There is conflicting evidence on the value of technology in children’s development. Educators and parents have been cautioned about the negative impact of background television (Kirkorian et al. 2009; AAP 2011b), passive use of screen media (AAP 2011b), and the relationship between media use and child obesity (White House Task Force on Childhood Obesity 2010; Birch, Parker, & Burns 2011; Schepper 2011). Possible negative outcomes have been identified, such as irregular sleep patterns, behavioral issues, focus and attention problems, decreased academic performance, negative impact on socialization and language development, and the increase in the amount of time young children are spending in front of screens (Cordes & Miller 2000; Appel & O’Gara 2001; Christakis et al. 2004; Anderson & Pempek 2005; Rogow 2007; Vandewater et al. 2007; Brooks-Gunn & Donahue 2008; Common Sense Media 2008, 2011; Lee, Bartolic, & Vandewater 2009; Campaign for a Commercial-Free Childhood 2010; DeLoache et al. 2010; Tomopoulos et al. 2010; AAP 2011a, 2011b). However, research findings remain divided and therefore can be confusing to educators and parents. Some children’s media researchers have found no evidence to support the belief that screen media are inherently harmful. The evidence from public broadcasting’s Ready To Learn initiative suggests that when television shows and electronic resources have been carefully designed to incorporate what is known about effective reading instruction, they serve as positive and powerful tools for teaching and learning (Pasnik et al. 2007; Neuman, Newman, & Dwyer 2010; Corporation for Public Broadcasting 2011). Similarly, Wainwright and Linebarger (2006) concluded that while critics have issued many warnings against television and computers and their negative effects on children’s learning, the most logical conclusion to be drawn from the existing scholarly literature is that it is the educational content that matters—not the format in which it is presented (Wainwright & Linebarger 2006). In short, there are some educationally valuable television shows, websites, and other digital media, and there are some that are less valuable or even educationally worthless.
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