Q&A: The case against blanket screen-time limits in schools
Chalkbeat Ideas is a new section featuring reported columns on the big ideas and debates shaping American schools. It’s a tough time to be an education technology enthusiast. Ed-tech was once widely touted as key to improving learning, but these days many state officials, school leaders , teachers , and parents want to get students off screens…
The recent intense backlash against educational technology (ed-tech) in schools appears to be a result of poor implementation rather than the technology itself, according to Richard Culatta, the CEO of ISTE, a nonprofit that focuses on training educators on using technology. Culatta believes that the issue lies in how ed-tech is used, rather than the technology itself.
He notes that many cases of ineffective ed-tech use involve students simply clicking through PowerPoint presentations, which is no different from a worksheet on a screen and provides poor learning outcomes.
Culatta acknowledges that there are numerous examples of bad ed-tech use, such as the Los Angeles school board's new policy limiting screen time based on grade level. He argues that if a technology is not supporting learning, then no screen time should be allowed for that particular case, while more flexible use should be permitted for technologies that are used thoughtfully.
He emphasizes that all technology use should be aligned with student needs and learning goals, and that banning rarely serves as an effective strategy.
Regarding the use of screens for young students, Culatta suggests that the use cases where screen time makes sense for early grades are limited. He cites an example where kindergartners in L.A. created videos explaining vocabulary words, rather than engaging in traditional and unengaging book reports. He stresses that while banning screens for young students rarely works, there are instances where technology is used effectively and appropriately.
Culatta acknowledges that ed-tech was not oversold but rather oversimplified. He points out that the notion of technology solving all learning problems quickly led to unrealistic expectations. He points out that many sales pitches from ed-tech companies claim to be curriculum-aligned and evidence-based, but he questions the credibility of these claims, as they often come directly from the companies selling the products.
To address this issue, Culatta mentions a project called the EdTech Index, an initiative that aims to create a database of trusted third-party validations of ed-tech tools and apps. He believes that this will help schools make more informed decisions when selecting and implementing ed-tech solutions.
Written by urgent.news from Chalkbeat's reporting — not their text. Machine-written — it may contain errors, so check the original before relying on it.
