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Education committee orders MEPRI study of classroom technology, adds safeguards and teacher training language
Summary
The committee voted unanimously to send LD 2052 as amended to MEPRI for study of instructional technology use, safeguards and best practices; members added guidance language and asked that the study include neuropsychological literature and teacher professional development input.
The Joint Standing Committee on Education and Cultural Affairs voted unanimously to report LD 2052 "ought to pass as amended," directing the Maine Education Policy Research Institute (MEPRI) to survey school administrative units about classroom technology use, safety policies, compliance practices and best‑practice guidance, and to include a literature review on neuropsychological and developmental impacts.
An analyst described the resolve: "The bill as written directs MEPRI to develop a survey to gather and analyze information from SAUs regarding use of technology in the classroom," and staff confirmed the report would be due in December with authorization for the next committee to report a bill in the 2027 session. Members added sponsor language to ensure the research and guidance are designed to reach teachers, administrators and other stakeholders and to consider teacher training as a survey item.
Representative Sargent, sponsor of the resolve, told the committee she had consulted teachers and experts and would accept a friendly amendment to include teacher training as an explicit survey item. Representative Dodge moved the committee recommendation and reported that MEPRI indicated the work would be undertaken through its upcoming work plan; the committee added the phrase requiring the study to be done "within existing resources." The motion passed 11–0.
The committee did not set policy consequences in the vote; the resolve will provide a statewide baseline and guidance that future legislatures or committees could use to craft specific regulatory or funding proposals.
