Children and Young People: Digital Technology

Lord Black of Brentwood Excerpts

Thursday 17th January 2019 Lords Chamber

[Lord Black of Brentwood (Con)]

My Lords, I join other noble Lords in congratulating the noble Baroness on securing this debate. Whenever we discuss this enormous issue, I am reminded of the words of Bismarck, who would no doubt have had a thing or two to say about recent events, who once said that people cannot create or divert the stream of time; they can only travel on it and steer with more or less experience and skill. For all of us in 2019, that stream of time is to be found in the transformative power of digital technology, which is sweeping all before it.

This awesome industrial revolution—for that is what it is—is having its greatest impact on young people. Every aspect of their lives and their careers is being shaped by it. A survey for Ofcom last year showed that one-fifth of young people aged 16 to 24 are so addicted to smartphones that they spend more than seven hours a day online, which is equivalent to more than two full 24-hour days per week. For a generation born at the millennium, smartphones are now an indispensable part of life.

We know what the damaging consequences of digital technology on the lives and well-being of young people can be. Social isolation, cyberbullying, radicalisation and an increased propensity to depression are all very real problems but, used properly, with comprehensive safeguards and with parents and teachers playing an active role in informing children about potential dangers, digital technology can be a fantastic enabler, with a central role to play in educating healthy, happy and well-informed students, making them more literate and developing critical thinking skills. Indeed, perhaps instead of focusing quite so much on the dangers of technology, those involved in the development of public policy should also understand the opportunities and benefits it provides, or we will risk restricting its positive impact on creativity, education and well-being.

One area which demonstrates this positive impact extremely well is music education, and here I declare my interest as chairman of the Royal College of Music. Studying music has a profoundly positive impact on young people. It increases cognitive ability, improves attainment in maths and English, boosts employability and helps maintain good physical and mental well-being. So learning music at school is absolutely crucial for the way that children develop, although, shockingly, too many people are currently denied that.

Where children are lucky enough to have access to music education, digital technology can assist extremely effectively, although I must underline that it is an enabler, not a substitute, for proper academic learning. The UK music industry is leading the way in developing the technology to support it and to ensure that a musical experience is accessible to all. Key to that is seeing digital devices as musical instruments, allowing teachers to involve everyone in a class.

One teacher I know from the Royal College of Music told me how he used technology in his classroom to enable a performance in public for every year 9 pupil in the school, playing Pachelbel’s “Canon” on iPads. That technology allows pupils to write and rehearse compositions, to provide context for film music, which allows them to see their compositions combined with film, and to learn new instruments at their own pace. Those are fantastic achievements and point the way to the future. A growing number of digital services and websites are being developed to deliver this essential support, including Tido, Charanga and the innovative daveconservatoire.org, which is used by 3 million people around the world and by schools on every continent.

Digital music technology, safely and intelligently deployed, enables all children to learn the vital skills of collaboration and public performance, and to practise discipline, self-direction and the development of an independent creative voice. Those skills are transferable across a whole range of activities and career choices later in life, which is why they are so important.

Of course, we must be alive to the dangers posed by digital technology. We must keep under review the case for greater regulatory safeguards, as we have heard in a number of speeches; ensure that parents and teachers play an active role in educating children on how to use technology as a balanced part of their lives; and make accessible and affordable high-quality educational resources available online—an area where government has a key role to play. If we do that, it is absolutely right that technology should now be at the heart of every child’s education. Our country’s creative economy and the future of music, which are very much in jeopardy, will be all the stronger for it.