Children learn best when their bodies are engaged in the living world. We must resist the ideology of screen-based learning.
A rooster crows and awakens my family at the farm where we are staying for a long weekend. The air is crisp, and stars twinkle in the sky as the Sun rises over the hill. We walk to the barn, where horses, cows, chickens, pigs, dogs and cats vie for our attention. We wash and replenish water bowls, and carry hay to the cows and horses. The kids collect eggs for breakfast.
The wind carries the smells of winter turning to spring. The mud wraps around our boots as we step in puddles. When we enter a stall, the pigs bump into us; when we look at the sheep, they cower together in a corner. We are learning about the urban watershed, where eggs and beef come from, and how barns were built in the 19th century with wood cauls rather than metal nails. We experience the smells of the barn, the texture of the ladder, the feel of the shovels, the vibration when the pigs grunt, the taste of fresh eggs, and the camaraderie with the farmers.
As a parent, it is obvious that children learn more when they engage their entire body in a meaningful experience than when they sit at a computer. If you doubt this, just observe children watching an activity on a screen and then doing the same activity for themselves. They are much more engaged riding a horse than watching a video about it, playing a sport with their whole bodies rather than a simulated version of it in an online game.
Today, however, many powerful people are pushing for children to spend more time in front of computer screens, not less. Philanthropists such as Bill Gates and Mark Zuckerberg have contributed millions of dollars to ‘personal learning’, a term that describes children working by themselves on computers, and Laurene Powell Jobs has bankrolled the XQ Super School project to use technology to ‘transcend the confines of traditional teaching methodologies’.
Policymakers such as the US Secretary of Education Betsy DeVos call personalised learning ‘one of the most promising developments in K-12 education’, and Rhode Island has announced a statewide personalised learning push for all public school students. Think tanks such as the Brookings Institution recommend that Latin-American countries build ‘massive e-learning hubs that reach millions’. School administrators tout the advantages of giving all students, including those at kindergarten, personal computers.
Many adults appreciate the power of computers and the internet, and think that children should have access to them as soon as possible. Yet screen learning displaces other, more tactile ways to discover the world. Human beings learn with their eyes, yes, but also their ears, nose, mouth, skin, heart, hands, feet. The more time kids spend on computers, the less time they have to go on field trips, build model airplanes, have recess, hold a book in their hands, or talk with teachers and friends. In the 21st century, schools should not get with the times, as it were, and place children on computers for even more of their days. Instead, schools should provide children with rich experiences that engage their entire bodies.