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WJCC reports device‑use review: elementary browser time under 90 minutes; middle/high school browser activity generally under two hours
Summary
District review combining walkthrough observations, student focus groups and device‑usage software found most in‑class browser activity short (6–15 minutes typical), elementary averages under 90 minutes/day (browser activity), and middle/high averages below two hours; staff outlined action steps to emphasize purposeful technology use and launch parent awareness tools.
Williamsburg‑James City County staff briefed the board on a divisionwide review of technology integration and student screen time that combined teacher focus groups, classroom walkthroughs, student listening sessions and browser‑usage data from a monitoring tool deployed to student devices.
Dr. Kever and instructional technology staff said the division moved elementary classrooms to classroom‑set devices (not taken home) while secondary students have issued 1:1 Windows devices. To quantify use, the division deployed a browser‑based monitoring extension (Lightseed/LightSpeed) and sampled roughly 10,500 student devices in March. Staff reported average daily browser‑based in‑school activity for kindergarten and first grade at under 30 minutes, steady increases in upper elementary but still below 90 minutes per day, and that no secondary grade band averaged over two hours per day in browser‑based activity. Out‑of‑school browser time for many secondary students averaged about 20 minutes per day in the sample.
Walkthrough observations by instructional technology coaches (101 lessons observed across all levels) found technology used in 82% of observed lessons, typically for whole‑group activities and commonly in 6–15 minute chunks within longer lessons. Observers recorded off‑task or passive use in less than 10% of observations. Student focus groups reported variability in use between classes and subjects—more digital research and writing in English classes, less in some math classes—and mixed preferences for digital versus paper workflows.
Staff emphasized that ‘‘context matters’’ and that the quality of technology use—active learning and creation versus passive consumption—is more important than minute counts. Action steps include continued professional learning for teachers on purposeful integration, ongoing walkthroughs and data collection, forming an instructional technology focus group with families and staff, formalizing classroom expectations for device use, and a parent awareness campaign for the Lightseed/LightSpeed family portal to give caregivers weekly reports on sites students access.
Board members asked about what the monitoring software records (browser‑based activity rather than installed apps), how parents enroll in the secure home reporting tool, and whether application use (non‑browser apps such as Photoshop or testing software) is captured. Staff said the software currently focuses on browser activity, that additional reporting on installed applications is being developed, and that Securely Home (and the upcoming Lightseed parent portal rollout) provide families with subscription options to receive regular email reports and set home controls. No policy vote was taken; staff will return with follow‑up work and expanded reporting options.
