I’m a big fan of Tali and GetScreen! She’s our Guest Blogger this month and has a lot to share.
By Tali Orad
Technology as a Homework Helper
With technology at the everyone’s disposal, especially kids, we see more and more students using it for their homework. Student surveyed shows almost third are using a tablet for it, while 65% are using a laptop for homework.
To make it even more challenging, 39% of 14 year old reported using a smartphone to complete their homework, 42% of 6th graders used them, while 57% of 8th graders did the same (based on a study from Teen Research Unlimited, done for the Verizon Foundation found).
Thereare great benefits for technology with doing homework
Many schools have an interface or learning management system, like Edmodo, in place that allows parents to view homework assignments and their own child’s progress. For parent of an organizational challenged child, it’s the dream come true.
For the child, the ability to finish and submit homework electronically, lower the chances of forgetting to submit or lose homework sheets.
Having the option to rely on technology make scheduling easier. With tools like google calendar, and other calendar apps, a 7th grader can have all assignment in the calendar. And Google can remind him or her to study for a test. It can also show the list of project scheduled for the following week, making it easier to plan ahead.
Plus, teachers are more accessible as many are on social media for the students to contact them and ask questions.
When getting down to do homework
In a study conducted by Dr. Larry Rosen, a psychology professor at California State University – Dominguez Hills, surveyed high school students and asked them how often they switch from studying to doing something related to technology such as checking email, social media, texting, or even watching TV. Across all grade levels, 80% of students reported that they switch between studying and technology somewhat often to very often. Rosen calls this “Continuous Partial Attention”, meaning that most of the time, students are not focused on studying but rather are moving their attention back and forth between studying and various forms of technology.
Rosen explains, “Young people’s technology use is really about quelling anxiety…they don’t want to miss out or to be the last person to hear some news (or like or comment about a post online).” One of the major problems with texting and posting on social media sites while in class and/or studying, is that “they draw on the same mental resources—using language, parsing meaning—demanded by schoolwork.” Ultimately, he concludes, if we want students to learn and perform at their best, smart phones and other online distractions must be managed.
This, as you might expect, affected their grades, and quality of work. Students who were less distracted had higher GPAs than students who switched back and forth often and those who regularly check Facebook or text messages. Students who had strategies for studying also had higher GPAs per Rosen’s findings.
If we want our children to succeed at school and be able to utilize technology, we need to set boundaries. Discuss with your child the appropriate time and place to use technology.
Teach him or her to take technology breaks to separate doing homework from using technology.
Use parental control tools to block their usage off their devices when it’s time for homework.
Reformers in the Progressive Era (from the 1890s to 1920s) depicted homework as a “sin” that deprived children of their playtime. Many critics voice similar concerns today.
Yet there are many parents who feel that from early on, children need to do homework if they are to succeed in an increasingly competitive academic culture. School administrators and policy makers have also weighed in, proposing various policies on homework.
So, does homework help or hinder kids?
For the last 10 years, my colleagues and I have been investigating international patterns in homework using databases like the Trends in Mathematics and Science Study (TIMSS). If we step back from the heated debates about homework and look at how homework is used around the world, we find the highest homework loads are associated with countries that have lower incomes and higher social inequality.
Does Homework Result In Academic Success?
Let’s first look at the global trends on homework.
Undoubtedly, homework is a global phenomenon; students from all 59 countries that participated in the 2007 Trends in Math and Science Study (TIMSS) reported getting homework. Worldwide, only less than 7% of fourth graders said they did no homework.
TIMSS is one of the few data sets that allow us to compare many nations on how much homework is given (and done). And the data show extreme variation.
For example, in some nations, like Algeria, Kuwait and Morocco, more than one in five fourth graders reported high levels of homework. In Japan, less than 3% of students indicated they did more than four hours of homework on a normal school night.
TIMSS data can also help to dispel some common stereotypes. For instance, in East Asia, Hong Kong, Taiwan and Japan – countries that had the top rankings on TIMSS average math achievement – reported rates of heavy homework that were below the international mean.
In the Netherlands, nearly one out of five fourth graders reported doing no homework on an average school night, even though Dutch fourth graders put their country in the top 10 in terms of average math scores in 2007.
Going by TIMSS data, the US is neither “A Nation at Rest” as some have claimed, nor a nation straining under excessive homework load. Fourth and eighth grade US students fall in the middle of the 59 countries in the TIMSS data set, although only 12% of US fourth graders reported high math homework loads compared to an international average of 21%.
So, is homework related to high academic success?
At a national level, the answer is clearly no. Worldwide, homework is not associated with high national levels of academic achievement.
But, the TIMSS can’t be used to determine if homework is actually helping or hurting academic performance overall, it can help us see how much homework students are doing, and what conditions are associated with higher national levels of homework.
We have typically found that the highest homework loads are associated with countries that have lower incomes and higher levels of social inequality – not hallmarks that most countries would want to emulate.
Impact Of Homework On Kids
TIMSS data also show us how even elementary school kids are being burdened with large amounts of homework.
Almost 10% of fourth graders worldwide (one in 10 children) reported spending multiple hours on homework each night. Globally, one in five fourth graders report 30 minutes or more of homework in math three to four times a week.
These reports of large homework loads should worry parents, teachers and policymakers alike.
Empirical studies have linked excessive homework to sleep disruption, indicating a negative relationship between the amount of homework, perceived stress and physical health.
Elementary school kids are dealing with large amounts of homework. Howard County Library System, CC BY-NC-ND
What constitutes excessive amounts of homework varies by age, and may also be affected by cultural or family expectations. Young adolescents in middle school, or teenagers in high school, can study for longer duration than elementary school children.
But for elementary school students, even 30 minutes of homework a night, if combined with other sources of academic stress, can have a negative impact. Researchers in China have linked homework of two or more hours per night with sleep disruption.
Even though some cultures may normalize long periods of studying for elementary age children, there is no evidence to support that this level of homework has clear academic benefits. Also, when parents and children conflict over homework, and strong negative emotions are created, homework can actually have a negative association with academic achievement.
Should There Be “No Homework” Policies?
Administrators and policymakers have not been reluctant to wade into the debates on homework and to formulate policies. France’s president, Francois Hollande, even proposed that homework be banned because it may have inegaliatarian effects.
However, “zero-tolerance” homework policies for schools, or nations, are likely to create as many problems as they solve because of the wide variation of homework effects. Contrary to what Hollande said, research suggests that homework is not a likely source of social class differences in academic achievement.
Homework, in fact, is an important component of education for students in the middle and upper grades of schooling.
Policymakers and researchers should look more closely at the connection between poverty, inequality and higher levels of homework. Rather than seeing homework as a “solution,” policymakers should question what facets of their educational system might impel students, teachers and parents to increase homework loads.
At the classroom level, in setting homework, teachers need to communicate with their peers and with parents to assure that the homework assigned overall for a grade is not burdensome, and that it is indeed having a positive effect.
Perhaps, teachers can opt for a more individualized approach to homework. If teachers are careful in selecting their assignments – weighing the student’s age, family situation and need for skill development – then homework can be tailored in ways that improve the chance of maximum positive impact for any given student.
I strongly suspect that when teachers face conditions such as pressure to meet arbitrary achievement goals, lack of planning time or little autonomy over curriculum, homework becomes an easy option to make up what could not be covered in class.
Whatever the reason, the fact is a significant percentage of elementary school children around the world are struggling with large homework loads. That alone could have long-term negative consequences for their academic success.
Gerald K LeTendre, Professor of Education , Pennsylvania State University
This article was originally published on The Conversation. Read the original article.