We have had a few questions from parents recently about our BYOD iPad program, as well as some broader concerns about the challenges technology can present for children and families.
These are fair questions, and certainly not new ones. The conversation around technology, screen time and young children comes up regularly, and it is something we have discussed and reviewed many times over the years.
Our position at CPS is that an iPad is a learning tool. We don’t use technology simply because it is available. When used well, it can provide students with opportunities to access learning at different levels, receive immediate feedback, create and demonstrate their understanding in different ways, and develop the digital skills they will increasingly need as they move through school and beyond.
We do recognise that introducing devices from Year 1 is not the model used by every primary school, and we understand that some families will have reservations about this. It is something we continue to ask our junior teachers to reflect on and review. Their feedback continues to be that, when used purposefully and in balance, the learning benefits are worthwhile.
It is also important to remember that iPads are certainly not used for everything. The majority of every school day is still spent reading, writing, talking, listening, playing, creating, working with others and learning through hands-on experiences. When an iPad is used, the intention is that it adds something to the learning rather than simply replacing another way of doing it.
Where the conversation becomes particularly important is around the broader digital world children are entering. Group chats, messaging, social media and online communication can present challenges that have very little to do with schoolwork.
While this may be the case, and some see it as a challenge or complication in which they do not want to introduce, we believe primary school is the ideal time for children to begin learning how to navigate these things. At this stage, they are still surrounded by teachers and families who can guide them, help them work through difficult situations and support them when things don’t go to plan. As children move into secondary school, online communication and social platforms can become a much bigger part of their social world, often with greater independence.
We would much rather have students developing the skills and judgement to navigate these situations while they are supported, than have their first significant experiences happen when the stakes are higher.
This is also something we hear from families whose children have moved through CPS and into secondary school. Some families who had questions about our approach when their children were younger have later reflected that the skills and understanding their children developed during their primary years were important once they entered high school.
Of course, we cannot do this on our own. School has a responsibility to teach, model and reinforce safe and respectful use of technology, but families play an equally important role, particularly when it comes to children’s social lives online.
As partners in our children’s education and wellbeing, it is our shared expectation that parents take an active role in monitoring and managing their children’s digital lives. This includes maintaining awareness of social media use, group chats, online gaming, screen time and other online interactions. While children often become highly confident users of technology, they do not always have the maturity, judgement or life experience to navigate the complex social situations that can arise.
We would also like to clarify that our BYOD is encouraged but remains optional. It also may not be common knowledge however if you would prefer your child’s iPad to stay at school, we most defiintely can, and are, accomodating this. We understand that families will have different approaches to technology at home, and absolutely respect that.
At the end of the day, our goal isn’t for children to spend more time on devices. It is for them to develop the skills, understanding and judgement to use technology well and to know when it is time to put it away.
We will continue to listen, review our approach and have conversations with our community. Technology is a large part of the world our children are growing up in, and we believe our job is to help them navigate it safely, confidently and responsibly, without allowing it to replace all of the other things that make primary school learning so important.
Further information for families
For parents who would like to explore some of the research, guidance and curriculum expectations around children and technology, the following Australian resources are useful:
- Australian Curriculum – Digital Literacy
Australian Curriculum – Digital Literacy
Explains why digital literacy is part of the Australian Curriculum and includes digital safety and wellbeing. - Australian Government – Physical Activity and Exercise Guidelines for Children and Young People (5–17 years)
Australian Government – Physical Activity Guidelines
Covers physical activity and recreational screen-time recommendations. - eSafety Commissioner – Screen Time
eSafety Commissioner – Screen Time
Practical advice for families about balancing online and offline activities, and importantly, explains that there isn’t a single “magic figure” for screen time. - eSafety Commissioner – Family Tech Agreements
eSafety Commissioner – Family Tech Agreements
Probably the most directly useful one for CPS families. It provides age-specific agreements for 5–8 and 9–12 year olds, including practical guidance around device use, online behaviour, privacy and balance.
As always, if you would like to provide further feedback, or simply drop by for a chat on these matters, the door is always open.
Luke Johnson
Deputy Principal