There’s An App For That

She doesn’t need me to read to her

There’s an app for that.

He doesn’t need me to sing to him

There’s an app for that.

She doesn’t need books

There’s an app for that.

We don’t need play dates

There’s an app for that.

I don’t need to make eye contact

There’s an app for that.

She doesn’t need me to soothe her

There’s an app for that.

We don’t need conversation

There’s an app for that.

He doesn’t need social interaction

There’s an app for that.



He’s struggling with reading?

Is there an app for that?

Her oral language is low?

Is there an app for that?

His motor skills are delayed?

Is there an app for that?

She lacks social skills?

Is there an app for that?

He doesn’t work with others?

Is there an app for that?


7 thoughts on “There’s An App For That

  1. Lindy,
    I love your writing. It poses so many questions that people need to be asking today. This next generation we are teaching are apart of the technology age. They will never know what it is like to not have a cell phone, or an ipad, or be able to find the answers to a question by looking through a Encyclopedia. I think technology and apps provides many new ways to engage students in learning opportunities. I took a class from Dr.Vasinda my first year in grad school called Technology and Literacy. This course taught me so much about how to make sure our learning experiences we are giving students with technology are still meeting our philosophy for education and our standards for the state. Dr. Vasinda introduced us to the TPACK model. We have to ask ourselves when we are bringing technology into the classroom, Is this meeting with my pedagogy?, and Is this meeting the content areas? When we connect our pedagogy, technology, and content together we have a sound curriculum that is great for students in this generation! Here is a link that explains more about the TPACK model.

    – Ashley Brown

  2. It’s like trying to hold back the flood.
    I let it trickle in
    A game here
    A video there
    Small exposure and yet she know so much already.
    I want her to be verbal and social
    I want her to write…with a pencil, pen, maker or crayon
    Anything that makes marks on paper
    Not a flash on a screen
    I see the fruits of my labor in the filled coloring books
    and the stacks of her well used reading books in our home
    I hear verbal skills
    But I see the storm coming
    And I’m trying to hold back the flood.

  3. Students can’t read on grade. We need to put them on iRead.
    Students can’t verbalize letter sounds. We need to put them on iRead.
    Students can’t write their name. We need to put them on iRead.
    Students can’t stay focused. We need to put them on iRead.
    Students can’t fill phonics gaps fast enough. We need to put them on iRead.

    Students CAN grow over 2 years in reading through interesting and challenging texts.
    Students CAN learn letter sounds through shared reading experiences.
    Students CAN write their names when give multiple opportunities to write.
    Students CAN be engaged in a book that they hold in their hands.
    Students CAN learn phonics by using and experimenting with their writing.

    Students CAN function without the constant use of technology when given the chance to inquire, experiment, and love learning.

  4. Sitting at the table next to me is a family of 5. Two parents and three kids under the age of 5. They look like they have anything they could ever want.

    The mom looks like she walked out of a magazine, and the dad looks like he just left the office from the 22nd floor downtown. The three kids are all dressed in designer clothes and not a hair is out of place.

    As I observe this perfect family I notice something:
    Not a word is spoken.

    The kids, even the baby, all have an iPad and Beats head phones on. No one talks about their day, no one makes eye contact. Not a word is excchanged.

    As I think about this so called perfect family I think about how these children are most likely doing this at dinner every evening. Kids need to talk to their parents about their day, they need to learn how to behave at the dinner table without distractions. They need family.

    I wish to tell this family one thing:
    Your kids are growing up right in front of you. Talk to them, figure out who they are as a person. Leave the iPads at home. They should not be stealing all of your kids smiles and funny stories. Let them give these precious moments to you, not technology.

    Here is what Steve Jobs says about his own children using iPads:

  5. Is the Internet Making us Smarter?

    I have been concerned for some time about the effects of the internet on young children. My oldest granddaughter who is 8 already has an IPAD. Although she is an excellent reader, she doesn’t read books unless she is at school. She prefers to get on her iPad and look at makeup tutorials or watch the best of America’s Got Talent on YouTube. I have heard parents brag about how skilled their child is on using their iPhone. I admit to being amazed at my own grandchildrens’ ability to handle electronic media. Technology would appear to be making us much smarter. But is it really?
    I have had suspicions for awhile that too much internet use has a negative effect on a child’s attention span. After reading this post, I did some research to see what I could find. I honestly tried to look for all points of view on the subject, both positive and negative. What I found was that there are, after all, some positive effects of internet usage.
    One study showed that internet users had more extensive brain activity than non-users. Another study showed that after just ten days of exposure to video games, users were able to significantly increase the speed at which they could shift visual focus between various images and tasks. This is sometimes described as “multi-tasking”, a concept that is misleading. What multi-tasking implies is that a person can do several things at once. The reality is that a person is able to shift very rapidly between multiple tasks, thus investing a minimal amount of attention to each task. There are many tasks that require paying attention to simultaneous events occurring at the same time, driving a car, for instance.
    While this increased ability to rapidly shift focus between images and tasks sounds appealing, there is a down side. The apparent increase in visual spatial skills useful in browsing the internet goes hand in hand with a weakened capacity for processing information more deeply. Adept internet users become very good at skimming and scanning for information. But critical thinking skills which involve using imagination, reflection, and analysis appear to suffer with increased internet usage. Neural circuits in the brain used for skimming and scanning are being strengthened while those that require deeper thinking are being ignored.
    Studies show that increased distractibility is another side product of overexposure to electronic media. The constant bombardment of images and hyperlinks resulting in repeated mental disruption apparently trains our brains to pay attention to trivial information. As a result we lose the level of concentration required for more reflective thinking.
    My concern is that we are creating a generation of shallow thinkers. While they may become virtual experts at finding extraneous information about a multitude of subjects, be adept at handling multiple tasks at the same time, and possess a superficial knowledge of immeasurable amounts of subject matter, the ability to think deeply and critically about a topic, employ complex analysis, and explore intricate and multi-faceted solutions may not be within their reach.
    There is nothing wrong with being able to skim and scan for information and switch between multiple tasks in short increments of time. These are helpful and important commodities in today’s electronic age. But it is important not to neglect the equally important abilities necessary for the sustained focus that allows us to delve deeply into complex problems and issues. The solution is to balance exposure to electronic media with other types of media so that one does not overshadow the other.
    For more information, here are links to some excellent articles:

    Author Nicholas Carr: The Web Shatters Focus, Rewires Brains

    Is technology producing a decline in critical thinking and analysis?

    Literacy Debate: Online, R U Really Reading?

  6. Always behind
    Never catching up
    Never catching on
    Are we making it better?
    Or worse?
    Always stagnant
    Never innovative
    Never investigating
    Are we making it better?
    Or worse?
    Always faulty
    Never enough
    Never adequate
    Are we making it better?
    Or worse?

  7. Lindy,
    What a valid issue. These children of the technology era are both advantaged and hindered. What role does using with responsibility play? Do parents even consider time of usage an issue? I would bet that many are more concerned about the ease of their own lives with the technology acting as a babysitter on a daily basis.

    Consider this:
    2 weeks ago at a 2year old birthday party, 3 children were playing with balloons in the floor. The 4th child, around the age of 7 sat aggravated in a chair with his arms crossed, and a sour face and demeanor. Within 5 minutes, his mother entered the room, turned and saw his expression, and said, “Okay come on, let’s go get your tablet out of the car so you can zone out.”

    UGGHHH!!! It’s times like these that speaking your mind should be encouraged… : /

    Keep the word going. Technology is for everyone, but not every moment.

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