Conscious use of technology: a lesson for life

In a world where technology occupies more and more space in people’s daily lives — including children’s — we adults need to question how we can use technological tools in a conscious and balanced manner and, based on this careful reflection, offer our children guidance. 

At be.Living, we treat this issue seriously and are constantly reflecting on it, while involving children, educators, employees and families in the process. 

As a school, we understand that if used responsibly, technology can be an ally in the children’s learning process. Otherwise, it can be harmful in many ways: learning difficulties, developmental delays, virtual addiction, irritability, eye problems and sleep disorders — as the Brazilian Society of Pediatrics has warned.

Our elementary school coordinator, Gabriela Fernandes, explains that the role of technology in the school environment is to facilitate and support the knowledge building process, just as books and pens do. “It’s important to understand that technology is not knowledge in itself, but a stage that helps us build knowledge. As with any tool, it needs to be taught and guided by teachers so that it can be used responsibly.” She points out that at be.Living, the use of technology is guided and directed by educators at all times, especially in the early years of elementary school, from 1st to 3rd grade, ensuring that children learn safely.

“At school, technology is integrated into various learning contexts. In the early years, the presence of educators is essential to guide children in the use of tools such as classroom apps and school emails. The children work a lot in pairs, so that they learn to build solutions collaboratively, always with the responsibility that the use of technology requires. As well as using technology in specific areas, such as math games and research, we also apply it to the reading and writing process. They start planning and drafting the text by hand, and use the computer when editing, which helps them to develop their typing fluency as well as their ability to write with pencil and paper.”

Starting in the fourth and fifth grades, students begin to have more autonomy, using Google Drive to store study materials and carry out their assessment activities. We then make a careful transition to more independent use, always accompanied by an educational work that includes topics such as the Internet Civil Rights Framework, data protection laws, and online security precautions,” says Gabi. 

A major precaution adopted by be.Living in relation to the use of technology in the school environment is to avoid excessive use of screens. Gabriela explains that there is strict control over the use of digital devices, and that cell phones, for example, are forbidden during school hours and are handed in to the coordinator if necessary. “In the school environment, activities with technology are planned and properly timed. Moreover, technology is never the only source of learning. It is always complementary to the other resources being used,” he says.

The school also carries out ongoing educational work with the children, teaching them to use technological tools consciously and critically. Students are encouraged to reflect on the social, environmental and ethical impacts of technology, developing a more careful and responsible view of the digital world. “Technology is at the service of knowledge and creativity, but it must be used responsibly. We work with the children on a daily basis so that they understand the importance of respecting the limits and rules that come with it,” says Gabriela.

Dialogue with families is also an essential part of this process. During the collective and individual meetings, our school provides guidance on the use of screens at home as well, seeking to work in partnership and with monitoring. 

Gabriela warns that the problem of excessive screen use is not limited to children, but also affects adults. “We are the generation that is addicted to screens, and we are trying to prevent our children from becoming addicted. It’s a huge challenge, but a crucial one,” she says. She reminds us that when they give a child a cell phone or tablet, the adults in the family are handing the world over to them, and this access must be carefully monitored.

At be.Living, we believe that this challenge needs to be met with awareness and reflection, both on the part of families and educators. The aim is to ensure that children can enjoy the benefits of technology without compromising their cognitive, social and emotional development. “This is a profound reflection on the historical moment in which we live. We need to ask ourselves: are we really aware of the harm that excessive use of technology can cause? And, most importantly, are we willing to say ‘no’ when necessary? These are the questions that guide us and that permeate the educational practices we carry out with the students at all times.” 

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