{
  "id": 5241070,
  "title": "American Psychological Association calls for higher ed tech standards, not screen bans in new report",
  "url": "https://urgent.news/2026/09/03/american-psychological-association-calls-for-higher-ed-tech-standards",
  "topic": "science",
  "section": "Science",
  "published": "2026-09-03T04:08:35.000Z",
  "source": {
    "name": "Chalkbeat",
    "slug": "chalkbeat",
    "url": "https://www.chalkbeat.org/2026/09/03/psychological-assocation-calls-for-higher-ed-tech-standards-not-screen-bans/"
  },
  "original_language": "en",
  "account": "The American Psychological Association (APA) has released a report calling for higher education technology (ed tech) standards, rather than outright bans on screens. The APA warns that gamification of ed tech often harms learning and children, rather than helping it.\n\nNicole Barnes, APA's executive lead psychologist for education, states that the organization's findings support the idea that technology can be both beneficial and detrimental to learning. While ed tech can be powerful, it can also be harmful at the same time.\n\nThe report comes as AI and screen time debates are intensifying in American classrooms, school boards, and state legislatures. New York City has adopted one of the most restrictive AI policies in the country, while Los Angeles Unified School District banned laptops and tablets for young learners and prohibited AI tools on school-issued devices. Other districts are following suit.\n\nThe APA report emphasizes the need for evidence-based decisions in ed tech, rather than fear or hysteria. Key findings include the fact that time spent on learning apps, student enjoyment, and completion rates are often mistaken for actual learning. Features designed to keep students engaged can sometimes hinder learning.\n\nThe amount of time students spend on learning platforms is less important than what those platforms replace, such as interaction with teachers or classmates. Learning platforms can improve specific skills, but claims of improved critical thinking are rarely supported by evidence. AI can enhance student performance but doesn't necessarily mean the student has learned more.\n\nThe report includes recommendations for educators, policymakers, and parents. Schools should seek independent evaluations of learning tools, not studies commissioned by ed tech vendors. They should also pay attention to which students benefit and which continue to struggle with certain tools, rather than relying on broad averages.\n\nBarnes advises parents to pay attention to what apps and platforms their children are using for school and to ask the principal for evidence that the program supports learning. While this advice doesn't guarantee immediate change, it suggests a longer-term solution involving school systems and governments holding ed tech vendors to higher standards.",
  "summary": "S. Badges, tokens, and flashing lights: The widespread gamification of education technology harms learning and harms children, the American Psychological Association said in a new report out Thursday . While the organization is calling for much higher standards for widely used learning apps and…",
  "key_points": [
    "APA calls for higher education technology standards, not screen bans",
    "Gamification often harms learning and children, not helping it",
    "Report emphasizes need for evidence-based ed tech decisions"
  ],
  "editors_take": "The American Psychological Association's call for higher education technology standards shifts the focus from restricting screen time to ensuring ed tech tools are evidence-based and beneficial to learning.",
  "illustration": null,
  "coverage": {
    "outlets": 1,
    "also_reported_by": []
  },
  "ai_generated": true,
  "disclaimer": "Summaries, key points and the editor’s take are written by software from other outlets’ reporting and may contain errors — always check the linked original."
}