Parental pushback on edtech has led to change

The pushback on technology in the classroom has gained steam around the country. At least 14 states have proposed laws to limit screen time in schools, according to Ballotpedia, with four states — Alabama, Tennessee, Utah and Iowa — passing such legislation.

In Los Angeles, the nation’s second-largest school district said it will ban screens until second grade, require daily caps for screen time per grade, ban YouTube and require an audit of all education technology contracts.

In Vermont, proposed legislation would allow not just parents but also teachers to decline to use classroom tech. Democratic State Rep. Angela Arsenault, a bill co-sponsor, said she’s responding to parents’ worries about edtech.

“Parents in many districts and states just aren’t being listened to or not being heard when they ask that their students not be forced to use these products,” Arsenault said.

The Lower Merion school district said it’s listening to community concerns and has already made changes, including blocking some problematic websites flagged by parents.

“We have wonderful teachers who have continuously prioritized human interaction and relationships,” Superintendent Frank Ranelli wrote in a letter to parents. He declined to comment to the AP for this story.

The district said it is looking into possible changes, including stronger cellphone restrictions, not allowing the youngest students to take devices home and installing software to monitor students in class.

However, surveillance software can bring its own problems and poses risks to student privacy. In 2010, the Lower Merion School District paid $610,000 to settle lawsuits by two students who alleged the district had spied on them via the webcam on their school-issued laptops.

Kids want ways to hold themselves accountable

High school student Mia Tatar, 16, raised concerns at the board meeting that there’s been an unintended consequence to the anti-tech backlash. The internet filters on school computers are now so strict, she said she’s been blocked while doing research on appropriate topics for school, like breast cancer.

Mia said students need to learn how to responsibly use technology, and adding filters or getting rid of laptops won’t do that.

“It doesn’t teach kids how to hold themselves accountable and how to be responsible for regulating their own screen time once they’re in the world,” Mia said in an interview.

Her friend Elliot Campbell, 15, said there should be strict limits on screen use in the youngest grades, but students should get more freedom as they get older.

“If we lose our laptops or if we lose the partial freedom we have on them, it’s not going to prepare us for college,” Elliot told board members at the hearing.

Fellow high schooler Joaquin Imaizumi takes a different view. He said it’s “completely unfair” to expect children to regulate their usage of devices that even adults find addictive.

“This isn’t about learning to constrain yourself,” he said in an interview. “We don’t give someone drugs and say, ‘OK, now learn how to deal with this.’”

His biggest concern is that devices make it far too tempting to access AI tools like ChatGPT, which he sees eroding his classmates’ ability to think for themselves.

“I’ve seen the atrophy of my peers’ thinking, which is existentially concerning,” Joaquin said.

The influence of AI starts early. A second-grader named Lillian Keshet, who got up to speak at the board meeting, said Google Docs will give her “suggestions” about what to write in class.

“I’m a pretty good writer by myself,” Lillian said. “I don’t need your suggestions, Google!”

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Associated Press writer Jocelyn Gecker contributed to this report from San Francisco.