Our asks
Reform proposals
Twelve specific changes we're asking the Shaker Heights schools to consider — a starting point for a constructive conversation about how technology shapes our children's school days.
Eliminate all personal device use for Pre-K – 2.
The evidence
- Multiple studies and meta-analyses have demonstrated that reading comprehension is improved in young children (ages 1–8) who read on paper compared to digitally.1,2
- Additional studies have demonstrated that there are learning gains when students write by hand over interacting with a digital device.3
- Students of all ages (and adults) are easily distracted when working independently on digital devices. Research has demonstrated that students spend at least 50% of their time off-task when tasked with academic assignments on digital devices.4 Additionally, multitasking on digital devices also hinders the learning of peers near the student.5
Eliminate 1:1 device use for grades 3 – 8; limit device use with a computer cart or lab model as deemed curriculum appropriate.
The evidence
- Monitoring screen use for students who have access to a personal laptop that travels home with them leads to several issues. Teachers must spend more time monitoring websites that students are accessing; teachers may not receive training for monitoring; monitoring is often used for discipline instead of safety; issues of inequity among specific student groups who are disproportionately affected by discipline due to screen use monitoring.6 Changing to a computer cart or lab model would enable easier monitoring of activities and more security to limit extraneous access.
Block student access to YouTube, as well as all gaming, video-streaming, and social media on student devices.
The evidence
- Many apps and software geared toward children are designed to be manipulative and addictive.7
Require all apps used for instruction or on school-issued devices to be ad-free.
Disable student access to any generative AI tools, apps, websites, and software on all school-issued devices until this technology has been proven safe, legal, and effective, and until age-appropriate guidelines are established.
The evidence
- Causal evidence on the impact of AI in learning remains low despite the rapid acceleration of AI tools for education. A review of 20 causal studies by the Stanford SCALE (Systems Change Advancing Learning and Equity) Initiative finds that student outcomes are mixed: students perform better when using AI tools, but their performance may improve or decline in the absence of the AI tool. Most studies have been conducted in postsecondary institutions. There are no rigorous causal studies regarding the use of AI tools in US K-12 classrooms and very little research on how AI tools affect student well-being and development.8
Prohibit all student device use and group device use (such as smartboards) during passing periods, lunch, recess (including indoor recess due to inclement weather or other outstanding circumstances), and teacher-directed free time.
The evidence
- Free time at school should be for free play. Play is essential for learning, and the benefits of play include improvements in executive functioning, language, early math skills, social development, peer relationships, physical development and health, and enhanced sense of agency. In contrast, play deprivation may increase the prevalence of ADHD.9 Replacing recess and free time with screen time prevents students from engaging in free play that builds essential social-emotional skills, encourages creativity and problem-solving, and builds resilience.
Require explicit parental consent for each app that collects data, per FTC guidelines on COPPA.
Ensure transparency in technology use in schools, both on devices and in teacher-led instruction. Provide clear reports to parents, teachers, and administrators with the amount of time students spend on screens.
Create clear pathways for parents and students who wish to opt out of device-based instruction, without penalty or reprisal, providing low-tech alternatives.
Require all EdTech products to meet independent standards for efficacy, and to prove that any benefits outweigh potential risks.
The evidence
- Many EdTech companies suggest that their tools lead to learning gains; however, independent research makes clear that learning technologies don’t boost learning in schools, and in many cases, may impair learning. Company-backed research on EdTech products must be validated by independent research.10,4
- Daily screen time in school is associated with decreased test scores.10
- “Some tools emphasize gamification at the expense of education, meaning that children focus more on winning points than mastering concepts.”10
Prohibit using screen time as a reward, incentive, or behavioral reinforcement for students.
Create clear screen time usage guidelines defined by grade level, as well as ways to monitor that those guidelines are being followed. Screen time guidelines should be updated annually and account for both screen time for in-class work and screen time for homework.
The evidence
- The American Academy of Pediatrics recommends no more than 2 hours of screen time per day for children older than 5, as excessive screen time is associated with pediatric obesity, poor sleep, and behavioral problems.11
- Excessive screen time is associated with poor mental health.12
- Digital fatigue decreases academic resilience and can decrease learning.13