As a parent of two boys (8 and 12) as well as an educator, I’ve had a chance to experience firsthand the importance of setting expectations for Digital Integration and as a result ‘screen time’. I know! There’s that word again, screen time! A word so overused and yet, we hear it everywhere. Most recently, at a local get-together of Primary Computing Leaders, again screen time was mentioned. This time in the context of what they called ‘Social Screen Time’. So I did what I often do and let my thoughts wander off, only to decide I would write it all down here.
Navigating this digital world with our children and students is both an incredible opportunity for enrichment and an ongoing challenge. It’s tempting to search for the “perfect” approach to managing technology use at home and in the classroom, but the reality is far more nuanced. I would love to provide you with a ‘quick fix’, ‘website that has all the resources’ or a ‘curriculum to follow at school that solves all issues’. But guess what? These do not exist, and no matter how convincing the company or sales pitch sounds, you’ll have to find and develop your own approach. All I can do is guide you towards some ideas, and research and share what has been shown to have a possessive impact on ‘most’ students, NOT all! While research often highlights the digital mentor as the way forward, (and I agree it’s the most effective long-term approach) it’s not a rigid, one-size-fits-all solution. Instead, I see it as a continuum, shifting between roles depending on the moment, the task, and, frankly, how life is going that day. As you will know we all have days where everything just falls apart. The days you got out of bed on the wrong side!
We’re not static beings, and our teaching isn’t either. Some days, we’ll lean more toward being a limiter, setting firm boundaries and dialling back screen time or device exposure. Other days, we’ll find ourselves in the enabler camp, opening the door to exploration and offering students more freedom. At home, this might look like the parent providing a digital pacifier, where a device gives a much needed ‘break’ or if you are being honest, you’ll admit that you have no idea what your son or daughter is doing or searching for at that time. At our best, we act as guides, helping students critically engage with technology while modeling intentional use ourselves. The secret lies in balancing these roles, making thoughtful, informed choices that suit the moment without losing sight of the bigger picture.
Why Mentorship Matters
Let’s start with the why. Studies consistently show that the digital mentor model fosters the skills students need to thrive in a world dominated by technology. For example, a 2021 study commissioned by Common Sense Media (An excellent resource of research, studies and resources on digital Citizenship and media) found that students supported by digital mentors demonstrated stronger critical thinking, better decision-making, and improved self-regulation compared to those who experienced a more hands-off or overly controlling approach. Additionally, another study1, explores the experiences and outcomes of digital mentorship, revealing that effective communication and the strategic use of digital tools are crucial for maximising mentorship benefits in virtual environments. These insights underscore the potential of the digital mentor model in enhancing critical skills among students, making it a vital component of their educational experience.
1 Seyed Alitabar, S.H., Zadhasn, Z. (2023). Digital Mentorship: MentorMentee Relationships in Virtual Spaces. AI and Tech in Behavioral and Social Sciences, 1(2), 12-18. https://doi.org/10.61838/kman.aitech.1.2.3
Being a digital mentor isn’t about saying “no” to technology, far from, it’s also not about granting unlimited freedom. It’s about striking a… you guessed it. Balance! Guiding students to see technology as a tool for learning, creating, and connecting, rather than a source of distraction or even, dependency.
Teaching Along the Continuum
No two days in teaching are the same, and that’s especially true when it comes to managing technology. Some days, you’ll naturally fall into one role:
- The Limiter: You’re setting boundaries, perhaps limiting screen time during certain activities or encouraging offline moments to foster creativity and collaboration.
- The Enabler: You’re opening up opportunities, letting students dive into new tools, apps, or creative projects. This is where curiosity thrives.
- The Guide: You’re in full mentor mode; helping students critically reflect on their tech use, modelling intentional habits, and empowering them to make thoughtful choices.
But here’s the thing: you’re not locked into one role. It’s a spectrum, and where you land depends on the moment, the task, and sometimes, let’s be honest again, your own energy levels. If it’s been a long, tough day at work, no one’s going to blame you for leaning toward the enabler role and allowing a bit of extra screen time. The key is keeping the balance in mind, ensuring that over time, students are building healthy habits and learning to self-regulate.
The PATH Framework
To help navigate this continuum, I try to use what I call the PATH framework. It’s a flexible guide for balancing the roles of limiter, enabler, and guide while keeping the focus on long-term growth.
- P – Prepare your Ground: Set the foundation with clear expectations and rules. Students and children should understand the purpose behind technology boundaries and opportunities, it’s about creating a framework that allows them to thrive. Laying the foundation, just like toiling and preparing your farms’ soil for plentiful growth!
- A – Adapt Your Approach: Stay flexible. Some tasks call for firm limits (e.g., focused writing exercises), while others benefit from freedom and exploration (e.g., project-based learning). Be responsive to the moment and what your children need. As a teacher this can mean to be willing to let go of your meticulously prepared lesson plan.
- T – Teach Through Modelling: Show students what balanced, intentional tech use looks like. Share how you make decisions about technology, demonstrate strategies for managing screen time, and model respectful digital interactions.
- H – Help Students Reflect: Guide students in evaluating their own habits. Reflection is key to building self-awareness. Encourage them to think about what’s working, what’s not, and how they can improve. This is also where you highlight your own shortcomings and how you may have not always followed the right PATH (think…YouTube shorts videos, do I need to say more?)
The PATH framework isn’t about perfection. It’s a reminder that mentorship is dynamic and above all else personal, shaped by the needs of your children, or as a teacher, your students and your own teaching style.
Patience, Balance, and the Bigger Picture
At its heart, being a digital mentor is about embracing the human element. Some days, you’ll nail the balance, everything you do just feels right, seamlessly shifting between limiter, enabler, and guide. Other days, you’ll lean more heavily in one direction, and that’s okay. The important thing is the bigger picture: helping the next generation develop a healthy, thoughtful relationship with technology that serves them well into the future.
Remember, your role is to walk alongside them, not control the journey. You’re there to guide, to encourage, to nudge them toward reflection and growth. And yes, that includes giving yourself permission to adjust, to adapt, and to sometimes just let the day be what it is. Failure is just as much a part of this all.
Ultimately, students don’t just learn about technology from us. They learn about balance, decision-making, and what it means to live intentionally. That’s the legacy of a digital mentor.
Why not have a play and take this quick quiz to find out what type of Digital mentor you are: https://digimentor.created.app
And that should fundamentally be our goal!