Latest / Early Edition with Ryan Bridge / Mark Phillips: Crimson Global Academy Principal on screen time in educational settings

Transcript

Mark Phillips: Crimson Global Academy Principal on screen time in educational settings · Early Edition with Ryan Bridge

• 0:00
  Speaker 1: Searchers have come up with advice on children's screen use
• 0:02
  Speaker 1: in educational settings. So the lead author screen researcher at
• 0:05
  Speaker 1: Auckland University, a woman called Judy Cullen, says that while
• 0:08
  Speaker 1: moderate screen use can be beneficial for education, excessive use
• 0:11
  Speaker 1: linked to health issues. Guidelines suggests six to twelve year
• 0:14
  Speaker 1: old's screen use is recommended for no more than a
• 0:17
  Speaker 1: third of the school day now. Mark Phillips is the
• 0:19
  Speaker 1: principal of the Crimson Global Academy and is with us Mark,
• 0:22
  Speaker 1: very good morning to.
• 0:23
  Speaker 2: You, Good morning mine.
• 0:25
  Speaker 1: Do you have a settled view on what's good, what's not,
• 0:28
  Speaker 1: in what sort of age, etc.
• 0:31
  Speaker 2: We are a secondary school and most of our teaching
• 0:35
  Speaker 2: in our class teaching at least is from students from
• 0:38
  Speaker 2: the age of twelve through to eighteen. And it works well.
• 0:43
  Speaker 1: In terms of what works well. How much screen time
• 0:45
  Speaker 1: do you do?
• 0:46
  Speaker 2: Oh, probably an average student would do about four four
• 0:50
  Speaker 2: and a half hours per day.
• 0:52
  Speaker 1: And is it thought about, talked about, studied or I
• 0:55
  Speaker 1: worry that we angst about something? I mean, I spend
• 0:58
  Speaker 1: god knows how many hours on a screen because the
• 1:01
  Speaker 1: world is on a screen and I need to see
• 1:03
  Speaker 1: what's happening in the world, and it's sort of like
• 1:05
  Speaker 1: it is what it is.
• 1:07
  Speaker 2: I think the truth to that. What we try to
• 1:10
  Speaker 2: do is make sure our lessons are interactive, engaging, interesting,
• 1:15
  Speaker 2: We have breaks between lessons. We encourage our students to
• 1:19
  Speaker 2: be active members of their community, join sports clubs, do exercise,
• 1:23
  Speaker 2: passions for music and art and things like that. So
• 1:25
  Speaker 2: we really encourage regular community engagement.
• 1:29
  Speaker 1: What is the concern as far as your concern, is
• 1:32
  Speaker 1: it the screen time I minutes noils or is it
• 1:35
  Speaker 1: what's actually been watched?
• 1:37
  Speaker 2: Personally? I think it's what the students actually do as
• 1:40
  Speaker 2: as much the quantity of time.
• 1:43
  Speaker 1: And do you change your thought process around age? Would
• 1:46
  Speaker 1: it worry you that are six year olds on X
• 1:48
  Speaker 1: number of ours versus an eighteen year old X number
• 1:50
  Speaker 1: of ours? Or it doesn't matter personally?
• 1:53
  Speaker 2: I think it does matter how old a student is, absolutely.
• 1:57
  Speaker 1: And the younger the lesser and more for older.
• 2:01
  Speaker 2: Yes, I would agree with that.
• 2:02
  Speaker 1: Do you set what do you think about patents? If
• 2:05
  Speaker 1: you set a pattern for a six year old, does
• 2:07
  Speaker 1: that pattern continue as an eighteen year old? Therefore it
• 2:09
  Speaker 1: continues to a forty two year old, or we wouldn't
• 2:11
  Speaker 1: have a clue.
• 2:13
  Speaker 2: I think patterns and expectations that you develop as youngsters
• 2:17
  Speaker 2: do actually carry through to adult adulthood. Attitudes to studying,
• 2:22
  Speaker 2: the value of education, generally, participation in sports and whatever
• 2:26
  Speaker 2: it might be. Those habits are forming when students are young.
• 2:29
  Speaker 1: And what about the phones away the current government policy?
• 2:32
  Speaker 1: Did you have that in place or you got it
• 2:34
  Speaker 1: in place now? And does it work well?
• 2:37
  Speaker 2: Our students are all at home anyway, so you don't
• 2:40
  Speaker 2: know what.
• 2:40
  Speaker 1: They're doing because you're not. I should have explained I'm
• 2:42
  Speaker 1: sorry about that. That you're an online school. Aren't you a
• 2:44
  Speaker 1: global online school?
• 2:45
  Speaker 2: Yes? We are, yea, all our all our lessons.
• 2:47
  Speaker 1: Are online, so ironically you are. They would argue potentially
• 2:53
  Speaker 1: part of the problem, although you'd say, no, we're not.
• 2:57
  Speaker 2: I don't think we're part of the problem at all.
• 2:59
  Speaker 2: I think we're a strong solution for education because you.
• 3:02
  Speaker 1: Can get access to top quality talent, doesn't matter where
• 3:05
  Speaker 1: in the world you are.
• 3:06
  Speaker 2: Yeah, absolutely, access to high quality international qualifications if that's
• 3:11
  Speaker 2: what parents desire as well. So we're providing choice.
• 3:14
  Speaker 1: Yeah, good stuff. Make appreciate it very much. Have a
• 3:16
  Speaker 1: good weekend. Mark Phillips principle of Crimson Global Academy Money.
• 3:19
  Speaker 2: For more from News Talk, sed B, Listen live on
• 3:22
  Speaker 2: air or online, and keep our shows with you wherever
• 3:25
  Speaker 2: you go with our podcasts on iHeartRadio