{"id":43934,"date":"2026-05-07T14:02:15","date_gmt":"2026-05-07T18:02:15","guid":{"rendered":"https:\/\/www.lightspeedsystems.com\/?p=43934"},"modified":"2026-05-07T14:02:44","modified_gmt":"2026-05-07T18:02:44","slug":"screen-time-the-hottest-topic-at-ncitl","status":"publish","type":"post","link":"https:\/\/www.lightspeedsystems.com\/da\/blog\/screen-time-the-hottest-topic-at-ncitl\/","title":{"rendered":"Sk\u00e6rmtid: Det mest popul\u00e6re emne p\u00e5 NCITL"},"content":{"rendered":"
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I den seneste Lightning Chat-episode gjorde Rob Chambers og jeg noget, jeg har haft lyst til at g\u00f8re i et stykke tid: Tal \u00e6rligt om sk\u00e6rmtid og det st\u00f8rre billede omkring det.<\/strong><\/p>\n

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Her er \u00e5rsagen. Hvis du har l\u00e6st medieoverskrifter, set optagelser af bestyrelsesm\u00f8der eller scrollet gennem nyhederne, t\u00e6nker du m\u00e5ske, at den st\u00f8rste krise i klassev\u00e6relser i b\u00f8rnehaveklassen og gymnasiet lige nu er elever, der sidder foran sk\u00e6rme hele dagen og ser YouTube. Rob og jeg h\u00f8rer begge den fort\u00e6lling konstant. Og vi ved begge, at dataene er en helt anden historie.<\/p>\n

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S\u00e5 satte vi os ned for at \u00e6ndre det.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Opfattelseskl\u00f8ften er reel<\/h2>\n\n

Her er et tal, der har tendens til at f\u00e5 folk til at stoppe op: n\u00e5r for\u00e6ldre bliver spurgt, hvor mange minutter om dagen de tror, deres barn er p\u00e5 en skoleenhed i skoletiden, De g\u00e6tter p\u00e5 omkring fire timer.<\/strong> En gennemsnitlig skoledag i USA er 6 timer og 38 minutter lang. Det ville betyde, at b\u00f8rn er foran sk\u00e6rme i mere end halvdelen af hver skoledag.<\/p>\n\n

Virkeligheden?<\/strong> Blandt de millioner af elever, der bruger vores l\u00f8sninger, ser vi i gennemsnit lidt over en time om dagen, afh\u00e6ngigt af klassetrin. I folkeskolen falder dette tal til omkring 35 til 36 minutter. Elever i udskolingen topper med 56,9 minutter. Og den store skurk, YouTube, tegner sig kun for 5,67 minutter om dagen p\u00e5 gymnasieniveau, hvor brugen er h\u00f8jest.<\/p>\n\n

Den Wall Street Journal-overskrift, der p\u00e5st\u00e5r, at YouTube har overtaget det amerikanske klassev\u00e6relse? Den er bygget p\u00e5 us\u00e6dvanlige tilf\u00e6lde, som et barn, der ser 700 videoer p\u00e5 en uge, men det er slet ikke normen.<\/p>\n\n

Hvorfor afbrydelsen sker<\/h2>\n\n

Rob udtrykte det godt under vores samtale: distrikterne kender dataene. De er i klassev\u00e6relserne, laver observationerne og ser, hvad der rent faktisk sker. Men de k\u00e6mper stadig med at mods\u00e6tte sig den nationale fort\u00e6lling, fordi den historie, for\u00e6ldrene h\u00f8rer derhjemme, er anderledes.<\/p>\n\n

Et barn kommer hjem fra skole. En for\u00e6lder sp\u00f8rger: "Hvad lavede du i dag?" Barnet siger: "Jeg s\u00e5 videoer." For\u00e6lderen kigger over og ser det samme barn scrolle p\u00e5 TikTok p\u00e5 en personlig enhed. Den Chromebook, som skolen har f\u00e5et udleveret, og den personlige telefon begynder at sl\u00f8re sammen i for\u00e6ldrenes bevidsthed. Og uden indsigt i, hvad der rent faktisk sker i skolen, udfylder medierne dette hul med den v\u00e6rst t\u00e6nkelige version af historien.<\/p>\n\n

Det er pr\u00e6cis d\u00e9r, at informationsproblemer sl\u00e5r rod.<\/p>\n\n

Teknologi er ikke problemet: At fjerne det ville v\u00e6re<\/h2>\n\n

Der er en reel ironi i den nuv\u00e6rende samtale. Den ene side siger, at vi skal reducere teknologi i klassev\u00e6relserne. Den anden side siger, at vi skal omfavne AI, udvide CTE-programmer og forberede eleverne p\u00e5 en teknologidrevet arbejdsstyrke. Disse to holdninger eksisterer ikke side om side.<\/p>\n\n

I dag foreg\u00e5r standardiserede test p\u00e5 enheder. L\u00e6replanen er blevet digital. Undervisningen er interaktiv. Elever i landdistrikter f\u00e5r adgang til matematik- og naturvidenskabelige kurser p\u00e5 h\u00f8jere niveau, som de ellers aldrig ville have haft, fordi teknologi g\u00f8r det muligt. At fjerne enheder s\u00e6tter ikke bare fremskridt p\u00e5 pause, det flytter tingene bagl\u00e6ns.<\/p>\n\n

Svaret er ikke mindre teknologi. Det er bevidst og afbalanceret brug af teknologi. Og den eneste m\u00e5de at n\u00e5 dertil er med faktiske data.<\/p>\n\n

Hvordan autov\u00e6rn \u00e6ndrer tallene<\/h2>\n\n

Her er noget v\u00e6rd at t\u00e6nke over: de fleste af de studerende p\u00e5 vores analyseplatform Lightspeed Insight\u2122<\/a> k\u00f8rer ogs\u00e5 under Lightspeed Filter\u2122<\/a> \u2014 og vores YouTube-filtrering SmartPlay <\/a>er st\u00e6rk. Skoler kan tillade YouTube til undervisningsform\u00e5l, mens de blokerer for upassende indhold, distraktioner og upassende indhold. Disse kontroller handler ikke kun om sikkerhed. De \u00e6ndrer brugsdataene direkte.<\/p>\n\n

N\u00e5r distraktioner fjernes, falder tiden p\u00e5 opgaverne naturligt (p\u00e5 en god m\u00e5de). Rob sagde det klart: hele Lightspeed Systems-portef\u00f8ljen eksisterer for at f\u00e5 skolerne til den optimale balance. Filtrering, klassev\u00e6relsesstyring, enhedsstyring, analyser. Hver del spiller en rolle i at skabe et milj\u00f8, hvor teknologi arbejder for l\u00e6ring, ikke imod den.<\/p>\n\n

At lukke kl\u00f8ften betyder at kommunikere anderledes<\/h2>\n\n

De distrikter, der vinder denne samtale, g\u00f8r ikke n\u00f8dvendigvis noget anderledes end deres kolleger, n\u00e5r det kommer til teknologi. De kommunikerer anderledes. De er proaktive. De viser for\u00e6ldrene dataene. De forklarer, hvilke sikkerhedsforanstaltninger der er p\u00e5 plads, hvilke apps der er blevet unders\u00f8gt og hvorfor, og hvordan overv\u00e5gningen ser ud. Nogle afholder teknologimesser p\u00e5 skoleaftener. Andre bruger for\u00e6ldreportaler til at dele brugsdata direkte.<\/p>\n\n

Budskabet, Rob og jeg h\u00f8rte igen og igen p\u00e5 NCITL: kommuniker mere, p\u00e5 flere m\u00e5der, p\u00e5 flere steder, for at n\u00e5 ud til flere mennesker. De distrikter, der h\u00e6lder til den tilgang, er dem, der ser den nationale fort\u00e6lling miste sit greb om deres lokalsamfund.<\/p>\n\n

Hvor skal man starte<\/h2>\n\n

Hvis din bestyrelse sp\u00f8rger om sk\u00e6rmtid, eller dine for\u00e6ldre oversv\u00f8mmer indbakken med bekymringer, er det allerbedste, du kan g\u00f8re, at starte med dine egne data. Ikke nationale gennemsnit. Ikke overskrifter i Wall Street Journal. Din skoledistrikts tal.<\/p>\n\n

G\u00e5 f\u00f8rst ind i de samtaler med empati. Alle \u00f8nsker, at b\u00f8rn l\u00e6rer, vokser og udvikler reelle f\u00e6rdigheder. Og s\u00e5 skal du lede med det, du ved. Her er, hvad vi bruger. Her er hvorfor vi har unders\u00f8gt det. Her er, hvor meget din elev rent faktisk bruger en enhed. Her er planen.<\/p>\n\n

Det er i det skift, fra defensiv til gennemsigtig, at panikken stopper, og den rigtige samtale begynder.<\/p>\n\n

Vil du se, hvordan dit eget distrikts data rent faktisk ser ud? Tilmeld dig en Gratis 14-dages sk\u00e6rmtidsanalyse<\/a>, ingen forpligtelse, kun reelle tal fra jeres egne skoler.<\/p>\n\n

Kan du lide vores indhold? Tjek ud vores tidligere Lightning Chats<\/a> for flere samtaler om de emner, som ledere i grundskolen og gymnasiet er mest interesserede i.<\/p>\n\n

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Ofte stillede sp\u00f8rgsm\u00e5l<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Hvor meget tid bruger eleverne rent faktisk p\u00e5 skolens enheder i l\u00f8bet af skoledagen? <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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Baseret p\u00e5 data fra millioner af studerende, der bruger Lightspeed Systems-l\u00f8sninger, er gennemsnittet lidt over en time om dagen,<\/strong> langt lavere end de fire timer, de fleste for\u00e6ldre antager. Brugen varierer betydeligt afh\u00e6ngigt af klassetrin: folkeskoleelever bruger i gennemsnit omkring 35-36 minutter om dagen, elever i mellemtrinnet topper med 56,9 minutter, og elever i gymnasiet bruger mest YouTube med 5,67 minutter om dagen. Disse tal afspejler det reelle forbrug p\u00e5 tv\u00e6rs af faktiske skoledistrikter, ikke estimater eller unders\u00f8gelser.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

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Overtager YouTube virkelig klassev\u00e6relserne, som medierne p\u00e5st\u00e5r? <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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Nej, ikke baseret p\u00e5 dataene.<\/strong> Gymnasieelever, der viser den h\u00f8jeste YouTube-brug af alle klassetrin, bruger i gennemsnit kun 5,67 minutter om dagen p\u00e5 platformen. Overskrifter, der n\u00e6vner tilf\u00e6lde af elever, der ser hundredvis af videoer om ugen, repr\u00e6senterer betydelige outliers. De fleste skoledistrikter, der bruger indholdsfiltreringsl\u00f8sninger som Lightspeed Filter\u2122, kan tillade YouTube til undervisningsform\u00e5l, samtidig med at de blokerer distraherende eller upassende indhold, hvilket holder brugen fokuseret og m\u00e5lrettet.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

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Hvorfor tror for\u00e6ldre, at b\u00f8rn bruger enheder s\u00e5 meget mere, end de rent faktisk g\u00f8r? <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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Der er to hoved\u00e5rsager. For det f\u00f8rste, n\u00e5r eleverne kommer hjem, er de ofte p\u00e5 deres egne enheder (scroller p\u00e5 sociale medier, ser videoer), og for\u00e6ldrene sammenblander denne adf\u00e6rd med, hvad der sker p\u00e5 skolens enheder. For det andet, n\u00e5r for\u00e6ldre sp\u00f8rger deres b\u00f8rn, hvad de lavede i skolen, siger eleverne ofte "s\u00e5 videoer", selvom den faktiske sk\u00e6rmtid var minimal. Uden direkte indsigt i skolens brug af enheder udfylder for\u00e6ldrene hullet med det, de ser derhjemme, og det, de l\u00e6ser i nyhederne. At give familier adgang til reelle brugsdata (gennem for\u00e6ldreportaler eller kommunikation fra distriktet) er den mest effektive m\u00e5de at lukke denne opfattelseskl\u00f8ft p\u00e5.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

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B\u00f8r skoler reducere eller eliminere teknologi i klassev\u00e6relserne? <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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Dataene underst\u00f8tter ikke den retning.<\/strong> I dag foreg\u00e5r standardiserede test p\u00e5 enheder, pensum er skiftet til digitale formater, og teknologi giver elever i landdistrikter adgang til avancerede kurser, som de ellers aldrig ville have haft. Fjernelse af teknologi begr\u00e6nser ikke blot l\u00e6ringen; det efterlader eleverne uforberedte p\u00e5 en arbejdsstyrke, hvor teknologi er overalt. M\u00e5let b\u00f8r v\u00e6re bevidst, afbalanceret brug, bakket op af r\u00e6kv\u00e6rk, data og klar kommunikation med for\u00e6ldre og lokalsamfund.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

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Hvordan kan skoledistrikter tale med for\u00e6ldre og skolebestyrelser om sk\u00e6rmtid? <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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Led med empati og data. Start med at anerkende, at for\u00e6ldre og bestyrelsesmedlemmer \u00f8nsker de samme ting: b\u00f8rn, der l\u00e6rer, vokser og udvikler f\u00e6rdigheder i den virkelige verden. Del derefter dit distrikts faktiske tal: hvor meget tid eleverne bruger p\u00e5 enheder, hvilke apps der er i brug, og hvilke sikkerheds- og filtreringsprocesser der er p\u00e5 plads. Distrikter, der kommunikerer proaktivt (gennem skolestartaftener, teknologimesser, for\u00e6ldreportaler og regelm\u00e6ssige opdateringer), rapporterer konsekvent, at den nationale fort\u00e6lling mister sit greb om deres lokalsamfund. Hovedbudskabet: kommuniker mere, p\u00e5 flere m\u00e5der, flere steder.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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St\u00f8t beslutninger om sk\u00e6rmtid og samtaler i hele dit distrikt.<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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G\u00e5 ind til dit n\u00e6ste skolebestyrelsesm\u00f8de med reelle data.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tF\u00e5 din gratis 14-dages sk\u00e6rmtidsanalyse<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"

Man skulle tro, at den st\u00f8rste krise i klassev\u00e6relserne i b\u00f8rnehaveklassen og gymnasiet lige nu er elever, der sidder foran sk\u00e6rme hele dagen og ser YouTube. Rob og jeg h\u00f8rer begge den fort\u00e6lling konstant. Og vi ved begge, at dataene er en helt anden historie. S\u00e5 vi satte os ned for at \u00e6ndre den.<\/p>","protected":false},"author":19,"featured_media":43936,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[2,106],"class_list":["post-43934","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-data-and-analytics","tag-screen-time"],"acf":{"authors":[18011]},"yoast_head":"\nScreen Time: The Hottest Topic at NCITL | Lightning Chat | Lightspeed Systems<\/title>\n<meta name=\"description\" content=\"The screen time panic is loud. The data tells a different story. 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