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McFarland presentation flags concerns about heavy 1:1 device use; district to craft tech and AI guidance
Summary
At its June meeting, the McFarland School District heard a detailed learning-and-technology report from Emily Kinser highlighting research that links heavy 1:1 device use to lower learning outcomes and outlining a plan to move away from primary-grade 1:1 devices, develop a district tech philosophy, and issue AI guidance for teachers and students.
Emily Kinser, speaking at the McFarland School District board meeting, presented research and staff-survey results that she said show risks from routine, heavy classroom use of one-to-one devices and outlined district steps to respond.
Kinser told the board that, based on compiled studies and national assessment trends, “for the first time in history, we have a generation of kids who are intellectually less capable than generations before,” and said the decline correlates with widespread adoption of 1:1 devices in many districts. She emphasized that the research she cited shows correlation rather than proven causation and described specific impacts tied to screen-heavy instructional time, including reduced reading comprehension on screens compared with print and weaker retention when students substitute typing for handwriting.
Why it matters: Kinser said device-driven instruction can reduce the attention and cognitive effort that underlie long-term learning. She cited meta-analytic effect-size estimates reported in the presentation (math ~0.33; literacy ~0.25; writing quality ~0.32; in targeted interventions, effect sizes can be higher) and described studies linking large amounts of classroom screen time to lower achievement on NAEP. Kinser warned about “cognitive offloading” when students rely on AI or automation to generate work and said educators should treat AI as a tool that can undermine novices’ learning if used as a shortcut.
District response and next steps: Kinser said the district will not broadly eliminate technology but will be more intentional about how tools meet specific learning needs. She reported that McFarland is moving away from one-to-one devices at the primary level next year and that staff are developing a districtwide tech philosophy and AI guidance over the summer based on teacher feedback and research. The aim, she said, is to give teachers clear language and strategies to use with families and to prioritize paper, handwriting, discussion and targeted digital practice when research supports them.
Board reaction: Board members and staff asked how the district will balance slower, handwriting-rich practices with the need to deliver grade-level materials. Kinser responded that the plan centers on substitution (doing the same learning task differently rather than removing necessary assistive technology), frequent retrieval practice, and coaching teachers on in-the-moment feedback. She also recommended instruction to help older students learn how to use AI responsibly rather than relying on it to produce finished work for novices.
What happens next: Kinser said staff will refine the tech philosophy and AI guidance over the summer, share materials with teachers and families, and return to the board with finalized recommendations before implementing large-scale changes.
