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Board raises concerns about classroom screen time; requests tech department data
Summary
Policy Review Committee members expressed concern that increased classroom device use since COVID may harm literacy and instructional quality, especially for early grades, and asked the technology department to supply usage data by grade band and classroom; possible guardrails (per-class or daily limits) and returning more physical books were discussed.
On March 19 Atlanta Public Schools board members discussed the district's heavy reliance on screens since the pandemic and requested district data to better understand instructional device use.
Chair Alfred Shibby Brooks flagged research suggesting printed text supports early literacy and said he is concerned kindergarten and early-elementary students spend excessive time on tablets. Board members and student representatives debated tradeoffs for college and workplace readiness, instructional equity and teacher practice. Several members proposed concrete next steps: ask the technology department to report screen-time usage broken out by elementary, middle and high school; consider pilot limits (a two-hour maximum was suggested) or class-period caps; and identify ways to restore regular physical-book reading in classrooms.
The committee did not set a policy limit; instead members asked staff to return with disaggregated usage data and potential implementation approaches that balance instructional needs, equity and operational feasibility.
