Technology and Brain Development

How does technology affect brain development in children? How can we mindfully incorporate technology into Montessori classrooms? Is social media inherently bad for adolescents?

In today’s episode, Letty is joined by Dr. Luz Casquejo Johnston to discuss technology in relation to Montessori education, particularly for upper elementary and adolescent students. Luz shares insights into child and adolescent brain development, and offers advice on how to mindfully integrate technology into the Montessori environment.  

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Dr. Luz Casquejo Johnston is a seasoned Montessori advocate, with over 20 years experience in education. Having immersed herself in the movement since the 1970s as a primary student, she later returned as an adult to earn her AMS Lower Elementary I Credential. Dr. Casquejo Johnston served as a Lower Elementary guide in charter schools and spent seven years as a Montessori charter school administrator. Her educational journey culminated in a doctorate in Educational Leadership from CSU San Marcos and U.C. San Diego. In 2019, she founded Parenting on Purpose, using her expertise in child development and Montessori principles to empower families. You can connect with her on Instagram, LinkedIn , and on her website.

(This article is a condensed version of a podcast transcript. For the complete experience, you are encouraged to listen to the entire podcast episode.) 

Letty: Welcome to Montessori talks. Today, we’re joined by Luz Casquejo Johnston, who will discuss technology in relation to Montessori education, particularly for upper elementary and adolescent children.

Luz: Thank you, Letty. It’s great to be here again.

Letty: Let’s start with brain development in upper elementary and adolescent students. How does it affect their learning?

Luz: Dr. Montessori’s method, based on scientific observation, highlights the brain’s development from childhood to adolescence. In the first six years, children’s brains grow rapidly, forming neural networks. From six to twelve, they start cementing knowledge, especially in language and culture, while still developing their neural networks. Adolescence is marked by two key processes: pruning and myelination. Pruning involves shedding unused neural structures, while myelination speeds up neural pathways. This period is crucial for brain efficiency in adulthood.

Letty: How does technology, especially social media, impact this development?

Luz: The adolescent brain is highly receptive to social media due to its structure. There are two parts: the thinking brain (prefrontal cortex) and the feeling brain (limbic system). When the prefrontal cortex is firing efficiently, we can think back in time and think about what worked, what didn’t work and choose from those options and that’s called executive functioning.

The limbic system, particularly active in adolescence, is responsible for emotional responses and contains the reward center, which releases dopamine. Social media platforms, like TikTok, are designed to keep users engaged, constantly triggering the reward center. This frequent dopamine release can reinforce the habit of using social media.

Letty: Is social media inherently bad for adolescents?

Luz: Like everything, social media has its pros and cons. It’s about moderation. Excessive use can lead to negative consequences, similar to overindulging in sweets. However, used in moderation, it can be a part of a balanced lifestyle.

Luz: Parents often tell children to stop certain behaviors without explaining why, which can lead to sneaky behavior in children. The allure of social media is particularly strong due to the dopamine hits it provides, especially for adolescents. In the past, children had to find their own entertainment, which created a natural delay in gratification. This contrasts sharply with the instant gratification provided by social media and technology today.

Letty: Yes, and shaming doesn’t effectively change behavior. Instead, it’s important to ask people to stop certain actions without shaming them. This approach is more likely to lead to positive change.

Luz: The key is to understand the impact of technology on our brains and to create a balance, especially for children. Parents often struggle with this balance themselves, making it harder to guide their children. The concept of a “prepared environment” is crucial, especially post-pandemic, in digital spaces, as people have relied heavily on technology. It’s important to establish routines and structures around technology use, starting with adults setting an example.

Letty: Narrating our mental processes aloud as we self-regulate as adults is helpful for children to hear as they develop their capacities to self-regulate, and setting boundaries for technology use can be beneficial. For instance, limiting social media use and spending time on creative or enjoyable activities can be a healthy practice. It’s also important to model this behavior for children.

Luz: Children are keen observers and can detect inconsistencies in adults’ behavior regarding technology use. It’s vital to be transparent about our struggles and to work on them openly. This approach fosters a collaborative environment where children and adults can work together towards healthier technology habits.

Letty: Observing and adjusting our technology use is important. For example, monitoring screen time and being mindful of how often we check emails can provide insights into our habits. In educational settings, the approach to technology needs to be thoughtful, especially in adolescence. Discussions about the purpose and appropriate use of technology are essential.

Luz: Technology is an integral part of society, and it’s important to teach young people how to use it responsibly. This involves understanding brain development and making informed decisions about when and how to use technology. In Montessori environments, technology should be considered part of the prepared environment, used purposefully and thoughtfully.

Letty: The future of technology in education might involve using ChatGPT or more tailored tools, like creating specific GPTs for educational programs. This would allow for more controlled and beneficial use of technology in learning environments.

Luz: In our discussion about integrating technology in education, particularly in the Montessori method, I emphasized the importance of curating technology for students. The idea is to provide technology in a way that is beneficial and appropriate, avoiding its misuse or inappropriate application. I believe that technology is naturally evolving to allow for this kind of curation, ensuring students receive what they need in a controlled environment.

Letty: Absolutely, Luz. This approach aligns perfectly with the Montessori principle of ‘freedom within limits.’ Technology, like any other tool, should be used to foster innovation and creativity. It’s crucial to design an environment where technology is used effectively, avoiding aimless browsing which doesn’t contribute to learning.

Luz: That’s a great point, Letty. It’s about preparing the environment, whether it’s a classroom or at home, to suit the child’s developmental stage and learning needs. This includes setting limits on technology use and adjusting these limits as the child grows and demonstrates responsible use.

Letty: Exactly, and this approach isn’t new. It’s about applying Montessori principles to technology. We should consider how technology, in various forms, can be used positively in educational settings.

Luz: I’ve observed several positive uses of technology in education. It enables students to find answers from trusted sources, exposes them to global art and culture, and aids in understanding complex subjects like robotics or 3D modeling. Technology also supports students with different learning needs, such as those with dysgraphia, through tools like speech-to-text.

Letty: In addition to those uses, collaborative tools like Google Classroom and Google Docs are excellent for fostering teamwork and extending learning beyond the classroom. Students can also engage in creative processes like making PowerPoint presentations or stop-motion animations, which develop both technical skills and creativity.

Luz: And let’s not forget the potential of technology in filmmaking and digital art. With the availability of affordable technology, students can create films or digital art, which was not easily accessible in the past.

Letty: Indeed, Luz. The key is to ensure that all this happens within a prepared environment, where technology is a tool for learning and creativity, not just something added to the classroom without purpose.

Luz: Schools must discuss their values and goals, particularly concerning how technology can support or hinder these objectives. In my observations, traditional classrooms often have students engaging in isolated, non-meaningful activities on computers. This is not the direction we want to go. Instead, we should focus on collaboration and dynamic processes. There’s a need for thoughtful pedagogical integration of technology. Some teachers prefer no computers, relying solely on books, while others are more open. It’s important to consider what the students themselves want and need.

Letty: Absolutely, the Montessori classroom is inherently dynamic, and tailored to the children present.

Luz: It’s essential to consider whether classroom policies and structures are for the children’s benefit or adult comfort. Adults should also reflect on their own needs and preferences in this process. The concept of ‘freedom within limits’ is vital. We need to follow the child, but not off a cliff – we’re still the adults in the classroom.

Letty: Collaborating and creating agreements, especially around technology, is key. We could involve students from upper elementary or adolescent classes to provide feedback on technology use. This helps prepare young people with the necessary tools to answer their big questions, related to their own ‘cosmic tasks.’

Luz: That’s a great point. Technology can be a powerful tool in helping students explore and answer these big questions. For instance, a child interested in addressing ocean plastic pollution might need technology for research, photography, filmmaking, or political activism. Our role as guides is to prepare an environment that equips them with the intellectual capacities to pursue their cosmic tasks.

Letty: It’s a balance of complexity and simplicity. We know how to do this because we understand the Montessori philosophy – freedom within limits, a prepared environment, and the importance of observation. The approach of observe/respond/adjust is crucial. We should gather data and move forward, adjusting as needed.

Luz: In navigating the complexities of technology use with children, whether it’s social media or technology in general, it’s important to consider the intent behind technology use and align it with our values. Technology is here to stay, so we must ensure it contributes to the development of whole humans who understand their worth. If technology hinders this goal, we need to intervene. We should focus on the bigger picture rather than getting lost in the minutiae.

Letty: Thank you, Luz, for this insightful conversation. Your perspectives provide much food for thought in the context of technology in education. I look forward to exploring these ideas further in future discussions.

Resources mentioned in this episode:

The Whole Brain Child by Dan Siegel: https://drdansiegel.com/book/the-whole-brain-child/

Brainstorm by Dan Siegel: https://drdansiegel.com/book/brainstorm/

Dr. Dan Siegel’s Hand Model of the Brain video: https://www.youtube.com/watch?v=f-m2YcdMdFw