnatural they look.



The Nakatsu River

I did some research to see if I could find the old Nakatsu River because I was afraid I am living on its former riverbed. I came across a site that showed me the Hanakawa Shrine near Tsukumoto was the "nose" of the river. (I am still trying to figure this one out, but I think it's a small peninsula.) Then I did some more reading and found that the Sumiyoshi Shrine near that one actually butted up against the river.

The roads in this area make unusual and seemingly unnecessary turns.

http://blog.livedoor.jp/osakawalker/archives/51847937.html

I'll have to find a better map of the whole river.

Fun fact

There is a river that flows out of the area of Osaka near Baika and Torishima called the Shorenji River. On a map it looks like it is coming out of nowhere. I'll have to do some more investigating, but I think this is the former mouth of the Nakatsu River.







Sources
https://www.kkr.mlit.go.jp/yodogawa/know/history/now_and_then/kouji.html
http://blog.livedoor.jp/osakawalker/archives/51847937.html
https://osaka-hk.org/posts/senjin138

How to Talk to Your Child About Technology Usage

Draft

Getting your child their own laptop (device) is a big step for your family. For your child, it is a powerful tool they can use to meet their friends, play games, and connect to the world in general.

For parents, it can be a little stressful. The key is to start by talking with your child and keep an open dialog.

This doesn't have to be a complicated conversation. A good rule of thumb is to use the 5 W's (Where, When, What, Who, Why, and How) to guide the conversation.


WHERE
Where is a good place to use devices?

Think about the locations in your home where you might use the device and talk about where a good place might be. 

For example:

• Is it OK to use it at the dining room table, or is that not a good place because of food?
• Is it OK to use it on the floor, or is that not a good place because it might be stepped on? 

One rule of thumb is to keep screens visible. Children should not go into their rooms to "do homework". Establish a norm at your home to always use computers with the screens being visible.

When talking about where devices can be used, also consider the physical care of the device. Keeping the device away from liquids and food will help it to last longer. 

WHEN

When is a good time to use the device?

• Should children use it late at night?
• Should it be used right when they wake up?
• Can it be used before reading or homework?

This is also a good chance to bring sleep into the conversation. You can talk about how the device affects sleep and why they should not use it two hours before they go to bed.


WHAT
Talk about what the device should be used for. 

• Can the device be used for only watching videos or playing games?
• What can we create using the device?

It is important to show children that devices can be used to create amazing things that we can share. We can create art, movies, podcasts, books, anything we can think of. With that in mind, it suddenly can seem like a waste of time to always watch movies or play games.

The key is balance. How much time should you be doing for each?

WHO

Talk about who you should be collaborating with.

• Who should I be communicating with right now? This question could lead to an answer of no one.
• Who should you be communicating with online?
• Is it a good idea to let others have your passwords?

In general, social media is for ages 13+, but I have seen younger children have accounts that were most likely set up with a parent's help. This should be avoided. If it cannot be avoided, the parent should be in control of the account.

In general, children should only share passwords with parents and teachers. 

 

WHY, and HOW 
Also talk about why you are using the device and how you will use it. 

• If you are using the device to mostly consume, is it for school?
• Can you be creating something instead of consuming?

The main idea of all of this is to allow the child to have some agency in how they use the device. These questions can help you negotiate a way to use the device that works for your household. 

Even if your children are very young, conversations about the internet and technology use can happen. It can be as simple as "thinking out loud" about what you are doing and why you are doing it. While using the internet, you could say, "Right now I am searching for a restaurant near Osaka Station." Or, "I am editing our family photos from the trip we took to Tokyo."

These reminders plant the seeds for how technology can be used.

Use the school's technology agreement or the Common Sense Media agreement as a conversation starter. I will talk about the media agreement in the next post.

Credits 

Shifting Our Schools Podcast: Episode 173

Kaoshuing American School 1:1 Parent Presentation

A Loose Parts Story

Last week I was outside with the early years students and saw an awesome example of Loose Parts Play unfold. While I saw it unfold, it is not surprising it did unfold for the teacher has made loose parts play a part of his curriculum so it has been set up to happen.

In the beginning ...

Parts were gathered and brought into school. The parts were set out for the students to play with. They included: blocks, nails and screws, tents, and wood pallets.

The students were able to gravitate to the things they wanted to play with and who they wanted to play with. 

One student started building with the pallets.

Another student joined in.

More students joined in.

The teacher saw the interest of the students and stepped in to help make the structure more safe.

In the end ...

They had created a new flexible playspace. They had already started adding new parts to it when my time with them was finished.