%20(2).png)
Cultural Shift:
Adopt an Analog-First Mindset
Policy changes alone are not enough. We are asking the district to embrace a fundamental shift in how it thinks about technology in the classroom toward a mindset that treats analog methods as the default, and digital tools as the exception.
This means asking one simple question before introducing any technology - Does this new intervention genuinely improve on what a pencil, book, discussion, or hands-on activity can already do? If the answer is unclear, an analog approach should take priority.
An analog-first mindset recognizes that many of the most fundamental skills students develop (e.g. focus, handwriting, reading comprehension, creative thinking, and face-to-face communication) are taught through offline learning. Technology should serve education. It should never drive it.
In practice, this could look like:
-
Defaulting to physical books, paper, and hands-on materials where feasible
-
Reserving devices for tasks where digital tools offer a clear, evidence-backed advantage over traditional methods
-
Encouraging teachers to design lessons that don't require a screen unless truly necessary
-
Celebrating and protecting device-free time during the school day
Specific
Reforms
We are asking the district to take a more cautious, evidence-based approach to adopting new technology. We should not introduce or invest in new technology until it is supported by strong evidence that it meaningfully improves learning outcomes.
Reduce Unnecessary Screen Exposure
Excessive and poorly structured screen time poses documented risks to children's development, attention, and well-being. We ask the district to:
-
Discontinue use of Chromebooks and iPads in grades TK–2, except where required for student assessment
-
Return to a shared device or cart model in grades 3–8, with optional checkout available as needed
-
Prohibit the recreational use of school-issued devices during free time, lunch, and recess, and prohibit their use as a reward or incentive. Unstructured time supports social development and should not be replaced by screen time. District devices are learning tools and not entertainment
-
Restrict the use of overly gamified apps that prioritize engagement and time-on-platform over substantive learning outcomes (e.g. Prodigy)
-
Consider offering low-tech alternatives and/or pathways for families who request them and clearly inform parents of their availability
Establish Smarter Guardrails
Stronger safeguards are needed to ensure that technology is used safely, appropriately and responsibly. We ask the district to:
-
Set clear daily or weekly screen time guidelines and best practices, and define permitted uses by grade span. All policies should include appropriate accommodations for students with disabilities
-
Adopt a "safe list" model for elementary and middle schools, where only pre-approved sites and tools are accessible vs. relying on block lists
-
Block student-directed access to non-educational platforms including YouTube, social media, and gaming sites across all district devices and networks
-
Require that all apps used for instruction or on school-issued devices be completely free of advertising
-
Pause the rollout of generative AI in elementary and middle schools. Given well-documented risks and the absence of age-appropriate safety guidelines, the precautionary principle must guide policy. These tools should be disabled on all school-issued devices until generative AI is proven safe and effective for young learners.
-
Limit AI use in high school to tightly controlled environments. Experimentation should occur only within specific, context-appropriate settings (e.g. computer science courses) on dedicated devices that remain in the classroom, until broader safety and efficacy standards are established.
Conduct a Comprehensive Curriculum and Program Review
Given that the majority of edtech programs are not supported by independent research demonstrating improved student outcomes at scale, we ask the district to:
-
Discontinue iReady. There is no independent research demonstrating its efficacy at scale, its value as a diagnostic is questionable, it is subject to an ongoing lawsuit regarding student privacy violations, and it has negatively impacted students' learning enjoyment
-
Audit and publish a list of all current edtech contracts, analyze usage data, and only retain tools with demonstrated impact that justifies their cost and cannot be replicated through traditional methods
-
Adopt a formal digital literacy curriculum that builds genuine, transferable skills and includes an honest treatment of AI that addresses what it is, how it works, its risks, ethical implications, and environmental costs
Increase Transparency and Family Awareness
Families should have visibility into what tools their children are using and how their data is being handled. We ask the district to:
- Publish and maintain a list of all edtech programs approved for use by grade level, and update it each school year
-
Provide parents with access to detailed reports on their child's screen activity on district-issued devices, reflecting use throughout the school day rather than only after school hours
-
Require explicit parental consent for each application that collects student data, in accordance with current FTC guidelines on COPPA
-
Require disclosure when generative AI is used in student assessment or evaluation, and obtain explicit student and/or parental consent before AI is used to grade or assess student work
Support Teachers Through The Transition
None of these changes will succeed without meaningful investment in our teaching staff. We ask the district to:
-
Provide teachers with relevant professional development, updated instructional materials, and dedicated planning time to navigate these changes confidently and effectively
-
Ensure that no teacher is left without the tools and support needed to succeed under any new policy direction
Student Tech Bill of Rights
Preamble: I have the right to an education that is as good or better than that of the generation before me. The nature of my education should not change rapidly in response to trends, but rather should equip me with perennial skills like problem-solving, resilience, attention, and creativity. I have the right to come first in my own education, ahead of corporate interests. I also have a right to the following:
Proven Methods
I have the right to modes and methods of learning that have been proven effective before their introduction in the classroom. I have the right to not serve as a guinea pig, beta tester, or model trainer.
Books & Paper
I have the right to read whole books over the course of my education–in elementary, middle and high school. I have the right to regularly read and write on paper.
Privacy & Informed Consent
I have a right to be fully informed of vendor data practices in terms I can understand. I have the right to protect my personal information (health records, SSN, immigration status, etc.) from being packaged, sold, or leaked by vendors by withholding my consent.
Physical and Mental Health
I have the right to protect my physical and mental health by limiting exposure to screen-based technologies that may cause or worsen myopia, sleep disruptions, neck strain, anxiety, and depression.
Content and Communications Filtering
I have the right to be shielded from online content of a sexual or violent nature and from communication with those who mean me harm.
Freedom from Advertising
I have the right to a learning environment that is free from undue corporate influence. I may not be treated as a customer or laborer within my own school.
Attention & Focus
I have the right to a low-stimulation learning environment that fosters deep thinking, attention, and focus.
Screen Free Zones
I have the right to screen-free periods, including recess, PE, and lunch. My social experiences cannot be limited to the digital sphere.
Intellectual Property
I have the right to defend my own output from theft and misuse. My work cannot be fed to large language models (LLMs) without my consent, nor can I be compelled to use AI.
Embodied Learning
I have the right to learning that is embodied, experiential, and social, in accordance with pediatric recommendations for my age group.
Transparency
I have the right to access and review my own educational records, including materials and assessments owned by EdTech companies.
Friction
I have the right to experience failure, difficulty, and struggle. I have the right to be held to high standards and to be pushed beyond my comfort zone.
Thank you to our friends at Schools Beyond Screens for writing the Student Tech Bill of Rights. It is intended to help keep the needs of students at the center of every decision made about classroom technology.