The waves of change of the digital sea not only hit our personal and professional lives, but also invade the most diverse spheres of social activity.
They also, of course, reach the shores of educational systems.
Recently, Spain revived the debate on the integration of mobile phones in classrooms, an issue that historically divided the academic community: on the one hand, those who see these devices as a threat to the effectiveness of teaching methods and, on the other, those who They consider its use as a powerful means of learning and access to knowledge.
From both sectors of the rift, there is agreement on one point: the challenges that arise today are evident, so the option of continuing as if nothing happened has expired.
A simple observation confirms the frequency of behaviors that could be classified as disruptive and bullying situations among peers in the school environment.
The viralization of inappropriate content and the increase in dispersion and procrastination among students are recurring complaints from parents and teachers.
In short, a list of unwanted derivations that seems to pave the way for restrictive regulation of the use of devices, responding to a strong demand from those who have educational responsibility and no longer know how to proceed.
A study within the framework of the project called #parentalidad.digital, carried out by a team of researchers from the Austral University, reveals that parental mediation in the use of technologies is anchored in control, a controversial strategy to address a problem that cries out for a more structured, conscious and respectful intervention.
Because it is not about prohibiting, but about training.
And for this, we must first educate ourselves: it is urgent to expand skills in a world in which spaces are intrinsically linked, in which experiences are hybrid and platforms can become allies.
As long as we know how to deal with them.
Here the rights of girls and boys must serve as an anchor when reflecting on our parental actions, and as a reference for the design of initiatives regarding educational policies and practices.
Training intentionality, an exercise that favors the deployment of capabilities, as well as the generation of environments of trust in which participation is highlighted and adult-centric views are abandoned, must become objectives of a peremptory action plan.
It is urgent to guide decisions, not only to modulate uses, but to acquire critical skills, which - it has been proven - turns out to be the most effective protective factor.
Families and schools, as fundamental institutions in the formation of citizenship, must ensure that the conditions for healthy coexistence are maintained in the context of digitalized societies.
This does not only imply having the necessary material resources and powers, but also situating ourselves in an surpassing paradigm of respect and promotion of children's rights.
Because, finally, the inclusion of digital technologies in education is not a dichotomous dilemma - which is resolved by yes or no - but a process challenge.
We must strive to find a balance that allows us all to receive this wave of change, without leaving anyone behind, and take advantage of its momentum to build a future that enables the fullest human development.