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Board launches district study of student screen time and digital instruction tools, with focus on grade-level exposure and instructional outcomes
Summary
The board unanimously backed a staff directive to analyze students screen-time exposure by grade and subject, evaluate digital instructional tools (including AI where used) for instructional impact, and report findings so parents and the board can see what students experience in class and at home.
Board member Roberto Alonso introduced an item directing district staff to conduct a district-wide analysis of student screen time, including exposure by grade level, subject and instructional use, and to evaluate the instructional impact of digital tools and AI deployments. He framed the study as a data-driven effort "not to be less innovative, but to be a smarter innovator," emphasizing teacher-led adoption and measurable outcomes.
Vice Chair Colucci, who had introduced a similar item in 2017, praised the timing and cosponsored the item; other members including Luisa Santos and Board Member Geller joined as cosponsors. District staff said many digital resources are already carefully scheduled and that some tools carry explicit recommended time frames (for example, I-Ready guidance that the programs minutes are allocated across a week rather than per day). Staff also noted age-appropriate use: Gemini was limited to high-school deployment in the current cycle.
Members pressed for clearer communication with families about what tools are used and how much screen time is expected for particular interventions or grade levels. The board requested that staff publish a summary of platform-by-platform usage, grade-level minutes expectations, and examples of teacher-directed, paper-based alternatives where appropriate.
The committee approved the item and asked staff to return with a plan for collecting device-use data, platform adoption rates, and recommendations for age-appropriate guidelines and parent-facing communications ahead of the next school year.
