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Proposed APS screen-time guidance recommends limited daily device minutes for early grades; board seeks regulations on teacher accountability
Summary
A proposed student-technology policy would set recommended daily digital-instruction limits (about 60 minutes for grades K–2, up to two hours for grades 3–5, and a secondary guardrail of generally no more than half an instructional period), pair limits with teacher training and monitoring tools, and ask for administrative regulations to clarify school-level accountability.
The Atlanta Public Schools board on Wednesday considered a proposed student technology and screen-time policy that would set guidance for classroom device use while emphasizing teacher-led instruction and curricular balance.
Board member Alfred Shivy Brooks introduced the proposal as a continuation of efforts to reduce in-class distractions and ensure technology is used purposefully. "This policy is not anti-technology," Brooks said, describing the measure as seeking "age-appropriate exposure, thoughtful implementation and intentional use." The policy directs the district to reinforce physical instructional materials and to treat technology as an instructional tool rather than a substitute for direct teaching.
Dr. Siobhan Mincy, APS senior literacy officer, explained the district’s approach is guided by the Georgia Standards of Excellence, which now incorporate multimodal texts (digital, visual, audio) beginning in early grades. District staff proposed recommended daily guidance of up to 60 minutes of instructional screen time for grades K–2 and up to two hours for grades 3–5, structured in shorter blocks rather than a single extended period. For middle and high school, staff recommended a guardrail that technology use generally not exceed half of an instructional period while allowing teacher flexibility for research, lab work and presentations.
Presenters emphasized safeguards and supports: parents can opt out of device issuance for kindergarten and first-grade students; APS uses a monitoring tool to flag inappropriate activity and supports annual digital citizenship instruction; and the district will provide professional learning for teachers to integrate technology in ways that prioritize discussion, writing, hands-on learning and assessment. Dr. Natasha Rachel, director of instructional technology, said the district focuses on ‘‘active use’’ where students create and analyze content rather than passively consume it.
Board members raised implementation and equity concerns. Several asked how the district will hold teachers and school leaders accountable for balanced implementation; staff said school leadership and principal supervisors will monitor practice and that administrative regulations will be developed following final policy action. Members also asked for clarity on the secondary guardrail, evidence linking reduced screen time to student outcomes, and supports for families without capacity to engage in school-level monitoring; staff pointed to pilot evidence of targeted digital practice used for fact fluency and phonics that correlated with gains but said statewide assessment releases will allow fuller analysis.
Next steps: the policy was presented for first reading and staff said they will return with administrative regulations that detail monitoring, teacher supports and implementation timelines.
