“Working alongside countless educators and researchers in this field, I’ve come to believe something profound: not all screen time is created equal.”
4-minute read
Cynthia B. Kaye
Early Education Advocate | EdTech Innovator | CEO, Alive Studios
Like many parents and grandparents, I’m always thinking about the best ways for our children to interact with technology. It’s becoming a bigger part of our lives every day, and with 90% of a child’s brain developing by age five, figuring out how to use it appropriately is incredibly important. We all want joyful learning experiences in our classrooms, and we want to use the best tools to make that happen.
Working alongside countless educators and researchers in this field, I’ve come to believe something profound: not all screen time is created equal. While passive, isolated screen time can be a distraction, the right kind of technology can be a powerful catalyst for connection, collaboration, and learning.
Redefining Screen Time: From Passive Consumption to Active Collaboration
This is where we must distinguish between two very different types of screen time. The NAEYC/Fred Rogers Center position statement on technology and interactive media confirms a critical truth: the effectiveness of technology depends on how it is used.
The “Me” Screen (Limited Use)
This is the passive, individual screen time that educators and parents are rightly concerned about. It can lead to isolation and is best used sparingly and with a specific purpose.
The “We” Screen (The Classroom Catalyst)
This is the model that prioritizes human connection. In this model, technology is used to facilitate group experiences and is led by the teacher.
This approach creates a teacher-as-guide model, which the NAEYC/Fred Rogers Center supports, as it allows educators to build stronger relationships with their students because they are navigating and experiencing the content together, asking questions, and discussing what they see.
The Brain Science of Engagement
The key to understanding technology’s role lies in brain science. As neurologist Dr. Judy Willis explains, a child’s brain is highly sensitive to stress and boredom. When students are disengaged, their brains can trigger a stress response that blocks effective learning and memory.
However, the brain also seeks pleasure and novelty. The right kind of interactive technology can trigger a dopamine release—the brain’s feel-good chemical—by creating a shared experience that involves prediction, choice, and positive social interaction. This is the foundation of joyful learning.
The right kind of technology prompts movement and discussion. For example, children might move their bodies to act out a story from a large screen or discuss a character’s emotions with their peers. This active participation keeps their brains engaged and minimizes the opportunity for disruptive behavior. It also encourages collaborative problem-solving. When a well-designed program is used, students can work together to solve a problem on screen or share ideas with their classmates, strengthening both social-emotional and cognitive skills.
The NAEYC document states that effective uses of technology are active, hands-on, engaging, and empowering. By making technology integrated and intentional, the learning activity becomes the focus, not the device itself. This seamless approach supports the social and cultural contexts of children, reinforcing the idea that technology should always foster community and shared experiences.
The Result: Engaged Students, Happy Teachers
When technology is used to spark curiosity, movement, and dialogue, it creates a joyful classroom climate. It also offers a powerful, research-backed solution to one of the biggest challenges in education: student behavior. When children are actively engaged in learning, there is less misbehavior, which directly reduces teacher stress and burnout.
The right technology is not a distraction; it’s an engagement engine that turns potential behavioral problems into learning opportunities. It helps educators build not just stronger students, but stronger relationships with those students, creating a better experience for everyone.
I’d love to hear your comments or questions below: