Online addictions are real: What are technology educators doing about it?

Abstract

There are now five technological areas included in the New Zealand technology curriculum, two of which are based on digital technology. Like many other subjects, technology education encourages students to conduct research, consult with experts and design digital products. Increasingly, Generation-Z students use digital resources for learning, collaboration, and research, rather than face-to-face, phone, or letter communications, which are considered anachronistic. There is evidence that this improves the educational experience for most learners, but evidence for the impact on students and teachers who suffer from online and digital addictions is sparse. To ensure safe online practices for children, many countries have developed security guidelines and policies. Most of these efforts are aimed at keeping children safe from predatory interactions, preventing inappropriate content from reaching children, and minimising security breaches such as viruses, phishing, or scams. The strategies vary, but commonly include reducing screen time, implementing web security processes, and providing guidelines for parents and teachers. Generally, this protection focuses on protecting the user from others but not on protecting learners and teachers from themselves – particularly from compulsive online behaviours. With the recent advent of COVID and increased exposure to working, teaching and learning remotely, online and digital addiction issues have been exacerbated. It is now timely to consider options for supporting people suffering from digital addictions and those at risk. This article discusses some current trends and issues related to online and digital addictions and their implications for technology education students and educators