From addiction expert Dr. Nicholas Kardaras, a startling argument that technology has profoundly affected the brains of children―and not for the better.
We’ve all seen them: kids hypnotically staring at glowing screens in restaurants, in playgrounds and in friends' houses―and the numbers are growing. Like a virtual scourge, the illuminated glowing faces―the Glow Kids―are multiplying. But at what cost? Is this just a harmless indulgence or fad like some sort of digital hula-hoop? Some say that glowing screens might even be good for kids―a form of interactive educational tool.
Don’t believe it.
In Glow Kids, Dr. Nicholas Kardaras will examine how technology―more specifically, age-inappropriate screen tech, with all of its glowing ubiquity―has profoundly affected the brains of an entire generation. Brain imaging research is showing that stimulating glowing screens are as dopaminergic (dopamine activating) to the brain’s pleasure center as sex. And a growing mountain of clinical research correlates screen tech with disorders like ADHD, addiction, anxiety, depression, increased aggression, and even psychosis. Most shocking of all, recent brain imaging studies conclusively show that excessive screen exposure can neurologically damage a young person’s developing brain in the same way that cocaine addiction can.
Kardaras will dive into the sociological, psychological, cultural, and economic factors involved in the global tech epidemic with one major goal: to explore the effect all of our wonderful shiny new technology is having on kids. Glow Kids also includes an opt-out letter and a "quiz" for parents in the back of the book.
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ReplyDeleteDolly Parker reflection on Glow Kids by Nicholas Kardaras
ReplyDeleteFrom the generic cop out “sign of the times” to “psychotic emergencies”, Nicholas Kardaras Glow Kids explores how “society is being reshaped” by technology and how our most venerable, our youth, have been impacted. The ideal of the Star Trek “interactive educational tool” has been usurped by a “virtual drug”, and underwritten by big business. The text chapters’ titles follow a technological house of horrors, with stops along the crossroads of a “Brave New e-World”, “Clinical Disorders”, “Digital Drugs” and even a “Massacre.” A perusal through a vocabulary list for Glow Kids are those usually peppered in horror and science fiction tales: scared, dissociative, addicting, hypnotic, neuro-disordered and even space-time compression. A literary analogy to the Trojan War particularly resonated with me; apparently, those sneaky Greeks are still trying to take over the world.
Kardaras alludes nostalgically to the days when “an adolescent boy …glimpsed a copy of Playboy”, as a means of connecting screen usage to “hyper arousing” and by extension addicting behaviors and even the “apocalypse”, the latter being a particularly intemperate hyperbole. Whilst the author shares the extensive academic and scientific research, including anecdotal situations-such as New York’s Mayor Di Blasio’s stand on cell phones in the schools- that unquestionably support the destructive physical, emotional and psychological impact that screen time has on a developing human brain, as well has the associative calamitous aspects on human connectedness, I was eager to the read “The Solution”. Once again, the key lay with the Ancients, in particular Plato’s e-cave. The author declares we must “escape the dream/nightmare. The proffered solutions are disquieting and unsatisfying. There are tech addiction treatments, which is not a particularly effective buffer against the marketing world, and not a realistic possibility for many-how would this be covered under insurance- or the possibility of making “genuine human connections.”
The latter particularly intrigued me, as the emphasis on mindfulness was implicit, or at least that is how I interpreted the ‘Zen Buddhism” to which the author specifically refers. Practical, do-able solutions involve education (of course, but we know how that works in our similar, international obesity crisis), but not to be a naysayer, the most enriching, socially- bonding solutions came from the arts, storytelling and hands-on “experiences with nature and the physical world.” I found this solution empowering, but also already hear the resounding push-back tide. But that’s another book.
I found this book to be frightening and very relevant to our school community. Clearly, the new cell phone policy has had a significant impact on our school culture and climate. As a counselor, I have become more and more alarmed at how cell phones have completely taken over our student's everyday lives. It is no wonder that our young people have lost the ability to communicate in a way that is positive and healthy. I can totally appreciate the personal impact as I have become more and more tied to my electronic device as time goes on. I find it uncomfortable being away from my phone for even a short time. How strange that not long ago, cell phones didn't exist and somehow we all managed. Socialization has undergone a complete metamorphosis that has made cell phones our primary means of connecting with people. How sad that we no longer value personal, person to person interactions. We see politicians tweeting rather than speaking. Technology, while important and useful at times, can also be a detriment to our relationships.
ReplyDeleteUnless we can gain some control over our electronics, I see a somewhat bleak future ahead for many of our young people. How will they interview for a job? How will they form nurturing and positive relationships with others? Our phones have, in some cases, taken the place of real conversations that could be the backbone of any relationship, personal or professional moving forward.
I was astounded at the whole idea of screen addiction. The notion that there are rehab centers specific to this issue is mind boggling. Kids assaulting parents for taking away screens, violent behavior being associated with video games among all the other examples mentioned is scary at best.
I see the best solution coming from parents. Limit screens. Read more, use electronics sparingly and only for educational purposes at first. Schools should limit the use of screens as well. Talk more, debate more rather than encouraging students to use screens as a primary way to achieve success.
I truly believe that by collecting phones at the start of each school day, we have forced our students to communicate with each other in person rather than via their cell phones. This hasn't been easy. Social media is a much safer place for some of our kids yet, in reality, it is far more dangerous than anyone ever anticipated. It's amazing to hear how this small change in school policy has, for some, opened up new doors to communicating in healthier and positive ways.
Increasingly, our children treat whatever is on their screen as reality. In fact, things only become real if they appear on a screen . We are less the text-driven, text-informed society we once were. These days, a great book or a great character in a book becomes real for young people only when the book/character appears in a film or a TV show or some screen 'venue.'
ReplyDeleteIt (the obsession with the almighty 'screen') damages developing minds, it is intentionally addictive, it stifles the imagination, it creates attention issues, it isolates people, it blurs the difference between reality and fantasy, and (because it has billions of dollars in financing) it has the power to dupe parents and schools and teachers under the guise of the ever-adored 'latest technology.'
As teaching becomes evermore a matter of pushing buttons, I'm reminded of my initial motivation (25 years ago) to enter the field. Education is about a relationship between teacher and student. It's real - and the communication is real - and the real communication is face to face - and the real face to face communication is organic and alive and unscripted. I will continue to resist the temptation to overuse technology in my classroom (a sacrifice that I'm very happen to make because I'm terrible at it).
Making images appear 'magically,' creating interactive technology, communicating via classrooms made of 'google' rather than bricks and mortar (all of which, by the way, are beyond me) takes away from the face to face encounter that education was and is and, hopefully, always will be.
Of course, we know that children will focus on the screen, so we give them a screen to focus on. I fear that, sometimes, we use screens in the classroom as an easy form of classroom management. At some level, teachers understand the obsession - if not the addiction - children have with screens. And, I think, we revert, sometimes, to the screen as a surrogate teacher. It's hip and it's easy - but, it's not real.
I've been aware (for a good while)of the issues raised by the book. But, the studies and the statistics and personal stories were disturbing. Technology as drug - physical damage to the young mind - the danger of cancer - all of that leaves me worried as I leave the profession. I shall continue to create the most real setting and manner of communication possible during the remainder of my teaching career. This book encourages me all the more.
From Randy Laird
DeleteDr. Nicholas Kardaras examines how technology has profoundly affected the brains of an entire generation in his book Glow Kids. Brain imaging research is showing that stimulating glowing screens are as dopaminergic (dopamine activating) to the brain’s pleasure center as sex. And a growing mountain of clinical research correlates screen tech with disorders like ADHD, addiction, anxiety, depression, increased aggression, and even psychosis. Most shocking of all, recent brain imaging studies conclusively show that excessive screen exposure can neurologically damage a young person’s developing brain in the same way that cocaine addiction can. I have seen the students not be able to break away from their phones in the past. I’m so glad we are cell phone free during the school day.
ReplyDeleteTaking cell phones out of the classroom has had a positive effect academically as well as for the school culture. The constant battle and time-wasting asking students to put away devices is gone. The consistent interruption and distraction of calling for phones to be removed. It’s easier for the students to focus on the task at hand.
The implications for the future are promising as well as frightening. Cell phones are really minicomputers mainly used for texting, using maps, etc. the least amount of use is actually speaking on the phone! The ability to access information in seconds that would have meant a trip to the library and possibly getting help from a busy librarian. The challenge is to make sure the sources are factual and evidenced based. I had students telling me mermaids existed because they had seen them on YouTube. Students and people in general need to be able to verify reliable resources of online information from propaganda. Applications such as Facebook and other social media need to be able to police themselves regarding factual information posted. Unfortunately, the companies are unwilling or unable to do this.
Kardaras proposes a digital detox. Breaking free from all digital devices; phones, tablets, computers, even televisions for four to six weeks to reset the nervous system. Then bring back the technology incrementally. The likelihood of this being successful would be during the summer break for children. It would require diligence and planning by parents. Children would need plenty of encouragement and activity. A summer camp deep in the woods with activities and books could break children free from the addiction.
Students in my classes are more engaged and less distracted without cell phones. I still use technology in the form of online activities. I have modified the use. The students record their responses from online activities on paper. Students use to just cut and paste responses without considering the worth of the response. Recording and paper forces them to slow down and be more reflective. I also still use textbook work on a rotating basis. I want my students to be skilled in using many different resources to further their knowledge.
Dawn Hohmann
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