Petition for Intentional Technology Use in APS Schools
A campaign from Schools Beyond Screens - Schools Beyond Screens - APS Atlanta
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Why This Matters
Many school districts in the country are starting to move on classroom screen time -- setting hard, grade-level time limits, blocking YouTube and gaming platforms on school devices, eliminating devices for the youngest students, and requiring weekly screen time reports to parents.
This movement is gaining momentum because parents, educators, and community members have organized and made their voices heard. APS has the same opportunity to lead. The school board does not need to wait for state or federal guidance—many districts
have already implemented thoughtful technology policies that prioritize student learning and healthy development.
Our community is sending a clear message that we expect our schools to balance innovation with responsibility and put students’ best interests first through evidence-based technology policies.
Dear Superintendent Johnson and the APS Board of Education,
We are writing to urge APS to take bold action on the growing crisis of excessive screen time in our schools.
Children in America already spend an average of nine hours per day on screens outside of school. Rather than counterbalancing this trend, many districts have unintentionally compounded it through unchecked use of classroom devices, 1:1 device programs, and EdTech platforms with little accountability. The American Academy of Pediatrics has linked excessive screen time to vision problems, anxiety, depression, addictive behavior, reduced attention span, and lower academic achievement. This is not a future risk. It is happening to our children now. As parents, we see the devices, but do not see the data justifying their constant use in classrooms.
We were encouraged to see Los Angeles Unified School District -- the second-largest school district in the nation -- pass a landmark resolution in June 2026 committing to a formal Screen Time Policy with specific, enforceable limits. We are asking APS to follow their example.
Our Requests
We urge APS to adopt a comprehensive screen time policy that includes the following:
1. Set specific, enforceable, age-appropriate screen time limits by grade level. Establish clear daily and weekly maximums for student screen use on district devices, with less screen time for younger students. Distinguish between instructional, passive, and non-instructional use. Screen time should be prioritized only when it provides educational value that cannot be replicated offline.
2. Provide parents with transparency and meaningful opt-out rights. Provide clear visibility for parents and guardians into instructional delivery, time spent on district devices and apps and the websites accessed. Securly alone does not provide adequate time and app or program breakdowns. Provide an opt-out alternative for screen-based homework. Allow families to opt out of specific EdTech programs and student personal data sharing -- not just blanket consent forms -- and ensure alternative learning methods are always available.
3. Block non-educational platforms on district devices. Define educational use of digital materials and prohibit non-educational digital content. Prohibit student-led access to YouTube, social media, and non-instructional gaming platforms like Roblox during the structured school day. Teachers may retain the ability to use appropriate video content for instruction, but unsupervised student access has no place in the classroom. Consider creating a website whitelist rather than blocking sites.
4. Ban device use during unstructured time and PE, allow for more physical movement. Prohibit device use during passing periods, lunch, snack time and recess for all grades. Devices and laptops should not be used in PE class. These moments of unstructured or physical time are critical for social development and should not be dominated by screens. We further request that 5-10 minute movement breaks be implemented after screen time sessions throughout all grades and that a mandated 30 minute recess period be instituted across all of APS for elementary students.
5. Provide clear guidelines prioritizing physical books and handwriting over tablets and Chromebooks. Prioritize the procurement and classroom use of physical textbooks, paper, and off-screen homework. Prioritize reading from print materials, such as books, magazines, and articles. Research consistently shows better comprehension and retention with print materials. Policies should actively encourage analog alternatives, especially for homework at the elementary and middle school level. Reduce reliance on gamified apps.
6. Eliminate devices for the youngest students. Remove digital devices from early education (Pre-K) through 1st grade classrooms, except where required for mandated assessments. Children at this stage of development need hands-on, in-person learning experiences above all else.
7. Eliminate student access to AI websites, software and apps. Generative AI undermines authentic learning, encourages academic dishonesty, and introduces serious concerns regarding accuracy, bias, and student data privacy. Schools should prioritize critical thinking, creativity, and direct student engagement rather than reliance on AI content or apps. Implement a moratorium on the use of artificial intelligence tools by students until its educational, ethical, and privacy impacts are fully understood.
8. Reduce 1:1 device programs in elementary school. Transition to shared laptop carts and computer labs for grades 2-5. Permanent 1:1 device assignment for young children is not supported by research and contributes to excessive cumulative screen exposure. Consider laptop carts and computer labs through 8th grade to reduce device loss and turnover.
9. Require typing and technology literacy instruction for students issued district devices. Students should receive age-appropriate instruction in essential digital skills including keyboarding or typing, internet safety and digital citizenship, online research and information evaluation. Providing technology without a corresponding mandate to teach technology skills creates an avoidable gap between access and proficiency.
10. Evaluate all EdTech contracts for educational value and student data privacy. APS has a responsibility to provide research supporting any decision to use technology in the classroom, especially when it replaces print and hands on learning. Require independent review of EdTech products. Do not rely solely on vendor-supplied research. Ensure student data is protected and that contracts include accountability mechanisms. Mandate ongoing review of educational outcomes from technology use or adoption.
These requests are based on results of a district-wide survey conducted by Schools Beyond Screens Atlanta.
As parents within APS, we have seen firsthand how screens affect our children's ability to focus, connect with their peers, and engage in meaningful learning. We aren't asking to move backward; we are asking to move forward with more intention and balance. We want to ensure that for APS students, a 'world-class education' means more time looking at the world and each other, and less time looking at a screen.
As parents within APS, we have seen firsthand how screens affect our children's ability to focus, connect with their peers, and engage in meaningful learning. We aren't asking to move backward; we are asking to move forward with more intention and balance. We want to ensure that for APS students, a 'world-class education' means more time looking at the world and each other, and less time looking at a screen.
The science is clear. The public consensus is growing. We respectfully urge APS to act now to protect the health, development, and academic success of our children.
Sincerely,
The undersigned
Recent Supporters
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Signed in Atlanta, GA
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198 supporters have signed this campaign
Sign This Campaign
198
Signatures
Together, we're changing what's normal
Recent supporters:
Parent signed
3 days ago
Parent signed
5 days ago
Parent signed
9 days ago
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