District presents K–3 technology review; administration recommends ‘paper‑first’ approach and further policy work
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Summary
Superintendent Parsons and staff presented recent research on K–3 technology, highlighting risks when screens displace handwriting and physical activity and recommending intentional, developmentally appropriate use and a 'paper‑first' emphasis; the item was informational and trustees requested follow‑up.
The board received an informational presentation on technology use in kindergarten through third grade that summarized recent research and recommended an intentional, developmentally appropriate approach to early‑grade technology.
Superintendent Parsons and Assistant Superintendent Mike Walker noted the research‑described "displacement effect" — that digital tools can be harmful when they replace handwriting, physical activity and social interaction — and described links between handwriting and emergent reading pathways. The presentation referenced guidance from UNESCO and the National Association for the Education of Young Children emphasizing technology that is active, hands‑on and teacher‑facilitated. Administration recommended a "paper‑first literacy" posture in early grades, defining "active tech" use and protecting recess, PE and fine‑motor activities.
Trustees welcomed the research and several asked for a formal evidence‑based review and potential board policy or regulation to codify the district’s approach, especially ahead of a superintendent transition. Administration said the materials will inform professional development and work with building administrators and could be returned as an action item in the future.