Written By Joseph Deem Ed.D.
Student screentime is defined as any time spent at school on a virtual device such as a computer, television, or phone. Student screentime is becoming a controversial issue with a backlash (techlash) growing within parent groups and state legislatures. For Example, largely due to pressure from the parent group Schools Beyond Screens, the Los Angeles Unified School District (500,000 students) unanimously voted to restrict classroom screentime.
The Techlash
Several states are leading a techlash. Among others, Iowa, Utah, Tennessee, Missouri, Connecticut, and California are issuing guidance to restrict classroom screen time. Additionally, nearly 40 state legislatures are moving to restrict or ban school cell phone usage. This action across red and blue states indicates that techlash initiatives unite all sides of the political spectrum.
Scholarly studies support the techlash philosophy. Abundant research proves that learning happens best when it’s active, social, and engaging; however, in too many classrooms children engaged in adaptive learning programs quietly stare at tablets and listen through headphones. Additional research indicates that typing on a keyboard engages fewer neural circuits than pencil on paper schoolwork. Furthermore, hand generated schoolwork directly engages areas of the brain associated with memory and language (Marano et al, 2025).
Artificial Intelligence
Artificial intelligence is another factor that is intensifying the techlash. The Brookings Institute and other research groups found that artificial intelligence in schools contributes to, “cognitive decline, academic dishonesty, and the loss of human connection.” Critics argue that “the risks of generative AI currently outweigh its benefits for students.” The public seems to be ahead of many school districts on this issue. According to a recent Ed Week survey of teachers 74% said, “their districts are not taking steps toward limiting screen time, despite growing parent concerns.” Recently, a large east coast school district was actively integrating AI into their classrooms. They attempted to open an AI-themed high school, like in Los Angeles, the district was blocked by parental opposition.
Balanced Solutions
Alexandra Walsh is a chief product officer in an ed tech company that was responsible for some adaptive learning programs. She believes that education technology is a valuable tool when used with discretion, and that that schools need better usage guidelines, better tech tools, and a philosophy that keeps teachers at the center of all learning. Walsh states, “I make evidence-based decisions about what belongs in print, what belongs in hands-on learning and what belongs in digital form.” Guidelines for computerized learning include:
- Early Grade Bans: Eliminating or strictly restricting tablets and computers for pre-K through 1st grade.
- Weekly Caps: Placing time limits on device use for middle and high school students, including homework time.
- Offline Alternatives: Returning to paper books, physical math modeling, and hands-on lab work.
Standards Plus Print Materials
Every Standards Plus Program was originally developed in “paper and pencil” format. During the 20 years of multiple implementations in numerous schools and school districts, this tactile design has proven immensely productive for student learning and subsequently improved test scores. As credible research emerges showing the positive neural impact from tactile interaction with learning content it reveals yet another explanation of the positive outcomes generated through implementing Standards Plus materials.
Standards Plus Digital Materials
The Standards Plus digital product is also consistent with the necessity to keep teachers at the center of all learning. The lesson content of the Standards Plus digital version is identical to the print materials. As with the print materials, every lessons requires teachers to teach each lesson. Furthermore, the digital version provides an option that allows students to respond with paper and pencil.