• Learning through age-appropriate educational apps and software
• Participating in interactive online classes or virtual learning experiences
• Exploring digital resources for research and homework
• Watching educational videos or age-appropriate documentaries
• Reading e-books or digital educational materials
• Engaging with interactive educational websites or platforms

The key distinction between educational screen time and non-educational screen time is that educational screen time is intentionally used for educational and developmental purposes, fostering knowledge acquisition and skill development. Some examples of non-educational screen time are device usage for: indoor recess, as a reward, after completing assignments, playing video games, and watching videos unrelated to education. Current research finds that minimal use of technology benefits the cognitive, academic, and social emotional development of all students.1  The recommendation is that every effort be made to keep screen time to intentional educational minutes and avoid non-educational screen time completely. Minimizing screen time and maximizing student interactions are worthwhile. 

General Technology Use Considerations for ALL students:

• Enhances Learning: Supports deeper thinking, creativity, and collaboration beyond what is possible without technology. Best when used in a transformative way.
• Developmentally Appropriate: Matches students’ cognitive, motor, and social-emotional needs.
• Balanced & Accessible: Complements hands-on learning, limits unnecessary screen time, and ensures all students can participate.
• Practical & Safe: Easy to use, must protect student privacy, aligns with district policies, and always done under the direction and supervision of staff. 

 1 Adelantado-Renau M, Moliner-Urdiales D, Cavero-Redondo I, Beltran-Valls MR, Martínez-Vizcaíno V, Álvarez-Bueno C. Association Between Screen Media Use and Academic Performance Among Children and Adolescents: A Systematic Review and Meta-analysis . JAMA Pediatr. 2019;173(11):1058–1067. doi:10.1001/jamapediatrics.2019.3176

• Intentional and limited exposure to the use of technology. Young children need to develop fine motor skills, sensory experiences, and real-world exploration.
• Face-to-face interactions and play-based learning should take priority over screen activities.

• Encourage a break from technology use after 10 minutes.
• Cutting, drawing, writing, and hands-on activities should take precedence over typing and touchscreen interactions.
• Physical books and handwriting practice should be prioritized over the use of technology.
• Students should be using technology for personalized learning and introductory digital citizenship skills.

• Encourage a break from technology use after 10-20 minutes.
• Screen time should complement, not replace, traditional learning methods such as hands-on math, science experiments, and writing in notebooks.
• Students can begin using technology for projects, research, group collaboration, and learning responsible technology use, including internet safety and research skills.
• Students should be using technology for personalized learning and building digital citizenship skills.

• Encourage a break from technology use after 10-20 minutes.
• Screen use should be counterbalanced with hands-on activities, physical activity, offline study, and face-to-face discussions.
• Screens are utilized for research, content creation, and collaborative projects.
• Emphasis on evaluating online sources, understanding digital footprints, and practicing responsible social media use.

• Encourage a break from technology use after 10-20 minutes.
• Screen use should be counterbalanced with hands-on activities, physical activity, offline study, and face-to-face discussions.
• Screens are utilized for research, content creation, and collaborative projects.
• Critical discussions on misinformation, digital citizenship, and mental health implications of screen overuse should be prioritized.