{"id":3519,"date":"2022-04-27T05:30:00","date_gmt":"2022-04-27T05:30:00","guid":{"rendered":"https:\/\/healthwatchminute.com\/?p=3519"},"modified":"2022-04-27T05:30:00","modified_gmt":"2022-04-27T05:30:00","slug":"the-balancing-act-between-eye-health-and-increasing-technology-in-classrooms","status":"publish","type":"post","link":"https:\/\/healthwatchminute.com\/?p=3519","title":{"rendered":"The Balancing Act Between Eye Health and Increasing Technology in Classrooms"},"content":{"rendered":"\n
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The increased use of technology in the classrooms has forced ophthalmologists, optometrists, and educators to consider the perfect balance in children\u2019s development.<\/em><\/p>\n

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The COVID-19 pandemic has had implications for many areas of daily life, including the increased use of virtual learning for children in school. With up to 94%<\/a> of children\u2019s screen time use coming from virtual classes,1<\/sup> it has become more important than ever for educators and eye doctors to consider a balance to avert long-term implications for developing children.<\/p>\n

Long-term Effects Start at a Young Age<\/strong><\/p>\n

The use of computers and smart devices in schools at a young age can have significant adverse effects for children in the long term. A systematic review<\/a> published in The Lancet<\/em> found that screen time on smart devices and computers was significantly associated with myopia,2<\/sup> and a study<\/a> published in Ophthalmic Epidemiology<\/em> found that more than 75% of students sampled in Nanjing, China, experienced symptoms of computer vision syndrome, including dry eyes and itchiness.3<\/sup><\/p>\n

\u201cPrescriptions, in terms of nearsightedness, [are] happening at a higher frequency than [they] used to, and the magnitude of the prescriptions is greater than ever before,\u201d said Noah Tannen, OD, FAAO, FCOVD, an optometrist at EyeCare Professionals in New Jersey. \u201cAnd researchers have linked that to virtual learning and also just more time spent indoors throughout the pandemic.\u201d<\/p>\n

Tannen explained that children having higher prescriptions now means that these children will have to contend with the side effects of the high prescriptions later in life, which can include retinal tears or detachment.<\/p>\n

\u201cThe risk for retinal detachment goes up considerably with each diopter of prescription and especially over a \u20136 or \u20137 is what\u2019s considered pathological, and the risk factors are quite high when you get to that range,\u201d he said.<\/p>\n

Early onset is the biggest predictor for how high the prescription will end up, which makes the importance of prevention all the greater in children of a young age. \u201cLuckily, there are things that we can do now to mitigate or counteract the impact that a lot of screen time or the pandemic has been having on vision,\u201d he said.<\/p>\n

Technology in the Classroom: A Constant Shift<\/strong><\/p>\n

When children couldn\u2019t get to class in person in March 2020, a shift to online learning occurred across the country and the state.<\/p>\n

Sabina Ellis, a data manager in the South Orange\/Maplewood, New Jersey, school district and the chairperson of the New Jersey Education Association (NJEA) technology committee, said, \u201cSince the pandemic, screen time did increase, I can say that for sure. Especially in the last 3 years, screen time [increased] when it came to Chromebooks, students using their own laptops, iPhones, Androids, tablets.\u201d<\/p>\n

Gabriel Tanglao, associate director of the Human and Civil Rights, Equity, and Governance division of the NJEA, said that the increase in screen time also came from needing to ensure that children were still learning during the pandemic. \u201cObviously, there\u2019s a dramatic increase in the use of technology.\u2026We needed to ensure that students had access to technology to access learning. There were districts that invested in ensuring that there\u2019s more technology available,\u201d he said.<\/p>\n<\/div>\n

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Ellis added, \u201cAnd parents love it, the options: \u2018Oh, my kid is sick, we can still attend school. We\u2019re not missing out on a lot of instructional time.\u2019\u201d<\/p>\n

Both said that the technology also comes with needing a sense of balance. Ellis noted that the use of technology has affected children\u2019s social and mental health, as many children returned to school in person and had a hard time disconnecting from the virtual world and interacting with others in a healthy way. Tanglao said that the brain chemistry of children is something to keep an eye on as technology can be addicting.<\/p>\n

The Balancing Act: Avoiding Constant Screen Time<\/strong><\/p>\n

As Tannen explained, constant screen time can have implications on retinal health in the long term for children with strong prescriptions in their early life, so avoiding constant screen time is paramount in developing eye health.<\/p>\n

Both Tannen and Tanglao spoke about the need for breaks in the day from screen time. \u201cYou\u2019re supposed to have as good practice to look away from a screen every 20 minutes, focus on on an object that\u2019s 20 feet away for at least 20 seconds,\u201d said Tanglao.<\/p>\n

Tannen added that 20-minute breaks from the screen can be beneficial for children in classrooms.<\/p>\n

Ellis noted that teachers in her school district have started emphasizing writing more in the classroom, as kids have nearly forgotten how to write after 2 years of solely typing.<\/p>\n

\u201cStarting in January, teachers started to back away from Chromebooks. They started doing more handouts and writing\u2026So just practicing penmanship, turning off the lights, back[ing] away from the computer,\u201d she explained. \u201cSo that\u2019s where they\u2019re trying to step away from technology. It\u2019s good in one aspect, but then when learning that, we\u2019re losing our life skills.\u201d<\/p>\n

\u201cWe can\u2019t think of this as binary: technology is good\/technology is bad, screen time is good\/screen time is bad. There\u2019s no going back to non\u2013screen-based learning,\u201d said Steve Baker, director of communications for NJEA. \u201cSo it\u2019s really a matter of…how to incorporate it and how to avoid the risks involved with overutilizing technology.\u201d <\/p>\n

Moving Forward: Future Plans for Schools<\/strong><\/p>\n

Collaboration between educators and eye doctors to properly account for children\u2019s eye health is key to the continued conversation on eye health in school children.<\/p>\n

\u201cI would love to go into schools and talk with teachers and administrators and educate them and increase awareness,\u201d said Tannen. \u201cIt\u2019s a delicate balance because kids now do have to be technologically literate.\u201d<\/p>\n

He added that incorporating outdoor activities in the school day, like recess or gym, and having outdoor classes when the weather allows can go a long way in preventing eyesight from deteriorating.<\/p>\n

Ellis said that in September, children in New Jersey, beginning with pre-K, will start to have mandatory school time dedicated to learning about technology, like learning how to use a computer, and listening to doctors is important when introducing that.<\/p>\n

\u201cThere has to be a balance. It\u2019s not good to be on a screen, like our parents would tell us,\u201d she said. \u201cThat\u2019s across the board on working with students, we have to just step away. It\u2019s okay to step away and take that walk outside; it\u2019s okay to play outside.\u201d<\/p>\n

Tanglao said that wellness should always be paramount in making future decisions about technology in the classroom. \u201cI appreciate the framing of keeping wellness at the center of this conversation around tech literacy and the development of it, so just making sure that that\u2019s at the center as we think about the development of young folks and our educators,\u201d he said.<\/p>\n

Collaboration between educators and doctors to assess and address the influence that technology in the classroom has on vision and eye health will be critical in achieving a proper balance of teaching children about technology while also maintaining their health.<\/p>\n

References<\/strong><\/p>\n

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  1. Kaur K, Kannusamy V, Gurnani B, Mouttapa F, Balakrishnan L. Knowledge, attitude, and practice patterns related to digital eye strain among parents of children attending online classes in the COVID-19 era: a cross-sectional study. J Pediatr Ophthalmol Strabismus<\/em>. Published online December 20, 2021. doi:10.3928\/01913913-20211019-01<\/li>\n
  2. Foreman J, Salim AT, Praveen A, et al. Association between digital smart device use and myopia: a systematic review and meta-analysis. Lancet Digit Health<\/em>. 2021;3(12):E806-E818. doi:10.1016\/S2589-7500(21)00135-7<\/li>\n
  3. Li R, Ying B, Qian Y, et al. Prevalence of self-reported symptoms of computer vision syndrome and associated risk factors among school students in China during the COVID-19 pandemic. Ophthalmic Epidemiol<\/em>. Published online August 25, 2021. doi:10.1080\/09286586.2021.1963786<\/li>\n<\/ol>\n<\/div>\n

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