A recent research conducted by Leeds Beckett University found out from 594 teenage mobile phone users between the ages 11 and 18, who most likely check their devices during family meals, doing homework, as well as school lessons.
While 9 in 10 of the students check their phones at night, while only 30% of them do not check their phones during a class. What is more concerning is that, 96% of the interviewed students check their phone every two minutes. While over 85% spend between 4 and 6 hours online, two-thirds of the students only get 2 to 4 hours of sleep because of this “addiction”.
A leading independent school in the UK has decided to help the students of Year 7, 8, and 9 to hand in their phones until the end of the day, and they could only collect their phones between 4PM and 5PM before they go home.
Richard Cairns, the headmaster of this 38000-a-year college in Brighton, aimed at helping students wean off their “addiction” and take time to “detox” before they become one of the adults who could not but acted irresponsibly. He added:
“We want to provide time and space for youngsters to learn the simple art of conversation, to look up and notice the wonderful and sometimes not so wonderful world around them, and to discover the pleasures of simple board games and physical activity.”
This so-called “technoference” has been worrying for senior learners and teachers especially there was no significant differences by gender, but would become severe with age, and young adolescents would make use of the online presence as much as possible to maintain friendship.
Professor Jonathan Glazzard, of the university’s Carnegie Centre of Excellence for Mental Health in Schools, said that keeping peers nowadays involved networking online, and this led to broken sleep, tiredness during the day, lack of concentration, and distraction to learning and behavioural control. Those issues could lead to falling behind in their academic performance as well as lowering their self-esteem and self-worth.
The lack of exposure to language, Researcher Samuel Stones, a senior teacher at Norton College in North Yorkshire stressed, would affect negatively on phonological and phonemic development, and eventually it led to critical low in reading enhancement.
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