Schools Beyond Screens Needham Supports the LAUSD Resolution on Classroom Technology
A campaign from Schools Beyond Screens - Schools Beyond Screens Needham
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Why This Matters
Founded by LAUSD parents and teachers, Schools Beyond Screens has now grown nationwide to 200+ school districts in 33 states. As the Needham Chapter, we advocate for classroom technology that is student-centered rather than corporate-sponsored, and push for school policies grounded in evidence-based guidelines, independent research, public accountability, and developmentally-appropriate practice.
We are pro-learning and student well-being. We believe that learning requires focus and effort. We believe that face to face interactions are more important than screens.
We are calling for the Needham School District to review existing tech products and policies, block harmful and non-educational distractions, require independent standards for efficacy, create real opt-out pathways, and involve parents, teachers, and students in setting the rules. We support technology that is legal, safe, effective and better than a human teacher.
Our Proposals:
We, the undersigned parents and caregivers, respectfully request that the Needham Public Schools consider our proposals listed below. We recognize that technology can play a role in education. However, current levels of screen exposure, particularly for young children, are developmentally inappropriate, insufficiently transparent, and often inconsistent with best practices in child development, learning science, and data privacy. Families deserve meaningful choice, clear consent, and policies that prioritize students’ well-being over convenience or default digital use.
***Please note that we recognize there are NPS students who have an Individualized Education Program (IEP) and/or 504 plan, and that they are protected by federal law to continue receiving their educational accommodations, despite any changes NPS enacts to address the issues cited below. Technology can and does provide much-needed solutions for students requiring accommodations. The changes we advocate for are intended for the benefit, safety, and well-being of every child in our school system, and we do not wish to interrupt or change the successful interventions and accommodations for any child needing them.***
What We Are Asking the District and School Committee To Do:
***Please note that we recognize there are NPS students who have an Individualized Education Program (IEP) and/or 504 plan, and that they are protected by federal law to continue receiving their educational accommodations, despite any changes NPS enacts to address the issues cited below. Technology can and does provide much-needed solutions for students requiring accommodations. The changes we advocate for are intended for the benefit, safety, and well-being of every child in our school system, and we do not wish to interrupt or change the successful interventions and accommodations for any child needing them.***
What We Are Asking the District and School Committee To Do:
1. Prioritize developmentally appropriate, effective human-centered instruction
2. Limit and purposefully use effective classroom technology
3. Increase transparency, safety and accountability
Specific Requests
1. Prioritize developmentally appropriate, effective, human-centered instruction by:
1. Prioritize developmentally appropriate, effective, human-centered instruction by:
- Making the default mode of education human-led, face-to-face instruction unmediated by screens. Students learn best when interacting with others.
- Restoring physical texts, books, and paper-and-pencil work as the default for reading and writing, and core-subject practice, reserving screens for tasks that clearly require them.
2. Limit and purposefully use effective classroom technology by:
- Limiting Chromebook/iPad use to an as-needed basis, such as a cart-based model, rather than routine 1:1 use.
- Eliminating open internet browsing on Chromebooks unless there is a situation where it is specifically required for instruction.
- Eliminating gamified learning platforms designed to encourage habitual or excessive use.
- Limiting the use of technology during transition periods, "brain breaks," and movement breaks by prioritizing human-led exercises (e.g., Simon Says or other similar games vs. GoNoodle, and other screen-based activities).
- Establishing clear, developmentally appropriate guidelines on screen time per grade, based on the purpose and type of use, and the need to preserve non-screen based learning, including an explicit end to technology use during unstructured/downtime periods.
The AAP referenced Ed Tech Triangle provides a useful framework for evaluating and limiting technology that is disruptive or promotes habitual use, and promoting the use of intentional technology that enhances learning.
3. Increase transparency, safety and accountability by:
- School Committee adopting a clear District technology policy outlining goals, standards, and expectations for technology use.
- School Committee establishing and overseeing consistent, district-wide standards for technology use across classrooms and schools that are evidence-informed and developmentally appropriate, with the District responsible for implementation, so a child's experience is consistent and does not depend on which teacher they are assigned.
- District providing families with a clear educational rationale for technology use, beyond simply meeting curriculum standards or being labeled “active” rather than “passive” (i.e., demonstrating meaningful enhancement of learning beyond current best practices using analog methods), and publishing a list of all products, programs, and platforms used by grade level.
- District publicly tracking and reporting district-wide device-use data by grade, so families and the School Committee can evaluate policy and progress with real numbers rather than anecdote.
- School Committee establishing clear standards for internet access and directing the District to implement a whitelist environment where open internet browsing is not allowed, rather than relying primarily on a blacklist approach.
- School Committee establishing a policy for meaningful family participation in the ongoing evaluation, review, and “recalibration” of educational technology, with the District responsible for implementing that process.
- School Committee establishing clear standards for informed consent and opt-out options, with the District responsible for implementation, including alternatives that provide an equivalent educational experience.
- School Committee adopting a policy that bans student use of AI in NPS schools, with the District responsible for regular verification that AI restrictions prevent access to AI tools on school-issued devices.
Accountability
These standards should be established and implemented at the District level, not left to individual teachers or principals. The District should publicly report on progress so families and the School Committee can see whether these standards are actually being met.
These standards should be established and implemented at the District level, not left to individual teachers or principals. The District should publicly report on progress so families and the School Committee can see whether these standards are actually being met.
Recent Supporters
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4 months ago
Community member
Signed in Needham, MA
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Together, we're changing what's normal
Recent supporters:
Community member signed
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