Introduction Technology has become a necessity in everyday life and children are so much affected by it. In schools we see desktops, laptops, notebooks, and cell phones used as learning tools, enhancements to teaching methods and, therefore, as catalysts of student learning in general. Some studies found that technology is effective in stimulating the developing of interaction between teachers and students and increasing in-class participation through more involved engagement and active learning. Although the case of technology-based education can be convincing, another body of work expresses scepticism about its value. This scepticism is born out by a non-comparability or lack of studies, that observe different methods of computer-assisted education. If one study shows remarkable benefit while another highlights lack of benefit and negative effects on children, is it caused by computer or curriculum? This research will try to fill the gap in the lack of these studies. The aim is to prove or disprove whether computers hamper children’s growth and their social skills and is it true that they are negatively affected by continuous and unabated use of computers at home and school. The study will be guided by the hypothesis that children’s social skills are affected by heavy device usage. During the investigation of different parameters, we will answer the question: Does heavy use of smart devices impede children’s developing social skills? Background In the age of technology humans tend to move and act, or even speak without the aid of technology. The fact it has made us more effective in our daily interactions with the world is still questionable. One known fact is without technology the world would be a different place to live in. The impact of technology on children’s growth and social development has been one of the leading topics of debate. This has grown into worries about the negative impact of technology, that children’s important functions for growth are under threat. One of these is social skills. Children need social skills training to make them socially competent. But social competence is affected by many factors that must be given appropriate attention and assessment (Spence, 2003). Questions have to be answered in the proposed research with empirical studies are: Is technology hampering children’s academic achievements? Are those gadgets helping or affecting their learning processes? Is media socializing affecting their cognitive functions? How can the bad effects of media technology be controlled? Literature Review Multi-media Threats Research findings from Pew Research Center (Zickuhr, 2011) state that ninety-five percent of Americans who are “millenials” (aged 18-35 years old) own cell phones, whereas 70% and 74% of the same class respectively own laptop computers and iPod/MP3 players. This means cell phone is the most popular gadget among many Americans of different ages. Students own cell phones, tablets, ebooks and ereaders which they use at school or during social interaction (Zickur, 2011). Does ownership and use of these various devices affect developmental skills in children? Children and youth have more access and more knowledge about technology and particularly gadgets t