Petition to End 1:1 Device Programs in Elementary Schools (K-5)
A campaign from ISP Parents for Ed Tech Policy Change
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Why This Matters
When 1:1 device programs were first introduced in elementary schools, they were driven by the well-intentioned belief that all students needed constant access to computers. However, research has since revealed that this approach actually hinders our youngest learners' development of critical foundational skills like self-regulation, sustained attention, and deep learning abilities. As parents, we have the power to advocate for evidence-based changes that prioritize developmentally appropriate learning environments, ensuring our elementary students build the strong cognitive and social foundations they'll need to become thoughtful, capable technology users as they mature.
Dear [Superintendent/Principal Name],
We are writing to request that [District Name] eliminate 1:1 device programs for elementary students in grades K-5.
Our Concern
When 1:1 device programs were first introduced, they were driven by the well-intentioned belief that all students needed constant access to computers. However, research has since revealed that this approach may actually hinder our youngest learners' development.
Elementary students (K-5) need time and space to develop critical foundational skills: self-regulation, sustained attention, and a strong sense of identity rooted in real-world experiences. These traits are essential building blocks that will serve them throughout their lives, making them more thoughtful and capable technology users as they mature.
Current studies consistently show that young children learn better through hands-on, interactive experiences rather than screen-based activities. Students demonstrate superior comprehension and retention when learning from paper versus screens. Meanwhile, excessive screen time has been linked to increased anxiety, depression, attention difficulties, sleep problems, and challenges with deep thinking.
In the classroom, devices often fragment students' attention and create behavioral management challenges that pull teachers away from actual instruction. Rather than enhancing learning, screens can become obstacles to the focused, engaged learning that young minds need to thrive.
This also matters for parents in the home. Disagreements around devices and screen time have become the biggest pain point for most families. Today, schools have the opportunity to lead by example by de-prioritizing device-based learning, giving students a love of learning while not attached to a device, and giving parents an off-ramp to set better tech boundaries at home.
This also matters for parents in the home. Disagreements around devices and screen time have become the biggest pain point for most families. Today, schools have the opportunity to lead by example by de-prioritizing device-based learning, giving students a love of learning while not attached to a device, and giving parents an off-ramp to set better tech boundaries at home.
Our Request
We ask that [District Name] eliminate permanent device assignments for all elementary students (K-5). Instead, devices can be available on shared carts or in computer labs when there is a specific educational benefit that cannot be achieved without technology.
This approach would:
- Protect our youngest students' developing attention spans and learning abilities
- Allow teachers to focus on instruction rather than managing screen behavior
- Ensure technology is used purposefully rather than as a default
Next Steps
We would welcome the opportunity to discuss this request with you. Our goal is to work collaboratively with [District Name] to ensure our elementary students receive developmentally appropriate education that supports their health and academic growth.
[LOCAL CONTEXT SECTION - Optional, Add 2-3 sentences about your community]
We respectfully ask that you consider this evidence-based change to better serve our youngest learners.
Sincerely,
The undersigned
The undersigned
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