Beyond bans and screen skepticism

There has been a consensus since the 1980s that educational technology is a vital component of modern schooling. This sentiment intensified with the advent of the web in the 1990s and peaked with the widespread adoption of iPads and Chromebooks that enabled remote education during the pandemic.

As recently as 2023, a survey of 810 public school parents conducted for the American Federation of Teachers reported that 76% expressed "a favorable view of the way technology is used to facilitate teaching and learning in their child's school."

Just three years later, those decades of EdTech acceptance and progress are being challenged. A reversal in public support is largely driven by the publication of two influential books — "The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness" by Jonathan Haidt, and "The Digital Delusion: How Classroom Technology Harms Our Kids' Learning — And How To Help Them Thrive Again," by Jared Cooney Horvath. Recent news reports highlight the growing anti-technology movement.

As EdTech leaders with decades of experience in high-achieving Long Island school districts, we do not object to scrutinizing instructional methods. All activities, whether they use EdTech or not, should stand up to scrutiny. There is also nothing controversial about setting boundaries for children. Cellphones are rightly viewed as a classroom distraction. Many schools developed policies to limit them before New York banned them from classrooms statewide — a move that can improve student focus and academic achievement if adequately enforced.

All screen time is not created equally, however. A school-managed device with teacher supervision and direction is fundamentally different from an unrestricted, unsupervised personal smartphone. Students benefit in countless ways from thoughtfully implemented EdTech, including higher engagement, immediate feedback, individualized instruction, broader collaboration, circumvention of learning barriers, easier revision of writing, and equitable access to vast online resources and experts that level the playing field for all students. Many of today's software developers, app coders and internet pioneers were inspired by school computer lessons to pursue technology careers. These are outcomes we want to perpetuate.

We're also concerned about pushback going too far for computer-based tests (CBTs) and artificial intelligence. English and math CBTs in grades 4 and 8 are used in 47 states, including New York, and the SAT is now digital. Lack of proficiency with testing devices would impede assessment and put students at a competitive disadvantage. AI is a powerful tool that students need to be explicitly taught when and how to use effectively, question appropriately, evaluate thoughtfully — and apply responsibly.

Here's our guidance to parents seeking a technology balance for their children: Get involved in your child's digital life. Learn how teachers blend EdTech in the classroom with physical materials and real world experiences. Prioritize device use at home for learning and research, and limit screen time for recreation and socialization. Establish clear rules and trust your kids to follow them, but verify compliance by asking questions, monitoring browser histories and more. Use appropriate parental controls and judgment.

The anti-tech movement brings a rigid perspective to activities that are replete with nuance. Instead, we need to go beyond bans and screen skepticism to reinforce the home-school connection and refocus the discussion on best practices for teaching and parenting — with and without devices.

This guest essay reflects the views of Marc Epstein, former district technology director of the Great Neck Public Schools, and Matthew Hejna, former Nassau BOCES supervisor of the Nassau Association of School Technologists. They are co-authors of "Empowering EdTech Leaders: An Insider's Guide to Surviving and Thriving as a K-12 Instructional Innovator."