Computer Use, Socialization and

The use of computers and related electronic media forms has skyrocketed in the past decade. Children now communicate via computers with chat rooms, email, instant messaging, and downloaded information that can be passed on. They surf the Internet and play interactive games. They have cell phones, pagers, wireless devices, MP3s, and electronic organizers. According to a Kaiser Family Foundation study released in 2005, 86% of 8-to-18-year-olds had a computer at home, up from 73% 5 years earlier. Thirty-one percent had computers in their bedrooms, up from 21% in 1999. Internet access at home increased from 47% to 74%, and Internet access in children's own bedrooms increased from 10% to 20% in that time period. The number who go online for more than an hour in an average day more than quadrupled, increasing from 5% to 22% in those 5 years.

A major concern for many is whether the increased time spent with computers isolates children or whether computer use can actually foster socialization. The level of use is a critical factor, as there are significant differences between the impact of light-to-moderate use of computers and the impact of heavy use, whether for game playing, communicating with others, or surfing the Internet. There appear to be fewer negative associations with light-to-moderate levels of computer use, especially when a child or adolescent has many other resources and activities that provide other kinds of information about social interactions and social behavior, as well as real-life experiences from which the individual can learn. A child's or adolescent's reason for computer use is also important and is likely to differ between light or moderate users and heavy users.

Many agree that computer use in moderation does not affect children and their social skills negatively and may even increase their socialization. Many children use email to supplement phone and real-life interactions and contacts with family and friends, to communicate with strangers, to meet new people, and even to test various personas. Moreover, some shy children may invite one or two peers over for activity-based interactions, such as playing computer games, and find that their play triggers conversation. In the school setting, although some regret the change that may occur in relationships between students and teachers and among students when computers are used more often, others think that the greater use of computers leads to increased cooperative work and interaction in the classroom.

Although the Internet provides a huge informational advantage, it is also used by many children as entertainment for many hours, most of which are spent in isolation from other family members. Some claim that computer use displaces other family activities, such as talking, playing board games, and reading together, and that it results in less social interaction with individuals outside the family as well. Others have found that time spent on the Internet primarily displaces television viewing rather than other nonmedia activities, such as spending time with friends, playing sports, or doing homework. There are concerns, however, about the discussion groups children use and the relationships they may form anonymously with strangers, especially with the possibility of face-to-face meetings. There is also concern that heavy use of the Internet can lead to depression, loneliness, and isolation.

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