When I get home from work, my 10-year-old has "our" homework waiting. Last week, "we" had to write the nativity story. Easy - having been to convent school, this is one I can write in my sleep.
Two hours later, we were still struggling. The shepherds and the stable werenot the problem, but we had to compose it on Google Drive, chatting live to other classmates who were all contributing.
It is great schools are integrating technology into the curriculum in this way. I'm glad my children are already more competent in digital devices and applications than I ever will be, but I also worry what they may miss out on.
For many people in their 30s and younger, the internet is now "their life", reported Ellen Irvine in the Bay of Plenty Times Weekend. Mucking around for long periods on the internet is affecting people's sleep time, relationships and even sanity.
My 8-year-old son would happily play all day, if I let him, on a computer game called Minecraft, building complex virtual worlds of villages and buildings and islands.
The challenge for parents and teachers is making sure kids grow up digitally connected without losing the art of social and emotional connections and the joy of other pastimes that do not involve a screen.
Research based on Americans' online use from 2003 to 2011 showed that for every hour spent on the internet, high school students lose 18 minutes of school work, 17 minutes less on all other times of leisure and 17 minutes less outside in the real world.
A digital education is crucial, but not at the expense of basic skills. Last week OECD tables showed New Zealand's maths, science and reading scores for 15-year-olds have dropped since 2009 - from seventh to 13th in reading, 13th to 22nd equal in maths and seventh to 18th in science. The reasons for this fall are complex. One thing stood out to me. The top-performing countries all emphasised teacher quality. What made the difference was not a computer but a good old-fashioned human.
