The Idea behind this presentation
We have had the following translated by deepl.com from our German-language website.
https://www.youtube.com/watch?v=7V6nucKFK88
Are you concerned about the impact of technology on today’s youth? Here we present a speech that argues for the digital destruction of childhood through too much digitalisation. Linked to this is a critical view of the risks associated with excessive screen time and the increasing digitalisation of children’s lives.
Let’s not misunderstand each other: We are not saying no to digitalisation here, but rather how best to deal with it in a way that excludes or at least mitigates the dangers as far as possible.
The speaker shares her personal observations and backs them up with statistics, making it a thought-provoking resource for students to analyse and discuss.
Important questions about EdTech in schools are raised. The result is a stimulus for a critical examination of the role of technology in education.
This video can be a springboard for debates about media literacy, responsible technology use and the importance of traditional learning methods.
It also offers potential solutions and strategies for parents and educators who want to create a healthier, more balanced childhood in the digital age.
Perfect for stimulating critical thinking and thought-provoking discussions in the English classroom!
Here is an overview of the individual chapters of the video.
The chapter overview was created by NotebookLM.
Introduction
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Observation on the bus: People seek contacts online but ignore their immediate surroundings [see earlier response]. (0:05-1:08)
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The digital destruction of childhood as a crisis [4, see earlier response]. (1:47-1:56)
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The effects of screens on children
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Distraction in schools: Children are distracted in class and quiet during breaks [5, see earlier response]. (2:16-2:26)
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Change in children’s behavior: Decrease in exuberance, increase in anxiety and irritability [6, see earlier response]. (2:27-2:38)
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Statistics and Facts
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Increase in the suicide rate among teenagers [9, see earlier response]. (3:57-4:02)
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Increase in hospital admissions for eating disorders [9, see earlier response]. (4:06-4:13)
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Increase in self-harm among teenagers [9, see earlier response]. (4:16-4:20)
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Increase in shortsightedness in children due to excessive screen time [10, see earlier response]. (4:23-4:33)
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High proportion of children with smartphones [11, see earlier response]. (4:51-5:01)
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Displacement of healthy activities
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Screen time displaces free play, exercise, reading and creative activities [12, see earlier response]. (5:05-5:31)
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Recommended vs. actual screen time: Children spend significantly more time in front of screens than recommended [13, see earlier response]. (5:39-6:03)
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Impairment of speech development, cognitive development and emotional regulation [13, 14, see earlier response]. (6:06-6:28)
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Harmful effects of technology
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Impairment of brain development: Excessive consumption damages the brain [14, see earlier response]. (6:31-6:49)
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Impact on focus, self-esteem, deep thinking, reading ability, patience, sleep and social interaction [15, see earlier response]. (7:08-7:26)
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Access to violence, pornography and radicalization [15, 16, see earlier response]. (7:31-7:39)
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Measures and Reactions
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Legal measures to restrict social media for under 16s [16, see earlier response]. (7:43-7:50)
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Critical examination of EdTech in the classroom [17, 18, see earlier response]. (8:13-8:46)
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Lack of evidence for the effectiveness of EdTech [18, see earlier response]. (8:48-9:03)
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Research results showing the impairment of learning through technology [19, 20, see earlier response]. (9:31-9:42)
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Examples of technology-free schools and educational approaches [20, 35, 36, 37, see earlier response]. (9:44-10:07)
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AI in the classroom [23, 30, see earlier response]. (11:10-11:15)
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Alternatives and Solutions
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Call for a move away from digital learning and towards human skills [23, 24, see earlier response]. (11:19-11:48)
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Emphasis on the importance of reading, writing and analog learning [25, 33, see earlier response]. (11:51-12:05)
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Critical questions about the use of technology in teaching [26, 27, see earlier response]. (12:42-13:13)
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The role of teachers [31, 34, see earlier response]. (13:36-13:46)
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Economic aspects and political implications
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The EdTech industry as a business [29, 30, see earlier response]. (13:52-14:04)
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Criticism of the state promotion of AI experiments in education [30, see earlier response]. (14:38-14:47)
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The dangers to freedom, democracy and privacy [32, see earlier response]. (15:35-15:46)
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Conclusion
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Plea for a reversal in the use of technology and a return to traditional learning methods [32, 33, see earlier response]. (15:49-16:01)
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The importance of effort and challenge in the learning process [33, see earlier response]. (16:14-16:33)
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Examples of successful schools with reduced use of technology [35, 36, 37, see earlier response]. (17:05-17:15)
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Demands for a parental revolution and government cooperation [37, 38, see earlier response]. (18:15-18:27)
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The need to use technology consciously and in moderation [38, see earlier response]. (18:30-18:43)
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Call to protect childhood and promote a hopeful future [39, 40, see earlier response]. (18:57-19:22)
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