The proliferation of the internet and digital devices has sparked a debate about its impact on societal development, particularly among children. Mike Bonitatibus, a former teacher turned sales professional, has ignited this discussion with a viral video highlighting a growing divide between children raised with unrestricted internet access and those whose screen time is carefully moderated. His 14 years of classroom experience provided him with firsthand observations of students increasingly engrossed in their devices, often at the expense of learning and social interaction. This trend, he argues, is creating a societal chasm, with potential long-term consequences for both groups of children.
Bonitatibus’s concerns stem from witnessing a shift in student behavior, marked by a lack of focus, dwindling respect for authority, and difficulty with social interactions. He observed students struggling to engage in traditional classroom activities, preferring the instant gratification and constant stimulation of their devices. This observation was further corroborated by anecdotal evidence from students who shared troubling stories about exposure to inappropriate content online. The COVID-19 pandemic exacerbated the issue, with remote learning and online socialization necessitating increased reliance on digital devices, further blurring the lines between education, entertainment, and social connection. This surge in screen time, particularly among younger children, raised concerns about its long-term impact on their developmental trajectory.
The central argument posited by Bonitatibus is that children raised with unrestricted access to the internet, whom he refers to as “iPad kids,” are at a higher risk of developing certain challenges. He suggests that these children may struggle with social skills, exhibit more defiance and disrespect, and have difficulty navigating real-world situations. This, he argues, could lead to an inflated sense of entitlement and a disconnect from traditional social norms. Conversely, children with moderated internet access are more likely to develop stronger social skills, better discipline, and an improved ability to focus. This distinction, he believes, is creating a societal divide, potentially leading to misunderstandings and difficulties in communication between the two groups.
While Bonitatibus acknowledges that both groups will face challenges, he believes that “iPad kids” may encounter more significant difficulties, particularly in adapting to real-world situations that require social interaction, problem-solving, and emotional regulation. He emphasizes the importance of emotional intelligence as a crucial skill for navigating these challenges. He calls for increased awareness among parents about the potential dangers of unrestricted internet access and encourages them to seek support through therapy or emotional intelligence coaching to better equip their children with the necessary skills to thrive in an increasingly digital world. This, he believes, is crucial for bridging the emerging societal divide and fostering healthy development among all children.
Experts in child development and parenting offer a more nuanced perspective, acknowledging the potential benefits of internet access while emphasizing the importance of quality over quantity. They advocate for a balanced approach, recognizing the internet’s potential for educational activities, social support, and access to information, while also acknowledging the risks associated with unrestricted access to inappropriate content and the potential for addiction. This balanced approach encourages parents to engage in open conversations with their children about internet usage, focusing on responsible digital citizenship, critical thinking skills, and healthy online habits.
The response to Bonitatibus’s video on platforms like TikTok has been significant, with thousands of comments from teachers and parents sharing their own experiences and observations. Many educators have echoed his concerns, noting a decline in students’ attention spans, problem-solving abilities, and social skills. They also observe differences in how students spend their unstructured time, with some glued to devices while others engage in more traditional activities like games, puzzles, or conversations with peers. This anecdotal evidence further underscores the need for a broader societal conversation about the role of technology in child development and the importance of fostering a healthy balance between online and offline activities. The ongoing debate highlights the complex interplay between technology, parenting, and societal development, emphasizing the need for informed decision-making and proactive strategies to mitigate potential risks while harnessing the benefits of the digital age.
