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Professional Learning Facilitator Plan

Samantha Ritts

Towson University

ISTC 702: Educational Leadership and Technology

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Executive Summary

After the COVID-19 pandemic, face to face learning took a back seat in the midst of

transitioning from fully online learning to hybrid learning. Hybrid learning can be defined as

combining online learning with face to face physical learning. Textbooks and standard classroom

materials such as workbooks, manipulatives and standard school materials like notebooks and

pencils were replaced with laptops and digital manipulatives, taking away the ideology behind

“hands on learning”. Additionally, during this time the growing demand for digital classroom

materials also meant increased technological and digital media exposure for students across the

globe, i.e., more screen time. While technological integration provides many educational benefits

such as ease in accessibility, adaptability and creativity for instruction, there are also major

drawbacks with too much technological exposure, especially for elementary aged students. This

professional development plan was created for the purpose of educating the greater education

community on the importance and overall necessity in maintaining a healthy technology balance.

Additionally, it will serve to promote a technology and digital media curriculum or program

which is currently lacking in Calvert County Public Schools. This program should emphasize

limiting the amount of student exposures to technology for elementary age students. More

specifically, this plan is also meant to provide substantial research on the neurological and

overall developmental health impacts of overexposure to technology and digital media. The

following professional development plan is aligned with both the ISTE Standards for Educators

and ISTE Standards for Coaches. Additional details about these standards are featured in the

preceding sections of this plan.

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Introduction and Background

Prior to the COVID-19 pandemic, Calvert County Public Schools (CCPS) had a

relatively moderate approach to technological integration. Technology had a more supplemental

role in the CCPS curriculum. Students in the intermediate grades (grades 3-5) were given one to

one laptops however, these were devices that were strictly accessed at school only. Primary

grades (k-2) had more limited access to technology. This included shared classroom iPads and/or

computer carts that contained student laptops or iPads. Educators demonstrated great competence

and understanding when it came to technological integration in the classrooms and curriculum.

Educators attended quarterly professional development seminars for all subject areas including

Instructional Technology. The county currently has three (3) instructional technology teacher

specialists that routinely circulate all of the schools in the county and will go into classrooms to

help teachers with technology integration and offer one to one sessions to work with educators.

However, there was not a significant need or reason to solely rely on technology and digital

media when it came to classroom instruction.

The pandemic completely refaced the way educators conducted instruction. By the end of

the 2020 school year, school systems across the globe had fully shifted to online/virtual

instruction. In CCPS, virtual instruction took place through the school’s learning management

system, Schoology and via Microsoft Teams. During this time, students in all grade levels were

given one-to-one devices in order to attend to virtual instruction. Some students and families

even received free Wi-Fi modems and other resources to make online learning more accessible.

Although this was the only appropriate solution at the time to meet student needs, it also meant

an increase in the amount of screen time students were exposed to on a daily basis. Considering

the average school day (not including partial day programs), students were in front of a screen
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for nearly eight hours. This does not account for the time needed to complete assignments

outside of the instructional day, and any additional time dedicated for use of personal devices

(iPhones, tablets/iPads, laptops, etc.) This greatly exceeds the 1-2 hours of recommended screen

time as advised by the Center for Disease Control and the American Academy of Pediatrics

(2013).

After the 2019-2020 pandemic school year, school systems were finally transitioning

back to face to face instruction. In the face of obvious, lost academic progress, as well as

acclimating to the demands of school routines, expectations, and even social interactions,

teachers faced a whole plethora of deficits that went and continue to go way beyond academic

and curriculum needs.

In 2020, CES reported 17% of the student body received specialized instruction in the

form of 504 Accommodations and/or Individualized Education Plans (IEPs). By 2022, this

percentage grew to 20%, indicating a substantial increase of students who were identified with

having deficits (MSDE, 2022). Identified deficits can range from academics such as reading,

written expression, writing mechanics, mathematics and computation to

social-emotional/behavioral, social communication and physical deficits (fine and gross motor

skills).

This school year, new deficits in the areas of social communication, cooperative play,

shared attention and space, and emotional dysregulation plague elementary aged and early

childhood classrooms. Parents and teachers of early childhood classrooms share their concerns

with young children’s reliance on technology and how it may potentially impact their

development. Specifically, those students who demonstrate deficits in delayed gratification, as

well as developmental issues in eyesight, fine motor skills, and even neurological processes. In
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an interview with Mary Malloy, a 25 year veteran kindergarten teacher at Saint Leonard

Elementary School in CCPS, she explained, “We are seeing an increase in the number of

children entering early childhood programs with significant areas of need. These children are not

able to communicate their wants and needs, ask for help when needed. We’re also seeing an

increase in maladaptive behaviors in the forms of frequent tantrums, physical outbursts and

aggression towards others. When students spend most of their day in isolated behaviors, they’re

not accessing instruction. When we put them in front of a screen, they completely disengage

from the world and each other. I am also noticing these students do not engage in parallel play or

cooperative play in fact, many of them would rather play on a tablet than go outside for recess.”

As a special education regional program teacher, Malloy also explained the rising number of

identified students with ADHD and ADD. “I believe this is largely attributed to overexposure to

screen and a lack of exposure to developmentally appropriate toys such as blocks, trucks,

dramatic play toys. It is often you go out in the community and see a child at a restaurant or in a

grocery cart and they are holding a phone or an iPad. There is no social communication or

engagement with their surroundings. What are they learning?”

School Focus

The school in focus for this professional development plan is Calvert Elementary School

(CES). CES is located in Calvert County, Maryland. CES serves as the one of the oldest and

most centrally located elementary schools in the county. It houses several special education

regional programs and is one of the demonstration schools for inclusive education under the

guidance of the Maryland Coalition for Inclusive Education (MCIE).

The front of the school is home to Early Childhood classrooms and programs (Pre-K and

Kindergarten). The center of the school is comprised of 1st grade classrooms in addition to the
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school-wide computer lab. There are 37 computers in the lab as well as a Smart Board. As you

make your way to the back of the school, you’ll notice small pods of open space classrooms

comprised of the intermediate grades. Each pod houses a grade level for third, fourth, and fifth

grades. At the very back on the right side of the school is the cafeteria and music room. The very

backside of the school features the second grade pod which is actually an extension trailer that

was added onto the school in 1999. CES has had several external additions over the course of its

life including 5 trailers. Each classroom houses 2 student computers in the form of traditional

desktops. Despite students having one to one devices, desktop computers are a classroom

necessity for those who forget to charge their laptops or forget their personal devices entirely.

The school is located in a suburban area of Prince Frederick. This is a relatively heavily

populated community that serves families from a variety of socio-economic backgrounds.

However, as a Title I school, CES primarily serves a large population of low incomes students

and families. CES was built in 1985 making it the oldest elementary school and the only non-

renovated elementary school. It was due for completed reconstruction in 2019, but after COVID-

19 the school’s reconstruction took a back seat behind Beach Elementary School. CES is hoped

to be reconstructed in 2025.

According to the Maryland Report Card Website provided by MSDE, Calvert Elementary

School serves 513 students. Of those 513 students, 51% are female and 49% are male. A further

breakdown of the school’s ethnicity shows a student population comprised of 60% of white

students, 20% African American, 10% Multi-race, 6% Hispanic, and less than 1% for Native

American and Asian students. CES was deemed a Title I school in 2016. In order for a school to

qualify for Title I funding and programs, 40% or more of the students must come from

documented low-income families. As a Title I one school, 30% of CES students receive free and
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reduced meals (FARMS). Another notable student population at CES are those receiving

specialized instruction. At CES, approximately 17% of students make up those with specific

learning disabilities or identified learning accommodations. However, this percentage does not

reflect the number of regional special education programs that are currently present at CES,

those students are not accounted for in the school’s demographics. The current education staff at

CES is approximately 74, with 4 administrators 1 assistant principal and 1 principal.

According to the school’s 2022 report card provided by the Maryland State Department

of Education (MSDE), Calvert Elementary School demonstrated a score of 70% for overall

performance. This percentage reflects a combination of quality indicators including academic

achievement, overall academic progress, school quality and student success. In regard to

academic proficiency, in 2022, approximately 46.9% of students scored Proficient in

Mathematics and 50% scored Proficient in English Language Arts (2022-2023 data has not been

released at this time).

Learning Needs

In completing the needs assessment for Calvert Elementary School several years after its

transition from fully virtual instruction, four ISTE Educator standards demanded intervention.

These four standards include the teacher as a Learner, Collaborator, Designer, and Analyst.

Many teachers within the school understood the benefits of technology and what it was able to

provide during the pandemic, but in light of new deficits and the growing number of students

with identified areas of need, it was clear that intervention and a new approach to instruction was

necessary. Educators needed recent research in order to show the impacts of not regulating

technology in the lives of students. In order to implement improved instruction and

methodologies, teachers would need additional resources and collaborative time with subject
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matter experts. Additionally, they would need to educate the greater school community (to

include parents and families) on the need for a healthy technology balance and neglecting this

balance could provide downstream impacts on children’s development.

In the project plan, Indicator 2.1.a and c emphasize the role of the teacher as a Learner. In

this regard, teachers will need current research on how a reliance on technology in combination

with a lack of technological balance will impact child development, emotionally and physically.

With this research, teachers will be responsible for creating learning goals that coincide with

current technology standards and the current health curriculum in order to create more effective

instructional practices that promote a healthy technology balance. The current year long health

curriculum features one unit on digital citizenship, and abuse of technology and digital media

use. This type of information is taught exclusively in one unit during one time of the school year.

The unit does not include the research behind too much technological exposure and the impacts

it has on development. It is important for students to understand these impacts in a way that

allows them to make healthy decisions when it comes to technological integration at school and

in their personal lives. Indicator 2.4 will allow teachers to collaborate with fellow colleagues,

school administration and content supervisors to research and develop new learning goals to

incorporate into the current health curriculum or create a new program entirely. This may also

mean revisiting current practices and resources to ensure the curriculum is not overpromoting

time spent on the computer to complete applications such as Dreambox, Lexia and EpicReads.

Students should have access to other supplemental and complimentary forms of instruction that

aren’t necessarily in the form of digital media.

At this point, teachers are well versed in the LMS, Schoology, and understand the use

case of many of the district approved learning applications. These should serve to supplement
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current instructional practices but should not be completely relied upon. If the daily

recommended amount of individual screen time is up 2 hours, the school system needs to greatly

revisit how much time students are on their devices during the school day. Indicator 2.5 will

focus on the design and development of activities that will promote the research behind the need

for a healthy technology balance. As a result, and after learning the downstream impacts of too

much technological and digital media exposure, students will be responsible for naming and

incorporating practices that create a “healthy balance” of technology at school and in their

personal home lives. These will become year-long, school-wide policies in each classroom,

much like how classrooms create their own “Rights and Rules” at the beginning of the year.

The goal of this plan is that in the next three to four years, and after thoughtful

collaboration and research, teachers will be able to successfully integrate healthy technology

practices exclusively through the current health curriculum and as a district wide approach to

limited technology exposure in young children. This plan will bridge the gap between healthy

technology practices and child development. A healthy technology balance involves utilizing

technology and digital media tools to transform the way teachers provide instruction, enhance

learning opportunities and remove learning barriers for students. It should not be a single reliant

source of information or learning, especially in early childhood and elementary education.

Literature Support

Although technology and digital media may not be today’s leading health concern, the

question surrounding children’s exposure to recreational screen time and the impacts it may have

on development continue to concern parents, educators and pediatricians. Virtual instruction

offered incredible benefits during the pandemic. It allowed for students, teachers and people in

general to connect in a time when isolation was an international norm for health and safety. It
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was a means to an end; it virtually brought school communities together and provided access to

instruction and academics in the best way possible. Fast forward almost three and half years later

and school systems are offering virtual academies for students who do not wish to return to face

to face instruction. In the face of online learning replacing the experiences of a physical school

environment, teachers and the greater school community are beginning to see a rise in academic

deficits, psychosocial deficits and a growing trend in increased body mass indexes in young

children.

A 2010 study conducted in Canada concluded the long-term risks of screen exposure in

approximately two thousand children ages 2-10 years of age. The results concluded decreased

classroom engagement by nearly 10% for each increased hour of exposure, and 5% increase in

body mass indexes as a result of 13% decrease in overall daily physical activity. The study

verified the long-term risks of screen time overexposure in young children. These risks are

associated with unhealthy psychosocial and physical health dispositions in young children

(Pagani et al, 2010). Another study conducted by the Kaiser Family Foundation (2010) found

that the average 8-20 year old spends nearly 8 hours a day on different forms of media, and

teenagers spend more than 11 hours on different media types per day.

The American Academy of Pediatrics (COC, 2013) provides several recommendations to

inform the greater community about the impacts of an imbalance of technology how educators,

parents and families can help mitigate long-term negative impacts with simple interventions. One

recommendation includes educating school boards including teachers and administration about

the evidence based health risks associated with unlimited and media use by children. These risks

include sleep deprivation, and overall cognitive function. In a review of studies, researchers

discovered a positive association with increased screen time and sleep delays of up to 10 minutes
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per 60 minutes of screen use (including cell phones, iPads, laptops and television). In the same

review, researchers found positive correlations with increased blue light exposure and negative

mental health outcomes such as: depression, anxiety, hyperactivity, inattention and poorer social

communication and psychosocial health in young children (Stiglic et al, 2019). In contrast,

attempting to mitigate the risks of technological imbalance may also provide beneficial influence

on violence prevention programs, sex education and drug-use prevention programs. Thus,

promoting the need for regulating screen time and digital media use, a healthy technology

balance.

If digital media such as cell phones, iPads/tablets, computers, and television screens

continue to be a major influence in children’s lives and continue to be integrated and

mainstreamed in education, it cannot be denied there needs to be some limitation to its use. The

American Academy of Pediatrics and the Council on Communications and Media (2013)

recommends educating school administration about the research based health risks that are

associated with an imbalance of technology. Educators should work collaboratively with parent-

teacher associations to encourage parental limitations and monitoring of children’s screen time.

Additionally, Maryland school systems should collaboratively work together with MSDE to

support the creation and implementation of technology/digital media curriculum for students of

all ages.

ISTE-C Reflection

This professional development plan does not just consider the ISTE Educator standards,

but the ISTE Coaches standards as well. In looking at the ISTE Standards for Coaches, this plan

will implement the following standards specifically:

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1) Coaches will serve as a Change Agent to inspire educators to use technology for meaningful

learning opportunities by facilitating the age-appropriate use of digital media tools and content to

enhance learning opportunities and eliminate learning barriers. In this regard, coaches will ensure

technology integration is used to supplement and enhance instruction rather than replace

physical, authentic learning experiences. More specifically, encouraging teachers to promote

social communication and collaboration in the classroom with and without digital media tools, as

well as providing learning experiences that are without technology and/or digital media, and

allowing students to research the benefits and negative impacts of overexposure to technology.

2) Coaches will serve as a Professional Learning Facilitator by collaborating with teachers and

those of the greater school community to evaluate the effectiveness and success of digital

learning content and tools that support student learning and do not hinder student development.

This means evaluating the current curriculum with educators to develop learning goals that

support technology balance in order to promote healthy developmental norms in students such as

social communication, physical well-being and emotional-behavioral health. This will also

involve coaches evaluating professional development opportunities and collaborative sessions

through teacher feedback and needs assessments to ensure improvements are being made.

3) Additionally, coaches will serve as Digital Citizen Advocates in this plan. Coaches will

support educators, students as well as parents and families in their endeavor to limit and monitor

technology and digital media, and how screen time limitations foster a healthier lifestyle. This

will include modeling behaviors that support media evaluation, limiting engagement and use

with technology and digital media, and even modeling how to protect personal data as part of

creating a healthy technology balance.

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Through this professional development plan and the implementation of the ISTE

standards, coaches will be able to provide effective and meaningful support to CCPS in the plan

to develop curriculum standards and learning goals that educate students and the greater school

community on the benefits and overall need for a healthy technology balance.

Project Plan

Standard 2.1: Learner

Educators continually improve their practice by learning from and with others and exploring proven and promising
practices that leverage technology to improve student learning

Performance Indicator 2.1.a Set Professional Goals

Set professional learning goals to explore and apply pedagogical approaches made possible by technology
and reflect on their effectiveness.
Action Steps & Timeline Person(s) Technologies Benefit(s) Assessment
Responsible Employed Method(s)
(Preservice August -All Educators - Schoology - Teachers will - Post Session
2024): across grade levels Learning be introduced to check ins and
and specific subject Management new research, knowledge checks
Conduct face to face matters System best practices -Teacher feedback
professional - Administrative - Teacher and future forms
development sessions for Staff Laptops and learning
instructional staff -Content presentation outcomes
Supervisors materials for face
- Instructional to face PD
Support Staff - Microsoft
Office Tools
(PPT, Word, etc.)
-Introduce teachers and - School -Schoology - Each school -Technology
instructional staff to the Administrative -Email will have a Teacher
3 Instructional Staff representative as Specialists will
Technology Teacher a point of meet with school
Specialists in CCPS -School based contact. This based technology
teachers can be more coaches and grade
-Have schools than one person level team leads to
conference with their - Selected if needed. This assist with areas
designated Teacher teacher(s) as the individual will of need and
Specialist in order to school based act as a liaison provide feedback
assign a Technology technology coach, to communicate
Coach at each School this can be a single needs
individual or a -Organized
small team classroom
supports for
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technology
integration and
best practices in
order to develop
curriculum
resources to
promote
technology
balance
(Quarterly sessions in - Instructional - Schoology, -School based Feedback survey
the 2024-2025 school Technology LMS technology for subsequent
year): Supervisors and coach(es) and sessions:
Teacher Specialists - Microsoft teachers who - what topics
Additional PD sessions Office suite attend the need to be
for school based - School-based (presentation sessions. discussed
technology technology tools) -what was
coaches/liaisons to learn coach(es) who Those who learned/personal
the research behind attend - Internet attend the reflection
overexposure to scheduled -areas of
technology. This will sessions will concern/need
help develop curriculum receive
learning goals and workshop pay to
enhance instructional encourage
practice for current participation.
curriculum.
Performance Indicator 2.1.c Keep Current on Research
Stay current with research that supports improved student learning outcomes.
Actions Steps & Timeline Person(s) Technologies Benefits(s) Assessment
Responsible Employed Method(s)
(Quarterly sessions Administrators and A folder will be Teacher and Teachers will
during the 2025-2026 content supervisors created on administrative submit their
school year): will aid in these Schoology for accountability. learning goals to
teacher PD sessions each grade level. Teachers will content supervisors
As part of adding to the to ensure learning This folder will be able to have and administrators
current health goals are ISTE be accessible by input into for review and
curriculum, grade level standards based and to all educator curriculum approval.
teachers will collaborate align with student staff in CCPS. development
together during planning outcomes for MD this will be a and student
sessions to decide what CCRs. working learning
is most appropriate document. outcomes that
when teaching a healthy are appropriate
technology balance to grade and
based on current age level
research trends that norms.
outline the negative
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impacts of technology
overexposure on child
development. By the
end of the session,
teachers will create a list
of student learning goals
for approval.

Standard 2.4: Collaborator

Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share
resources and ideas, and solve problems.

Performance Indicator 2.4.d Demonstrate Cultural Competency

Demonstrate cultural competency, when communicating with students, parents and colleagues, and interact
with them as co-collaborators in student learning.
Action Steps & Timeline Person(s) Technologies Benefit(s) Assessment
Responsible Employed Method(s)
(Quarterly sessions This will be Teacher assigned As experts in Teachers will
during the 2025-2026 overseen by school laptops their field, submit feedback
school year): based teachers will sheets in relation
administrators to Schoology collectively to technology and
Educators continue to ensure grade level meet and digital media
meet with grade level teachers are collaborate on curriculum
team members and their meeting and learning goals learning goals to
chosen technology collaborating and how they admin and
liaison to continue together. align with instruction
planning and current technology
implementation of curriculum supervisors/teacher
learning goals. standards and specialists.
developmental
norms.
(Quarterly sessions - Content - Teacher - Teachers will Feedback forms
during the 2025-2026 supervisors assigned laptops be able to for administration
school year) generate and and content
- Administrators - Microsoft share ideas with supervisors that
Teachers will participate Office Suite their fellow evaluate session
in walkthroughs and -Instructional county wide effectiveness.
planning sessions with Technology teacher -Presentation coworkers. This
grade level teachers at specialists tools will allow for
other schools to discuss administration
learning needs as it -Schoology LMS and supervisors
relates to creating to observe and
learning goals for a collaborate with
healthy technology educators on
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balance developing
supportive and
age appropriate
learning goals
that research
and evidence
based.
Fall 2026 – Spring 2027 - Administrators Various: Teachers get the Feedback forms
will oversee collaborative for planning
After the release of the specified grade Laptops opportunity to sessions with
curriculum via level planning review and plan questions or
Schoology, teachers will sessions to ensure Schoology each quarter concerns
not implement the teachers are how they will
curriculum. Instead, they collaboratively Teacher related implement the
will continue to meet working on the resource websites new curriculum
and plan with grade implementation of one year prior to
level coworkers to go the new official
over how they will technology/digital implementation.
introduce the topics and media curriculum
learning goals and how
they will assess students -Grade level
using provided or teachers
supplemental materials
that align with
curriculum learning
goals and standards.

Standard 2.5: Designer

Educators design authentic, learner-driven activities and environments that recognize and accommodate learner
variability

Performance Indicator 2.5.b Design Authentic Learning Activities

Design authentic learning activities that align with content area standards and use digital tools and
resources to maximize active, deep learning.
Action Steps & Timeline Person(s) Technologies Benefit(s) Assessment
Responsible Employed Method(s)
(August 2026): Instructional Various Teachers will Feedback forms
Technology be able to meet
After 2025-2026 Teacher Specialists one on one with The ISTE Student
quarterly meetings and and Technology technology standards to ensure
planning sessions, Supervisors specialists and the
teachers meet with supervisors to curriculum/program
instructional technology review created learning goals align
supervisors/teacher lessons, with the ISTE
specialists to create and activities and student standards
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implement a technology associated

and digital media learning goals
education that are a part of
curriculum/program that the technology
addresses lesson and digital
activities and learning media program
goals associated with – which is to be
promoting a healthy implemented
technology balance
Fall 2027-Spring 2028: Instructional Schoology Teachers can -Schoology’s
Technology access the access tracker. This
Every quarter finalized Supervisors Microsoft Office curriculum in will monitor how
curriculum will be (email) one place, often the
moved to the Schoology Health/Wellness through the curriculum
county wide grade level Content Supervisor school system’s materials are being
folders for teachers to learning accessed
access. This will not management
serve as the official system. Here Teacher feedback
implementation phase, they can view forms that are
but rather for teachers to the learning provided with each
see each quarter the goals, activities, quarterly release
learning goal(s), topic, and assessments during the school
lesson, activities and that are released year.
assessments are. and to be taught
each quarter,
but the
following
school year.

Standard 2.6: Analyst

Educators understand and use data to drive their instruction and support students in achieving their learning goals.

Performance Indicator 2.7.c Use Data to Guide Progress

Use assessment data to guide progress and communicate with students, parents, and education stakeholders
to build student-self direction.
Action Steps & Timeline Person(s) Technologies Benefit(s) Assessment
Responsible Employed Method(s)
2027 -2028 Technology Schoology LMS Teachers will Feedback forms
Teacher Specialists have access to on the resource
Resource library will be and supervisors resources and library
created in Schoology guidelines that
prior to curriculum Educators will aid in data
implementation (Fall collection
2027-Spring 2028).
Resources will include These resources
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lesson activities, will also include

assessments and research the research
to be shared with parents behind the
and families. implementation
of the
curriculum. This
can be provided
to
parents/families
for
communication
2027 -2028 Schoology Teachers will be Parent feedback
Teachers able to assess forms
Teachers will deliver and have a
parent feedback forms on better idea as to
technology and digital how the learning
media practices at home goals and
and how they align with practices are
the new learning goals influenced at
and student outcomes. home.

This also
provides an
opportunity for
the educators to
inform parents
and families of
the benefits and
research behind
a healthy
technology
balance and how
it impacts child
development.
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References

Council on Communications and Media (2013). Children, adolescents, and the

media. Pediatrics, 132(5), 958–961. https://doi.org/10.1542/peds.2013-2656

International Society of Technology in Education ISTE. (2023). ISTE standards for educators.

ISTE standards for educators. https://www.iste.org/standards/for-educators

MSDE. (2022). Maryland report card calvert elementary school. Retrieved October 6, 2023,

from https://reportcard.msde.maryland.gov/Graphs/#/ReportCards/ReportCardSchool/1/

E/1/04/0207/2022

Pagani, L. S., Fitzpatrick, C., Barnett, T. A., & Dubow, E. (2010). Prospective associations

between early childhood television exposure and academic, psychosocial, and physical

well-being by middle childhood. Archives of Pediatrics & Adolescent Medicine, 164(5),

425–431.

Rideout V. Generation M2: Media in the Lives of 8- to 18-Year-Olds. Menlo Park, CA: Kaiser

Family Foundation; 2010

Stiglic, N., & Viner, R. M. (2019). Effects of screen time on the health and well-being of

children and adolescents: a systematic review of reviews. BMJ open, 9(1), e023191.

https://doi.org/10.1136/bmjopen-2018-023191
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