15 The Digital Divide

This chapter is based on the Social Ecological Model.

People are constantly being affected by changes in the digital world. In recent years, the internet and new technology have become a part of almost all parts of life with advancements in cybersecurity, healthcare, and artificial intelligence (Chatterjee & Sarker, 2024). With modern technological advancements, communication and interactions within society and households have changed (Wong et al., 2020). Today, more than 65% of parents believe parenting is more difficult in the modern age than it was 20 years ago because of advances in technology and social media (Auxier et al., 2020). While experts may disagree on the exact amount of screen time, children ages 2-5 should be limited to one hour or less per day (Kucirkova et al., 2023). However, a U.S. study shows that kids ages 2–4 spend about 2.5 hours on screens daily, and kids ages 5–8 spend about three hours, far more time than the recommended limit (Rideout, 2021). Globally, technology addiction is one of the leading preventable public health problems for this generation (Pazarcikci, 2024). Technology addiction has been associated with several developmental delays in children related to cognitive, language, social, emotional, movement, and academic skills (Pazarcikci,2024). Too much screen time is linked to higher rates of anxiety, depression, and poor self-esteem (CHOC, 2024). Data from the National Health Interview Survey showed that teenagers with greater than four hours of screen time per day are more than twice as likely to experience symptoms of anxiety and depression than their peers with less screen time (Zablotsky et al., 2024). Many possible solutions are addressing the growing presence and use of technology in the modern world.

Individual

Younger generations should take a proactive approach when it comes to digital technology usage and question how technology should be used rather than just accepting it as it is (Iivari, 2020). The Thomas and Velthouse Model of Empowerment shows that confidence is an important trait that can be applied to decisions involving technology (Iivari, 2020). The model outlines impact, competence, meaningfulness, and choice as determining factors in positive digital technology decision-making (Iivari, 2020). Children and teens should be aware of how they use technology. Staying informed helps them develop a healthier relationship with it as they grow. (Iivari, 2020).

One study combined logotherapy and mindfulness training to target mobile phone addiction in adolescents (Liu et al., 2021). These therapies focus on helping young people find, experience, and understand the meaning and purpose behind their lives beyond technology (Liu et al., 2021). In the past, logotherapy has been effective in the treatment of depression, anxiety, and other mental health issues (Liu et al., 2021). Logotherapy and mindfulness-based interventions were proven to help reduce internet addiction in adolescents (Liu et al., 2021). The same interventions also offer solutions to help decrease symptoms of anxiety and depression associated with overuse of technology (Liu et al., 2021).

Relationship

Parents play a big part in directing screen use for their children and deciding the role technology plays in their household. Children watch and copy their parents’ poor screen-time habits. Digital parenting awareness describes an expectation for parents to display appropriate technology use, protection against digital risks, ethical online behavior, and a safe digital environment for their children to use (Pazarcikci, 2024). The Digital Parenting Awareness Scale (DPAS) can be used to determine the digital parenting awareness of elementary school students (Canpolat & Karadaş, 2024). The scale assesses how well parents model healthy technology behaviors and how often they use technology as digital babysitters (Canpolat & Karadaş, 2024). High scores on these areas indicate low digital parenting awareness (Canpolat & Karadaş, 2024). Parents who know their level of digital parenting awareness can then work to address their weak areas to best direct their child’s technology use (Canpolat & Karadaş, 2024).

Digital parenting, combined with high parental stress, low household income, and parental separation, leads to an increased risk of technology addiction in children (Pazarcikci, 2024). Unfortunately, lower-income households or single-parent families are more vulnerable due to the reliance on technology to occupy children so parents can work (Lee et al., 2022). To help with this, parents and kids can set time limits for screen use on their devices (Pazarcikci, 2024).  Counseling and education workshops on digital parenting are proven to help equip parents with the knowledge to manage screen time and focus on more active family activities or ways to keep children occupied (Pazarcikci, 2024). One program uses a series of workshops and sessions to educate parents on the digital world (Canpolat & Karadaş, 2024). The first session focuses on the risks of technology use and their roles as parents, the second discusses being a role model, and the third is about software needed for safe internet use (Canpolat & Karadaş, 2024). The workshops help educate, assist, and enable parents to be aware of how technology is used in their house and how to make the internet as safe as possible for their families (Canpolat & Karadaş, 2024). Additional workshops discuss the use of social media and online gaming platforms, cyberbullying, managing screen time, and the importance of leaving a good digital footprint (Canpolat & Karadaş, 2024). These skills empower parents to stay aware of their child’s online activities and how to best support their child’s responsible digital decisions.

Community

In poorer communities, many people do not have access to the internet or devices.  In a 2021 survey, approximately four-in-ten adults with lower incomes do not have home broadband services (43%) or a desktop or laptop computer (41%), and a majority of Americans with lower incomes are not tablet owners (Vogels, 2021). Communities must ensure equal access to digital resources for children, particularly in disadvantaged areas (Iivari, 2020). Public libraries allow people in these communities to use computers and access the internet for free (Bertot, 2009). Public libraries also provide access to licensed databases, technology training, e-government services, homework resources, and audio-video content (Bertot, 2009).

Schools are also in a unique position to empower children to use technology appropriately. Integrating up-to-date technology into schools allows for equal access to digital media, which lowers the barrier for children and families who would not otherwise have the opportunity (Iivari, 2020). Hindered access was especially evident during the COVID-19 pandemic as schools transitioned to an online environment, and many children were not able to access their education due to their lack of technology devices or internet access (Iivari, 2020). Children must have equal access to benefit from the current digital age. Digital technology provides a means to exchange information, interact with others, and access entertainment (Mantilla & Edwards, 2019). Children should be exposed to and educated about technology while schools advocate for appropriate usage (Mantilla & Edwards, 2019).

Societal

At the policy level, policymakers and local governments can pass laws to support healthy digital parenting. Due to personal freedom, the government has no restrictions on screen time for children. However, some school districts have created technology-limiting policies on their campus. Recently, in South Carolina, the government passed a law banning students from using personal technology during school hours in grades K-12 (Laird, 2024). This memorandum aims to keep students present in school and interactive within the classroom in order to gain instruction most effectively (Laird, 2024).

Artificial intelligence, or AI, continues to be an area of interest in the realm of technology. In the United States, all levels of government continually evaluate and create AI policies to align with each agency’s mission (Mitchell, 2024). In 2024, federal AI policies target the promotion of technology, the regulation of which differs between administrations (Mitchell, 2024). AI helps improve technology in areas like healthcare and education (Mitchell, 2024). As this technology continues to evolve, local, state, and federal policies will continue to adjust to align the use of AI in tandem with technology advancements. While some children have admitted to using AI to cheat, many use the technology to help brainstorm or get information that they are afraid to ask adults (Nagelhout, 2024). In addition, some kids enjoy using AI for the creativity of digital art and music (Nagelhout, 2024).  Similar to all technology, children need to learn the safety and pitfalls of AI.

References

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