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Parents and advocates urge LESC to study classroom screen use and pause AI tools for young learners
Summary
Parents and advocacy groups told LESC that classroom screen time, AI assessment tools and student data collection demand a careful study and stronger guardrails; multiple public commenters described privacy concerns and unproven learning benefits from platforms (referred to as Amira/Emera/AMIRA).
Several parents and advocacy groups used the LESC public‑comment period to press the committee to study and limit classroom screen time and to scrutinize AI assessment tools being used with elementary students.
Amanda Tupac, a parent of three Albuquerque children, asked the committee to consider not only funding amounts but the timeline districts face to implement special‑education plans and staffing: “That leaves everyone scrambling instead of being thoughtful,” she said, urging stability…
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