116 | EDUCATION ASIA | DISCOVER | Excellence in EdTech
A child spending 20 minutes working through curriculum-aligned questions, checking their understanding, and reflecting on where they went wrong is having a different experience from one who is passively consuming content or drilling rote answers without reflection. Rather than just screen time, it can be thought of in three ways: Passive Screen Time Observation only Low-level engagement Staring at screens or boards
Active Screen Time
Hands-on interaction Physical engagement Navigating interfaces, solving tasks Reflecting on learning Higher-order thinking Evaluates strategy and reasoning
Metacognitive Screen Time
Making Digital Learning More Personal Adaptive Learn from Hachette Learning is an adaptive digital resource powered by metacognition that offers targeted learning for the Cambridge Primary
Whilst the general image of screen time is passive consumption with apps deliberately designed to maximise engagement and keep the user scrolling, good digital learning encourages metacognitive screen time. Metacognition – the ability to think about one's own thinking – helps children become independent learners and is associated with meaningful improvements in academic performance. When a student finishes a question and is asked not just for the answer but to rank how confident they were or how difficult they found the question, the child begins to pay attention to their own understanding. This is when the secure knowledge, connected understanding and long-term retention start to be formed.
and Cambridge Lower Secondary curriculum.
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