Recently our Ahimsa Media team has been setting up web monetization on our various digital magazines and blogs, all built on WordPress.org sites, utilizing the web monetization standard*. At present the main and only Web Monetization Provider is Coil. To make monetizing your WordPress.org sites easy, eliminating the need to code for this yourself, Coil has created a Web Monetization WordPress plugin. In this post, I walk you through the steps in setting up the Coil Web Monetization plugin for WordPress, including troubleshooting of some common set up issues.

_{*Note: This is different than the ‘web monetization’ of the past, in which we think of advertising, sponsorship, and affiliate links. That is a story for another day though, in which I will get into explaining what it is in greater depth. We will also be building an open educational course on the web monetization standard on StoryToGo.}

Open a Coil Account

• Visit coil.com/creator and click on the black ‘Start monetizing. It’s free!’ button.
• Sign up for a free creator account.
• Follow the directions below to create a Payment Pointer.
• Add your Payment Pointer to your Payout Wallet, under Payouts in your Coil Settings.

_{Consider purchasing a Coil membership. If you are benefiting with earnings from Coil members visiting your site, it is nice to share the love by purchasing a Coil membership yourself and supporting other creators. As I write this, Coil memberships are $5 US / month.}

Create a Payment Pointer

In order to monetize your digital content with Coil, you need a digital wallet provider. Through that digital wallet, you set up a payment pointer. This is basically an ID for a payment account to send your earnings from Coil to. For more details on Payment Pointers, read this Payment Pointer Overview on Coil’s Support site.

Coil shares details on how to set up a payment pointer on GateHub and Uphold. You just need one of these, not both, so take your pick. Here’s what you need to do …

Create a GateHub Payment Pointer

• Sign up for or into your GateHub account.
• Select your Interledger wallet by clicking on the wallet drop-down arrow in the upper-left to select it.
• Click Add Funds.
• Select the Interledger Payment pointer, then copy your payment pointer.

Create an Uphold Payment Pointer

• Sign up for or into your Uphold account.
• Click on the transact button – in the side navigation bar on your desktop or bottom navigation button in the app.
• Under Anything to Anything, click on the From menu and scroll down and click on Interledger.
• On the To menu, scroll down to select your preferred currency and account.
• Copy the payment pointer and click Done.

Add Payment Pointer in Coil

• Go to your Settings.
• Select Payouts.
• Add your payment pointer.

Set Up the Coil Web Monetization Plugin on your WordPress.org Site

• Login to your WordPress.org site’s administrative dashboard.
• Hover your cursor over Plugins in the side navigation bar and click on Add New.
• In the Search Bar, look up Coil Web Monetization.

• Click Install Now.
• Activate the Coil Web Monetization plugin.
• In the side navigation bar of your administrative dashboard, click on Coil.
• Click on Global Settings in the header navigation menu.

• Add your payment pointer and click Save Changes.
• Click on Content Settings in the header navigation menu.

• Select your default monetization settings. You will also be able to tailor these on the dashboard for individual posts and pages. Click Save Changes.
• Click on Excerpt Settings in the header navigation menu.

• Choose whether you wish an excerpt to show on your posts and / or pages, explaining that the site is monetized with Coil. See below for a sample of how the excerpt will display. Click Save Changes.

• Finally, click on Message Settings in the header navigation menu.
• Once there, click on Edit messages. That will take you to Coil Web Monetization area in the Theme Customization menu.

• Click on Messages, and scroll through the excerpt messages, changing those that you wish. Then click Publish.
• Next review your Option settings, and if you make changes click Publish.
• Finally review the text on the Learn More Button. If you make changes, click Publish.
• Once all of that is done, check your live website to make sure everything is working and displaying as desired. To check and see if the monetization is working, you need a Coil membership and the Coil browser extension. If you see the black Coil logo with a green dollar sign beside it in the browser extension, when visiting a monetized page on your site, then you site is properly monetized.

Usually, if something is not working with the plugin, it is with displaying the excerpts. If that’s the case, then continue on to the Troubleshooting section of this post, below.

Troubleshooting Set Up Issues

As of writing this, there have been two common issues in setting up the Coil Web Monetization plugin for WordPress. Both pertain to getting the excerpts to display. I will start with the easier of the two fixes.

Fix #1

• On your WordPress.org site’s administrative dashboard, in the side navigation bar, hover your cursor over Appearance and click on Customize.
• Click on Coil Web Monetization and then Options.
• Check OFF on ‘Show a donation bar on posts that are monetized and public’.

• Click Publish.
• Check ON on ‘Show a donation bar on posts that are monetized and public’.
• Click Publish.
• Check your live site to see if the Coil excerpts are now displaying.

Fix #2

If Fix #1 did not work, then your issues may be that you have the wrong CSS Selector under your Global Settings in the Coil Web Monetization plugin set up. Below is a chart with the CSS Selector for a few WordPress themes.

In testing the above CSS Selectors:

• In the side navigation bar of your administrative dashboard, click on Coil.
• Click on Global Settings in the header navigation menu.
• Paste in the suspected CSS Selector and click Save Changes.
• Check your live site to see if the Coil excerpts are now displaying.
• If not, repeat Fix #1 and recheck live site.
• If excerpts are still not displaying on live site, repeat Fix #2 and Fix #1 with different CSS Selectors, until you find the correct one for your theme.

If none of the above CSS Selectors work, then inspect your theme’s stylesheet to find the correct content area selectors. Here is Coil’s explanation of how to do this:

• Right-click on a page/post that is displaying / hiding the excerpt incorrectly.
• Select Inspect (Chrome) or Inspect Element (Firefox).
• Look through the <body> for a <main> element. You might have to drill-down quite a bit when looking through the stylesheet. If found, copy the id value and/or class value. For example, in <main class="site-main">, you’d copy site-main.
• Look for an article element (<article ...>). Note if found.
• Locate the div class for the content area (for example, <div class="page-content">). Copy the class value.
• In the Coil plugin settings, go to Global Settings > Advanced Config.
• Replace the values in the CSS Selectors field with what you’ve found. If you found article, include that as well. For example, a stylesheet containing:<main class="site-main"> ... <div class="page-content"> Means the following should be placed in the CSS Selector field: .site-main .page-content

If none of the above fixes work, or you are encountering a different issue, then check the Coil plugin support forum to see if anyone else has had this issue and there is a published fix. If not, email Coil directly (info[at]coil.com) and / ask if anyone has found a solution for the issue in the Web Monetization forum.

If you encounter another issue and fix with the Coil plugin, and want to share the fix in the comments below, I will update this post with your fix, crediting and linking back to you.

The post Coil Web Monetization Plugin for WordPress – Set Up and Troubleshooting Issues appeared first on Erica Hargreave.

Here is the fifth instalment of my ongoing series on creating a healthy balance between screentime and time being present in the real world in the online courses I teach. In an attempt at encouraging offline breaks, I am putting reminders into each Unit of my BCIT Course, BCST 1073: Building Your Digital Media Presence, to take a break from the computer and get up to stretch, dance, meditate …etc. I will be sharing these Activity Breaks with all of you here, in case you are thinking of doing something similar. Feel free to copy and modify these for your own online courses, if so desired.

This activity break is designed to also provide students with an example of how they can get their YouTube Channels and YouTube Videos working with their websites to build audience and help with Search Engine Optimization, as we wrap up our Unit on Video SEO.

Activity Break #5: Mindfulness On the Go

As you’ve just submitted your first video as a part of this course, I thought I’d share an example of how Lori has included video she’s made into a blog post, while at the same time giving you a bit of a mindfulness break and a healthy reminder to unplug for a bit, giving yourself a brain break.

These first two mindfulness exercises, Lori created as a part of this blog post on Roamancing, On the Go Mindfulness Activities:

If you look at the descriptions on the videos, you will see that they both link to Lori’s Mindfulness On the Go post on Roamancing – leading new viewers to the site.  On Roamancing, having video in the blog post, makes the post more dynamic and keeps viewers on the site longer as they watch the videos. It also allows viewers to click on the link in the video to our YouTube Channel, if they wish to discover more of our videos.

If you have links to your own or other people’s activity breaks in online courses, I’d love to see and hear about them. Tell us about them in the comments below.

In case you missed it, here are Activity Break #1, #2, #3, and #4:

• Online Learning Activity Break #1: Git Up Challenge
• Online Learning Activity Break #2 : Full Body Shadow Puppetry
• Online Course Activity Break #3 : Office Chair Dancing
• Online Course Activity Break #4 : Breath and Body Meditation

The post Online Course Activity Break #5: Combining Mindfulness with a Lesson in Video SEO appeared first on Erica Hargreave.

Here is the fourth instalment of my ongoing series on creating a healthy balance between screentime and time being present in the real world in the online courses I teach. In an attempt at encouraging offline breaks, I am putting reminders into each Unit of my BCIT Course, BCST 1073: Building Your Digital Media Presence, to take a break from the computer and get up to stretch, dance, meditate …etc. I will be sharing these Activity Breaks with all of you here, in case you are thinking of doing something similar. Feel free to copy and modify these for your own online courses, if so desired.

Activity Break #4: Breath and Body Meditation

For this Unit’s Activity Break, as you begin to think about a video you’d like to share on YouTube as a part of your Video Creation Assignment, I thought I’d share a video screentime break from one of my past student’s Cornelia Krikke. When Cornelia was taking this course, it was to better build her story in the digital space, as a healing coach who helps people connect with their creativity and improve their well being in nature. One of the digital spaces that really resonates with her in this storytelling is the creation of online video.

Here is a video that she has created on her YouTube Channel to help people to take a break in their day to focus on breath and body:

Breath and Body Meditations like this one really help me with taking computer breaks in my day to keep my headaches and pain in check post my car accidents. They are also useful to calm down and relax the brain, so that when you return to work, you feel like a more relaxed and creative version of yourself.

You can checkout more videos on Cornelia’s Channel here: https://youtube.com/channel/UC7DhiE5zbEv0A2BbGPz2-tA

If you have links to your own or other people’s activity breaks in online courses, I’d love to see and hear about them. Tell us about them in the comments below.

In case you missed it, here are Activity Break #1, #2, and #3:

• Online Learning Activity Break #1: Git Up Challenge
• Online Learning Activity Break #2 : Full Body Shadow Puppetry
• Online Course Activity Break #3 : Office Chair Dancing

The post Online Course Activity Break #4 : Breath and Body Meditation appeared first on Erica Hargreave.

Here is the third instalment of my ongoing series on creating a healthy balance between screentime and time being present in the real world in the online courses I teach. In an attempt at encouraging offline breaks, I am putting reminders into each Unit this term of my BCIT Course, BCST 1073: Building Your Digital Media Presence, to take a break from the computer and get up to stretch, dance, meditate …etc. I will be sharing these Activity Breaks with all of you here, in case you are thinking of doing something similar. Feel free to copy and modify these for your own online courses, if so desired.

Activity Break #3: Office Chair Dancing

With this Unit being on search engine optimization, I thought I’d build this Unit’s Activity Break purely based on the top listings under the search term of ‘Office Chair Dance’ on Google and YouTube.

Fittingly with Halloween approaching, here is the top listed link on Google:

And as I entered ‘Office Chair Dance’ into a YouTube search, here are the top 4 listed videos.  Take a look at the titles, meta descriptions, and tags for a hint at what is helping to boost them to the top of the search engine rankings.

It wasn’t long before I started to clue into the fact that I’d stumbled upon the Office Chair Dance Olympics.

So get your bodies moving in those chairs of yours, as your trainers are here …

It would be wrong to have a dance party without some Uptown Funk …

And last but not least, my personal favourite, which reminds me of some parties from the early days of social tech in Vancouver …

Okay, now your turn, anyone who feels so inclined to share a video with us in this Discussion of you doing an Office Chair Dance, would totally make my day!

If you have links to your own or other people’s activity breaks in online courses, I’d love to see and hear about them. Tell us about them in the comments below.

In case you missed it, here are Activity Break #1 and #2:

• Online Learning Activity Break #1: Git Up Challenge
• Online Learning Activity Break #2 : Full Body Shadow Puppetry

The post Online Course Activity Break #3 : Office Chair Dancing appeared first on Erica Hargreave.

Here is the second instalment of my ongoing series on creating a healthy balance between screentime and time being present in the real world in the online courses I teach. In an attempt at encouraging offline breaks, I am putting reminders into each Unit this term of my BCIT Course, BCST 1073: Building Your Digital Media Presence, to take a break from the computer and get up to stretch, dance, meditate …etc. I will be sharing these Activity Breaks with all of you here, in case you are thinking of doing something similar. Feel free to copy and modify these for your own online courses, if so desired.

Activity Break #2: Full Body Shadow Puppetry

A fun and playful reminder from my creative partner, Lori Yearwood, to take a break from your screentime, get up and stretch. What better way to do that this Halloween season, then by creating Shadow Monsters with some full body Shadow Puppetry!

If you feel so inspired to photograph or film a shadow monster or shadow puppetry of your own, then be sure to share it within this discussion, so the rest of us can enjoy it too!

If you have links to your own or other people’s activity breaks in online courses, I’d love to see and hear about them. Tell us about them in the comments below.

In case you missed it, here is my Online Learning Activity Break #1: Git Up Challenge.

The post Online Course Activity Break #2 : Full Body Shadow Puppetry appeared first on Erica Hargreave.

I love teaching my online courses, and I love the freedom that taking online courses affords me as a student. It means that I don’t have to give up other work or life matters to teach and to study, and I can accept opportunities in other parts of the world while teaching and studying.

However, like with most things in life there are ups and downs to teaching and learning online. One area that I have been questioning for sometime now, is finding a healthy balance between screentime and time being present in the real world. Exploring that balance was the focus of my research in Master of Educational Technology Course ETEC 500. As a result, I have decided to start to put reminders into each of my Units this term in my BCIT Course, BCST 1073: Building Your Digital Media Presence, to take a break from the computer and get up to stretch, dance, meditate …etc. I plan to share many of these Activity Breaks with all of you here, in case you are thinking of doing something similar. Feel free to copy and modify these for your own online courses, if so desired.

Here is the first activity break that I’ve shared with my students:

Activity Break #1: Git Up Challenge

After dealing with a concussion in my own online studies, and spending some time researching healthy screen-time / real world balance in one of my Master’s courses, I’ve decided to add some reminders for activity breaks into our course.

I thought, I’d start with a little dance break and the Git Up Challenge, as it is also a fun example of an interactive media craze in action.

From a couple of Canadians that have taken up the challenge …

In case you need to learn the steps …

An example of the Git Up Challenge being used to educate, and for social good …

And a bit of social media thinking with examples of the craze spreading across Tik Tok …

I made this a discussion, just in case anyone feels so inspired to partake in the challenge, and wishes to share their video with us!

Oh, and if you have a suggestion for future Activity Breaks in the course, feel free to share your ideas in the discussion.

If you have links to your own or other people’s activity breaks in online courses, I’d love to see and hear about them. Tell us about them in the comments below.

The post Online Course Activity Break #1 : Git Up Challenge appeared first on Erica Hargreave.

Dr. Creswell talks about the importance of story in sharing qualitative research, as well as combining numbers and qualitative research to tell a story – the latter of which is called mixed methods research. I have to say I love the stories that he tells, and while the importance of collecting and sharing people’s stories for our collective knowledge, and combining those with numbers is nothing new to documentarians, anthropologists, and ethnographers to name a few – Dr. Creswell has helped to champion their importance in certain research fields, like educational research. He’s written a few books topic, of which I suspect I will be diving into soon. In case you are interested, here is the book on Mixed Methods Research mentioned in the talk I linked to above, and below are a few more recent publications of his:

• 30 Essential Skills for the Qualitative Researcher
• Designing and Conducting Mixed Methods Research
• Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research
• Qualitative Inquiry and Research Design
• Research Design

In this Unit’s course work, the question of “What do qualitative researchers do that quantitative researchers do not? What research skills do qualitative researchers have to have that quantitative researchers do not?” were posed. This made me smile, as I believe that many of the skills that allow qualitative researchers to conduct their research well are similar to those skills that allow documentarians, anthropologists, and ethnographers to do their jobs well; and they are many of the skills that I love and highly value. These are skills that Dr. John W Creswell explores in his book, 30 Essential Skills for the Qualitative Researcher.

In my own experience as a documentary storyteller, many of the skills that are important to both qualitative research and documentary storytelling have to do with setting people at ease, making people feel safe, and creating a sense of trust. While some of these skills may be beneficial to a quantitive researcher, the quantitative researcher tends to keep more of a distance and a disconnect between themselves and their study subjects in their research, so as not to allow their personal bias to impact the data that they collect. Whereas, in qualitative research, creating connection between yourself – the researcher and the interview subject is of vital importance in creating a safe and trusted atmosphere for the interview subject to share. These are all things that Dr. Leslie Curry explores in her series of videos on the Fundamentals of Qualitative Research for the Yale University Global Health Leadership Institute, like in this video where Dr. Curry talks about interview skills in qualitative research:

Key to qualitative research is researching and creating a list of interview questions in advance of an interview that are targeted to answer your research question and delve deeper into the area of research you are exploring. It is important with these questions not to allow your own bias to slip in, leading your interview subjects in their response. While qualitative researchers will create a list of standard questions for their interview subjects, it can also be helpful to research your individual interview subject in advance and to have some questions that would lend to the area of qualitative inquiry that are specific to the interview subject. This contrasts quantitative research, where it is important that researchers ensure that the questions and conditions for each research subject in a particular study group are similar.

Researching the interview subject also helps the interviewer in qualitative research to better think on their feet, and respond to unexpected opportunities within the interview, based on ideas being shared by the interview subject. It is for this reason, that it is important for the interviewer to be an active listener in the interview and be present in the moment. This is also where experience is a huge asset. If your interviewer is familiar with the subject matter and can come up with questions in the moment, it is possible to extract a much fuller and richer interview from the interview subject. It is for this reason why in the world of documentary filmmaking, we should not be selecting hosts based on their youth or subjective beauty, but rather on their experience and ability to interview documentary subjects in a richer, more informed manner.

While it helps to be able to think on your feet and ask questions in the moment in an interview, that can be a double edged sword, as you do need to stay on track when interviewing a subject in conducting qualitative research, both out of respect for the interview subject’s time and to ensure you get the information that you need for your study. For me, this is my biggest challenge as an interviewer, and why when we are shooting our documentaries, it is great to work with a Director like Kelly Conlin, that can keep me from straying too far from the subject, and can catch any holes we miss in the interview. It is possible to work in a team in qualitative research when conducting interviews too, but this is also where having your pre-established questions with you, will help. It is also important to remember that in some circumstances, you need to allow the interview subject to speak in whichever direction they wish. This is often the case when the interview subject is First Nations, as it would be considered rude to interrupt to steer them back to the pre-scripted question. In such cases, you just need to schedule for extra time, and let the interview unfold as it will. Often in such cases, you end up with much richer stories than you ever envisioned.

In processing your interviews, you as the qualitative researcher become a storyteller. Like the documentary filmmaker, you need to figure out how best to layout the research from all of the stories people have shared with you (and the numbers, in the case of mixed methods research) in a way that captures your reader’s attention and takes them on a journey. This is one of the many things that I love about this form of research. For me, it is fun, and amazing in what you discover when you take an interest and give people the space to share their stories.

I recently have had the opportunity to conduct some qualitative research with Mary McDonald into Sustainable Funding Models Around Storytelling Projects with Educational Application. We are sharing these to StoryToGo, in the form of Case Studies. You can begin to explore with the case studies that Mary McDonald developed around the interviews that she conducted, and stay tuned for more case studies from the interviews Lori Yearwood and I conducted in September.

If you’ve been doing some qualitative research, I’d love to learn more about it, and any tips that you might have in conducting qualitative research. Tell me about it / them in the comments below.

Works Cited

Creswell, J. W. (2015). 30 essential skills for the qualitative researcher. Sage Publications.

Creswell, J. W. (2013, March 1). Telling a Complete Story with Qualitative and Mixed Methods Research. Retrieved from https://www.youtube.com/watch?v=l5e7kVzMIfs

Curry, L. (2015, June 23). Fundamentals of Qualitative Research Methods: Interviews (Module 3). Retrieved from https://www.youtube.com/watch?v=6PhcglOGFg8

Hargreave, E., & Yearwood, L. (2018). Naturally Ours, the Web Series. [online] Roamancing. Available at: https://stareable.com/series/view/naturally-ours-rediscovering-canadas-parks

The post Storytelling with Qualitative Research appeared first on Erica Hargreave.

In the media that we consume, we see a lot of articles and statements with bold claims that contradict each other. As a scientist, I am all too aware of how data can be manipulated to seemingly support one claim or another out of bias or at times for more nefarious reasons involving things like politics and finances. Since I have been studying educational technologies, one such topic of contradiction in research studies has been the impact of screen time on children. This is further aggravated by media outlets utilizing the research to create sensationalized headlines, often that misrepresents the data.

Recently I read one such article by Andrew Przybylski and Amy Orben in The Guardian, We’re told that too much screen time hurts our kids. Where’s the evidence? At the time of reading this, I found myself questioning the validity of the questions that were asked of the teens around their social media use, in the collection of data. I also found the title of the article to be misleading, as it mentions screen time use, yet the study focuses on social media use. While you are on your screen when using social media, screen time is a much broader topic to social media use.

Pondering this article, made me think that perhaps we are missing the important questions here. Screen based technologies are becoming more and more an important part of our lives, and as such part of our schooling, so rather than the extreme viewpoints of ‘screen based technologies are our salvation’ or ‘screen based technologies breed evil’, the questions I wish to ask are around healthy use of those screen based technologies to find the balance both in the classroom and outside of it. While I work on screen based technologies and create both screen based stories and edtech, it is important to me that I do so in a way that is healthy for my audience and my students. I know that for myself, personally, too much of certain types of screen use gives me headaches and can make me feel anxious. Video games were like this for me as a kid, and as I had a slightly addictive nature with them, is why I now avoid them. I also know that when dealing with a concussion, I’ve had to be very careful with my screen time, as too much screen time aggravates the concussion symptoms. This is something that I wrote about in this article on Researching Optimal Screen Time Limits for Classroom Activities for Different Screen Based Activities.

From the list of research studies that I compiled in the aforementioned article, I looked for two articles with bolder statements in their titles that appeared to contradict one another. The contradictory articles I selected were ‘Everything in Moderation: Moderate Use of Screens Unassociated with Child Behaviour Problems‘ by Christopher J Ferguson in Psychiatric Quarterly (December 2017) and ‘Screen Time is Associated with Depression and Anxiety in Canadian Youth‘ by Danijela Maras, Martine F. Flament, Nicole Obeid, Marisa Murray, Annick Buchholz, Katherine A. Henderson, and Gary Goldfield in Preventative Medicine (April 2015).

‘Everything in Moderation: Moderate Use of Screens Unassociated with Child Behaviour Problems’ by Christopher J Ferguson takes a representative correlational sample of youth from the State of Florida and assessed them for links between screen time and risky behavioral outcomes. Risky behavioral outcomes in terms of this study were classified as delinquency, risky behaviors, sexual behaviors, substance abuse, reduced grades or mental health problems. In reading this study and comparing it to Maras et al (2015)’s study, my interests were specifically in regards to correlations between screen time and mental health problems. The conclusions made in this study were that “use of screens that was moderately high, in excess of the American Academy of Pediatrics’ former recommendations of limiting screen time per day to 2 hours, but not excessive, was not associated with delinquency, risky behaviors, sexual behaviors, substance abuse, reduced grades or mental health problems. Even excessive screen use was only weakly associated with negative outcomes related to delinquency, grades and depression only, and at levels unlikely to be practically significant.”

The research study ‘Screen Time is Associated with Depression and Anxiety in Canadian Youth’ by researchers Danijela Maras, Martine F. Flament, Nicole Obeid, Marisa Murray, Annick Buchholz, Katherine A. Henderson, and Gary Goldfield, “examined the relationships between screen time and symptoms of depression and anxiety in a large community sample of Ottawa youth.” The conclusions drawn from this study are that “screen time may represent a risk factor or marker of anxiety and depression in adolescents”, and that “future research is needed to determine if reducing screen time aids the prevention and treatment of these psychiatric disorders in youth.”

Similarities that exist in both studies include the age of youth – 12 -18 in Ferguson (2017) and 11 – 20 in Maras et al (2015), large sample sizes – 6089 in Ferguson (2017) and 2482 in Maras et al (2015), and school based parent and student opt-in surveys. Difference include the communities the studies were conducted in – Florida in Ferguson (2017) and Ottawa in Maras et al (2015), the types of questions asked on the surveys, different intent between the studies – examining risky behaviour in Ferguson (2017) and examining mental wellbeing in Maras et al (2015), and the delineation of the types of screen based activities in the screen based portion of the questionnaire.

There are many things that could cause the different findings in these two studies. Included in this could be external social and cultural differences that were not measured in the two different communities in which the studies were conducted that might be impacting student responses, the difference in the questions posed in the two different communities, bias of the researchers impacting the interpretation of the data collected, and the different intent in designing the two different studies with the intent of Ferguson (2017) examining risky behaviours and the intent of Maras et al (2015) examining mental wellbeing. In examining the two studies, I suspect the most likely cause for the contradictory findings between the two studies with regards to collecting data around depression is in the questions asked in the surveys with regards to depression. In Ferguson (2017) the scale used consisted of three items related to depressive symptoms. An example of one item was “During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more in a row that you stopped doing some usual activities?” Whereas in (Maras et al, 2015) they used a pre-established and tested questionnaire, the Children’s Depression Inventory (CDI), consisting of 27 items reflecting cognitive, affective, and behavioural signs of depression (Kovacs, 1992). Similarly for anxiety, they used the Multidimensional Anxiety Scale for Children, which is a 10-item, self-reporting scale that is a short and efficient global measure of anxiety symptoms (March et al, 1999). Having spent the past 6-years having to fill out such surveys regularly during treatments, post two car accidents, depression is complex and multilayered and requires more than 3 questions to assess. Assessing depression as “During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more in a row that you stopped doing some usual activities?” is more of an extreme scenario, and misses many other indicators of depression.

As such, after examining these two studies, I am more apt to give the data in Maras et al (2015) more credence. The only way, however, to scientifically test whether the difference in the two reports were based on the manner in which depression is being tested is to replicate the studies in the different communities. Using Ferguson’s scale, what results would be found in Ottawa? Using Maras et al’s questionnaire, what results would be found in Florida?

Have you discovered contradictory studies in your research? What were the potential causes of this?

Works Cited

Ferguson, C. J. (2017). Everything in moderation: moderate use of screens unassociated with child behavior problems. Psychiatric quarterly, 88(4), 797-805.

Hargreave, E. (2019, July 26). Researching Optimal Screen Time Limits for Classroom Activities for Different Screen Based Activities [Web log post]. Retrieved August 16, 2019, from https://ericahargreave.com/2019/07/researching-optimal-screen-time-limits-for-classroom-activities-for-different-screen-based-activities/

Kovacs, M. (1992). Children’s depression inventory: Manual(p. Q8). North Tonawanda, NY: Multi-Health Systems.

Maras, D., Flament, M. F., Murray, M., Buchholz, A., Henderson, K. A., Obeid, N., & Goldfield, G. S. (2015). Screen time is associated with depression and anxiety in Canadian youth. Preventive, 73, 133-138.

March, J. S., Sullivan, K., & Parker, J. (1999). Test-retest reliability of the Multidimensional Anxiety Scale for Children. Journal of anxiety disorders, 13(4), 349-358.

Przybylski, A., & Orben, A. (2019, July 7). We’re told that too much screen time hurts our kids. Where’s the evidence? The Guardian. Retrieved August 16, 2019, from https://www.theguardian.com/commentisfree/2019/jul/07/too-much-screen-time-hurts-kids-where-is-evidence?

The post A Tale of Two Research Studies – Contradictory Evidence appeared first on Erica Hargreave.

In recent ETEC 500 readings for my Master of Educational Technology from Introduction to Educational Research: A Critical Thinking Approach by William Newton Suter, I have been reading about ‘Action Research’. It strikes me that action research is something that to a small degree, I have done intuitively in my teaching, and is what creates the difference in me being comfortable in what I am teaching, versus feeling completely out of sorts in the classrooms and not comfortable in what and how I am teaching.

What is Action Research? Action Research is Teacher Research. It is research conducted by teachers or educational practitioners with their students in the course of their practice. This is reflective teaching, in which you are asking what is working, where are there challenges, how can we overcome those challenges, do I need to be approaching an area of teaching in a different way, what happens if we do this instead … etc Generally in conducting action research in your classroom, you are solving a local problem or gathering information to make better decisions, like improving upon a lesson. The caution here though is that as this is looking to solve a local problem, it should be remembered that while what you learn might work for one group or area, it may not for another.

This caution comes from some of my own learning as of late. As I mentioned I have intuitively used action research in a small and informal manner to guide my teaching and speaking. In thinking upon my readings in Suter (2012), there are certainly ways that I can apply action research more formally in my teaching, but that is something I will delve into further on in this post. Informally, however, as a classroom teacher and community educator – no matter the age group – I have always started my courses with a series of activities designed to both allow me to learn about my students on a deeper level and to allow them to learn about each other. Taking the time to do this has always been important to me, as it is what allows me to adapt my teaching materials and approach to match the group of students, and to tie in examples, questions, and activities that will be meaningful to them. With my speaking, I do not have the luxury of time for activities to get to know everyone. Instead, I research examples and come up with ideas that fit my expected audience. This research helps, but there are often cultural differences in the places I speak, and to get a proper feel for these differences, and to craft the content to speak to that audience, I need interact with that audience. That is why the social events at conferences I am speaking at are so very important for me to attend.

I was reminded of that recently with some talks I gave in Switzerland. My first talk I gave felt flat, as I was not feeling comfortable with the audience and as such was sticking too closely to my slides and pre-written script. That night, I attended the social event, spoke with people, discovered some examples of people in the community doing some of the things I was talking about, clued into certain popular cultural references that the room was not familiar with, and better understood certain pre-misconceptions in the community that I was presenting to. This allowed me, when I presented the same talk the next day, to adapt – addressing the misconceptions and my approach to the subject matter from the beginning of the talk, briefly giving context to any pop culture examples that the audience might be unaware of, and seamlessly adding in examples of work that people in the community were doing. This created a different level of understanding and connection in the room, and comfort in me, to step away from my script and just use my slides as a guide to the general flow of my talk. In order to do this, I had to be willing to experiment, to listen (even to the things that were not positive), and to adapt based on the feedback. And of course, I needed to know the material well enough, to be able to do that with minimal time between when the feedback was given and when I applied it (some of which was mere moments before I walked on the stage for that second talk). But wow, does that ability to apply action research and reflective teaching, even on a small level, carry a powerful impact. For me, in the case of the Swiss talks, it meant I knew I had brought value to the conference, and even if I was not the happiest with my first talk, I knew I had listened, adapted, and responded with a second talk that I was proud of.

In looking at this with post-secondary teaching, this is part of the reason why it is so important to me to have the ability to change and adapt teaching materials between courses, and even within a course, adding in additional materials of interest, as well as adapting the previously built content. This is especially important to me in building courses online, where I know that students return to those materials to give themselves refreshers from time to time. While BCIT gives me the respect as the teacher, course developer, and subject matter expert to have the ability to update and adapt my courses, increasingly post-secondary schools are not allowing teachers to do this in online courses. That scares me, as it doesn’t give teachers the ability to adapt the courses they are teaching in response to their current students, or give teachers online the same respect for their knowledge that they are granted in the classroom.

Online teaching and online classrooms are in many ways well designed for action research, particularly in areas where using a quantitative approach to data collection. I can go into my previously taught courses, and in the stats built into the learning management system, I can see where student grades, activity, …etc dropped off.

I can also look to see if student progress digressed at the same point in multiple years, or if it was specific to one class. And I can dig deeper and see if the drop off is in grades or activity in the course. Are there certain activities that the students are struggling with?

By studying and analyzing the quantitative stats of students behaviours in previous years, I can develop Action Research Questions to improve the course, my teaching, and the students’ experience. Questions I might ask myself from one of my BCIT course, BCST 1073 – Building Your Digital Presence, might include:

• Am I trying to fit too much content and deliverables into the course and causing students to burn out?
• Why are students typically skipping or performing poorly on the Niche Community Building activities?

The latter question, I will develop an Action Research Study around when I next teach the course in the Autumn. My current hypotheses with regards to this query, is that students do not understand how effective niche community building can be in building long term strategy in the online environment, so with their website building still top of mind, are not giving this Unit their full attention. There are other reasons, however, that the activities in this Unit may be done poorly or skipped. This Unit requires students to determine their ideal audience and community with a great deal of specificity, which many students find difficult, and this Unit requires students to reach out and engage with people they do not know online, which requires breaking down some fears. These are not easy things, and take practice to become comfortable with.

In approaching this question in the upcoming course, I will gather quantitative data of past students’ performance on those activities, I will review and fine tune that Unit of the course to make sure that I am effectively articulating and demonstrating how effective niche community building can be in your digital strategy, and I will conduct a variety of surveys at the beginning and at the end of the Course to get students’ perceptions in what they value and deem important in both their digital presence and strategy. Finally at the beginning and at the end of the Unit on Niche Community Building, I will include a questionnaire or quiz to ascertain how student understanding of niche community building has changed in the course of the Unit, and where any misunderstanding and challenges might exist in applying the principles being taught.

At the end of the Autumn Course, I will then analyze the data I collect, and make my conclusions accordingly in what I might need to further do to strengthen the Niche Community Building Unit in further offerings of the course.

I can see the process of observing, questioning and reflecting upon my courses and student experience within them, to be a useful process for improving further upon my teachings. Approaching action research in a more deliberate manner as a teacher and a scholar-practitioner is something I wish to make a regular part of my practice.

I’d love to hear your experiences as a scholar-practitioner in conducting action research. Do you have tips you wish to share in approaching action research or stories of the successes and challenges that you have had?

Works Cited

Suter, W. N. (2012). Introduction to educational research: A critical thinking approach. Thousand Oaks, CA: SAGE.

The post Making Action Research a Part of Your Teaching Practice appeared first on Erica Hargreave.

For those of you that read my post entitled ‘An Introduction to ETEC 500: Research Methodology in Education, and my Current Research Interests‘, you will remember that my research areas of interest are many and are quite broad. As such I decided to define my search to address an area that has been concerning me from a design perspective around an upcoming educational storytelling piece that my team and I at Ahimsa Media are developing. To explore history immersively around World War II, both in places where history took place and to take that back into classrooms, we are looking at educational technology solutions in AR and VR. As these will create better learning experiences if the users are comfortable in the space, I have been concerned over VR motion sickness and have been attending talks for over a year now, including medical ones, asking questions with regards to ideal times spent in these virtual spaces to limit the likelihood of negative health impacts on the user, like VR motion sickness. Subjectively with the sample size of me, along with anecdotal conversations I have had with people working with virtual reality, it would seem that elements like higher quality filming and the comfort and ease of use of the headset all help in limiting VR motion sickness. But in terms of optimal time limits in the virtual space to limit the impact of those experiences on users and how this differs between age groups and people with different health issues, due to how quickly virtual reality technology has been changing researcher and practitioners still do not have any significant data on this. While this is something that I am continuing to keep a close eye on, so that when creating our storytelling pieces we are creating pieces that are comfortable for the user, it did bring up broader questions for me about screen time in education.

Often what we read in the media, with regards to screen time and youth, are extreme pieces of woe, warning people of screen time perils, or the polar opposite of that, presenting the warnings as the subjective ramblings of people afraid of technological advancements. My own personal believes, from my own experiences of at times excessive screen use, is everything in moderation. Screen based technologies are a part of our lives now, and they come with both positive and negative outcomes. As educators, I feel that one of our roles now is to teach healthy use of those screen based technologies – whether our student is 3 years old, a twenty-something, or over the age of seventy. In order to do that, we also need to gain understanding of optimal screen times for different screen based activities ourselves – whether working on the computer, gaming, watching a video, experiencing a virtual environment …etc. As a classroom teacher, how should I break up the day / activities, so as to not cause adverse health impacts on my students and to teach them to diversify their activities to break up their screen time? What if the classes are intensives on working with screen based technologies – how do I keep student wellbeing top of mind, and teach them healthy screen time skills at the same time? In my case, many of my classes are online, so are entirely screen based – are there ways that I can help remind my students to take digital breaks within that?

These many questions, lead to the query for my research investigation, which is on the ‘Optimal Screen Time Limits for Classroom Activities for Different Screen Based Activities’. As you will see below, most of the research studies I found were driven by health professionals, rather than educators. To focus my findings, I excluded studies that were focused on obesity or violence. A lot of research studies I compiled explore screen time and health and wellbeing, as you will see from the screen shot of the research list that I compiled in Mendeley (the citation manager that I chose to use).

102 papers is A LOT, so I organized the research findings into a number of folders, and focused on the ones that I thought most likely to show evidence of optimal screen times before we spark adverse symptoms in our students from too much screen time. Below is the reference list of research studies, that will hopefully help to answer my query of ‘Optimal Screen Time Limits for Classroom Activities for Different Screen Based Activities’.

REFERENCE LIST (compiled by Erica Hargreave)

Exploring Query on:

Optimal Screen Time Limits for Classroom Activities for Different Screen Based Activities

Screen time and young children: Promoting health and development in a digital world. (2018). Paediatrics & Child Health, 23(1), 83–83. https://doi.org/10.1093/pch/pxx197

Atkin, A. J., Sharp, S. J., Corder, K., & Van Sluijs, E. M. F. (2014). Prevalence and correlates of screen time in youth: An international perspective. American Journal of Preventive Medicine. https://doi.org/10.1016/j.amepre.2014.07.043

Babic, M. J., Morgan, P. J., Plotnikoff, R. C., Lonsdale, C., Eather, N., Skinner, G., … Lubans, D. R. (2015). Rationale and study protocol for “Switch-off 4 Healthy Minds” (S4HM): A cluster randomized controlled trial to reduce recreational screen time in adolescents. Contemporary Clinical Trials. https://doi.org/10.1016/j.cct.2014.12.001

Babic, M. J., Smith, J. J., Morgan, P. J., Eather, N., Plotnikoff, R. C., & Lubans, D. R. (2017). Longitudinal associations between changes in screen-time and mental health outcomes in adolescents. Mental Health and Physical Activity. https://doi.org/10.1016/j.mhpa.2017.04.001

Babic, M. J., Smith, J. J., Morgan, P. J., Lonsdale, C., Plotnikoff, R. C., Eather, N., … Lubans, D. R. (2016). Intervention to reduce recreational screen-time in adolescents: Outcomes and mediators from the ‘Switch-Off 4 Healthy Minds’ (S4HM) cluster randomized controlled trial. Preventive Medicine. https://doi.org/10.1016/j.ypmed.2016.07.014

Blinka, L., Ška?upová, K., Šev?íková, A., Wölfling, K., Müller, K. W., & Dreier, M. (2014). Excessive internet use in European adolescents: What determines differences in severity? International Journal of Public Health. https://doi.org/10.1007/s00038-014-0635-x

Brindova, D., Pavelka, J., Šev?ikova, A., Žežula, I., van Dijk, J. P., Reijneveld, S. A., … Madarasova Geckova, A. (2014). How parents can affect excessive spending of time on screen-based activities. BMC Public Health, 14(1), 1261. https://doi.org/10.1186/1471-2458-14-1261

Brindova, D., Veselska, Z. D., Klein, D., Hamrik, Z., Sigmundova, D., van Dijk, J. P., … Geckova, A. M. (2014). Is the association between screen-based behaviour and health complaints among adolescents moderated by physical activity? International Journal of Public Health. https://doi.org/10.1007/s00038-014-0627-x

Busch, V., Manders, L. A., & De Leeuw, J. R. J. (2013). Screen time associated with health behaviors and outcomes in adolescents. American Journal of Health Behavior. https://doi.org/10.5993/AJHB.37.6.11

Domingues-Montanari, S. (2017). Clinical and psychological effects of excessive screen time on children. Journal of Paediatrics and Child Health. https://doi.org/10.1111/jpc.13462

Duch, H., Fisher, E. M., Ensari, I., & Harrington, A. Screen time use in children under 3 years old: A systematic review of correlates. , 10 § (2013).

Ferguson, C. J. (2017). Everything in Moderation: Moderate Use of Screens Unassociated with Child Behavior Problems. Psychiatric Quarterly. https://doi.org/10.1007/s11126-016-9486-3

Fitzpatrick, C., Burkhalter, R., & Asbridge, M. (2019). Adolescent media use and its association to wellbeing in a Canadian national sample. Preventive Medicine Reports. https://doi.org/10.1016/j.pmedr.2019.100867

Friedrich, R. R., Polet, J. P., Schuch, I., & Wagner, M. B. (2014). Effect of intervention programs in schools to reduce screen time: A meta-analysis. Jornal de Pediatria. https://doi.org/10.1016/j.jped.2014.01.003

Grøntved, A., Singhammer, J., Froberg, K., Møller, N. C., Pan, A., Pfeiffer, K. A., & Kristensen, P. L. (2015). A prospective study of screen time in adolescence and depression symptoms in young adulthood. Preventive Medicine. https://doi.org/10.1016/j.ypmed.2015.08.009

Guernsey, L. (n.d.). Into The Minds Of Babes: How Screen Time Affects Children From Birth To Age Five. Retrieved from www.naeyc.org

Hamer, M., Stamatakis, E., & Mishra, G. D. (2010). Television- and Screen-Based Activity and Mental Well-Being in Adults. American Journal of Preventive Medicine. https://doi.org/10.1016/j.amepre.2009.12.030

Herman, K. M., Hopman, W. M., & Sabiston, C. M. (2015). Physical activity, screen time and self-rated health and mental health in Canadian adolescents. Preventive Medicine. https://doi.org/10.1016/j.ypmed.2015.01.030

Hinkley, T., Salmon, J., Okely, A. D., & Crawford, D. (2013). The correlates of preschoolers’ compliance with screen recommendations exist across multiple domains. Preventive Medicine. https://doi.org/10.1016/j.ypmed.2013.05.020

Iannotti, R. J., Kogan, M. D., Janssen, I., & Boyce, W. F. (2009). Patterns of Adolescent Physical Activity, Screen-Based Media Use, and Positive and Negative Health Indicators in the U.S. and Canada. Journal of Adolescent Health. https://doi.org/10.1016/j.jadohealth.2008.10.142

Jongenelis, M. I., Scully, M., Morley, B., Pratt, I. S., & Slevin, T. (2018). Physical activity and screen-based recreation: Prevalences and trends over time among adolescents and barriers to recommended engagement. Preventive Medicine. https://doi.org/10.1016/j.ypmed.2017.10.006

Keane, E., Kelly, C., Molcho, M., & Nic Gabhainn, S. (2017). Physical activity, screen time and the risk of subjective health complaints in school-aged children. Preventive Medicine. https://doi.org/10.1016/j.ypmed.2016.12.011

Kremer, P., Elshaug, C., Leslie, E., Toumbourou, J. W., Patton, G. C., & Williams, J. (2014). Physical activity, leisure-time screen use and depression among children and young adolescents. Journal of Science and Medicine in Sport. https://doi.org/10.1016/j.jsams.2013.03.012

Lissak, G. (2018). Adverse physiological and psychological effects of screen time on children and adolescents: Literature review and case study. Environmental Research. https://doi.org/10.1016/j.envres.2018.01.015

Madhav, K. C., Sherchand, S. P., & Sherchan, S. (2017). Association between screen time and depression among US adults. Preventive Medicine Reports. https://doi.org/10.1016/j.pmedr.2017.08.005

Maniccia, D. M., Davison, K. K., Marshall, S. J., Manganello, J. A., & Dennison, B. A. (2011). A Meta-analysis of Interventions That Target Children’s Screen Time for Reduction. PEDIATRICS. https://doi.org/10.1542/peds.2010-2353

Maras, D., Flament, M. F., Murray, M., Buchholz, A., Henderson, K. A., Obeid, N., & Goldfield, G. S. (2015). Screen time is associated with depression and anxiety in Canadian youth. Preventive Medicine. https://doi.org/10.1016/j.ypmed.2015.01.029

Marques, A., Calmeiro, L., Loureiro, N., Frasquilho, D., & de Matos, M. G. (2015). Health complaints among adolescents: Associations with more screen-based behaviours and less physical activity. Journal of Adolescence. https://doi.org/10.1016/j.adolescence.2015.07.018

Martin, K. (2011). Electronic Overload: The Impact of Excessive Screen Use on Child and Adolescent Health and Wellbeing.

Ponti, M. (2019). Digital media: Promoting healthy screen use in school-aged children and adolescents. Retrieved from Canadian Paediatric Society website:  https://www.cps.ca/en/documents/position/digital-media

Ponti, M., Bélanger, S., Grimes, R., Heard, J., Johnson, M., Moreau, E., … Williams, R. (2017). Screen time and young children: Promoting health and development in a digital world. Paediatrics & Child Health, 22(8), 461–468. https://doi.org/10.1093/pch/pxx123

Przybylski, A. K., & Weinstein, N. (2017). A Large-Scale Test of the Goldilocks Hypothesis: Quantifying the Relations Between Digital-Screen Use and the Mental Well-Being of Adolescents. Psychological Science. https://doi.org/10.1177/0956797616678438

Przybylski, A. K., & Weinstein, N. (2019). Digital Screen Time Limits and Young Children’s Psychological Well-Being: Evidence From a Population-Based Study. Child Development. https://doi.org/10.1111/cdev.13007

Ralph, R., & Petrina, S. (2018). Social Learning with Mobile Devices in Preschool Classrooms. European Journal of STEM Education, 3(3). https://doi:10.20897/ejsteme/3872

Radesky, J. S., Schumacher, J., & Zuckerman, B. (2014). Mobile and interactive media use by young children: The good, the bad and the unknown | EurekAlert! Science News. Pediatrics. https://doi.org/10.1542/peds.2014-2251

Ramirez, E. R., Norman, G. J., Rosenberg, D. E., Kerr, J., Saelens, B. E., Durant, N., & Sallis, J. F. (2011). Adolescent screen time and rules to limit screen time in the home. Journal of Adolescent Health. https://doi.org/10.1016/j.jadohealth.2010.07.013

Ramsey Buchanan, L., Rooks-Peck, C. R., Finnie, R. K. C., Wethington, H. R., Jacob, V., Fulton, J. E., … Glanz, K. (2016). Reducing Recreational Sedentary Screen Time: A Community Guide Systematic Review. American Journal of Preventive Medicine. https://doi.org/10.1016/j.amepre.2015.09.030

Saunders, T. J., & Vallance, J. K. (2017). Screen Time and Health Indicators Among Children and Youth: Current Evidence, Limitations and Future Directions. Applied Health Economics and Health Policy. https://doi.org/10.1007/s40258-016-0289-3

Schaan, C. W., Cureau, F. V., Sbaraini, M., Sparrenberger, K., Kohl, H. W., & Schaan, B. D. (2019). Prevalence of excessive screen time and TV viewing among Brazilian adolescents: a systematic review and meta-analysis. Jornal de Pediatria. https://doi.org/10.1016/j.jped.2018.04.011

Shiue, I. (2015). Duration of daily TV/screen watching with cardiovascular, respiratory, mental and psychiatric health: Scottish Health Survey, 2012-2013. International Journal of Cardiology. https://doi.org/10.1016/j.ijcard.2015.03.259

Smith, L., Louw, Q., Crous, L., & Grimmer-Somers, K. (2009). Prevalence of neck pain and headaches: Impact of computer use and other associative factors. Cephalalgia. https://doi.org/10.1111/j.1468-2982.2008.01714.x

Swartz, M. K. (2017). Taking Another Look at Screen Time for Young Children. Journal of Pediatric Health Care. https://doi.org/10.1016/j.pedhc.2017.01.006

Taehtinen, R. E., Sigfusdottir, I. D., Helgason, A. R., & Kristjansson, A. L. (2014). Electronic screen use and selected somatic symptoms in 10-12 year old children. Preventive Medicine. https://doi.org/10.1016/j.ypmed.2014.07.017

Torsheim, T., Eriksson, L., Schnohr, C. W., Hansen, F., Bjarnason, T., & Välimaa, R. (2010). Screen-based activities and physical complaints among adolescents from the Nordic countries. BMC Public Health. https://doi.org/10.1186/1471-2458-10-324

Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population- based study. Preventive Medicine Reports. https://doi.org/10.1016/j.pmedr.2018.10.003

Wahi, G., Parkin, P. C., Beyene, J., Uleryk, E. M., & Birken, C. S. (2011). Effectiveness of interventions aimed at reducing screen time in children: A systematic review and meta- analysis of randomized controlled trials. Archives of Pediatrics and Adolescent Medicine. https://doi.org/10.1001/archpediatrics.2011.122

Wang, C., Li, K., Kim, M., Lee, S., & Seo, D. C. (2019). Association between psychological distress and elevated use of electronic devices among U.S. adolescents: Results from the youth risk behavior surveillance 2009-2017. Addictive Behaviors. https://doi.org/10.1016/j.addbeh.2018.10.037

Zhao, J., Zhang, Y., Jiang, F., Ip, P., Ho, F. K. W., Zhang, Y., & Huang, H. (2018). Excessive Screen Time and Psychosocial Well-Being: The Mediating Role of Body Mass Index, Sleep Duration, and Parent-Child Interaction. Journal of Pediatrics. https://doi.org/10.1016/j.jpeds.2018.06.029

Zink, J., Belcher, B. R., Kechter, A., Stone, M. D., & Leventhal, A. M. (2019). Reciprocal associations between screen time and emotional disorder symptoms during adolescence. Preventive Medicine Reports. https://doi.org/10.1016/j.pmedr.2019.01.014

If you have a research study that you think I should add to this list, please add it in the comments below. I would also love to hear in the comments below, if you have ways to maintain healthy screen time limits, either in your classroom or within your life and work.

Oh, and if you would like any of the lists of research studies that I have begun to compiled please shoot me an email via my ‘Contact Page‘.

The post Researching Optimal Screen Time Limits for Classroom Activities for Different Screen Based Activities appeared first on Erica Hargreave.