California schools are increasingly dependent on screens for instruction, assignments and communication.
But as devices take up more of the school day, concerns are growing about what that means for students’ focus, learning, behavior and mental health.
Supporters say screens in the classroom in the form of digital instruction and assignments can help personalize learning and expand access. Critics worry that screens are fueling distraction, dependence and offering diminishing returns for student learning or student achievement.
Many schools are aiming for a balanced approach that asks: what’s actually improving learning, and what just looks like it is?
This roundtable examines how schools across California are making these decisions, and what it means for students and families.
Read more about the roundtable.
Resources on this topic
EdSource stories:
- Los Angeles Unified to limit screen time for all students, prohibit use among youngest students
- Essential or excessive? Schools grapple with use of i-Ready to support learning
- Commentary: Rethinking screen time in California classrooms
- Commentary: Digital wellness should be a required topic in California schools
Other links:
- American Academy of Pediatrics policy statement on screen time
- Do we absorb information better on paper, rather than screens? It depends on the screen (from The Conversation)
- Resources from Schools Beyond Screens
- Resources from Stanford University
- Screenwise Schools: https://www.screenwiseschools.org
