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Parents and teachers urge Omaha Public Schools to curb elementary iPad and EdTech use
Summary
Multiple parents and a teacher told the Omaha Public Schools board that early, frequent use of iPads and adaptive EdTech is harming handwriting, attention and reading development; speakers asked the district to reduce required screen minutes, stop one-to-one device issuance in elementary grades, and prefer teacher-led assessments.
At the June board meeting, several parents and a teacher urged Omaha Public Schools officials to sharply reduce young students' screen time and re-examine classroom technology tools.
Elena O'Connell, a Central High alumnus and OPS parent, told the board that families want "policy that balances the use of tech ed with the prioritization of handwritten learning, free time used for social skill development and creativity rather than free iPad time, and assessments conducted in person by a teacher." She said schools should prioritize teachers and human instruction over automated tools: "Students need their teachers, real human beings, not robots and not chatbots."
Anna Peters, a teacher at Bridal Middle School, criticized the SuccessMaker math program used in OPS, saying it is not aligned to Nebraska standards and frustrates students with adaptive features that lock supports behind repeated errors. "SuccessMaker is an adaptive online math practice program for grades K—8," Peters said, and she argued the district should permit or build courses aligned to Nebraska standards rather than use a vendor course that can introduce unfamiliar topics.
Parents described classroom impacts they attribute to regular tablet use. Meredith Moellenbeck said her kindergarten-aged son's handwriting declined after months with a school-issued iPad and that apps prioritize engagement over learning: "I think having their iPad always readily available to them makes them rely on their devices instead of their own minds and their creativity." Leah Baker, speaking for a group of parents, urged the board to remove required app minutes in elementary school and return to teacher-led assessments, saying, "We need screens out of the classroom."
Speakers asked specific policy changes: limit required digital learning minutes, stop one-to-one iPad issuance in elementary grades in favor of shared lab devices, and ensure reading assessments and grading are performed by teachers rather than AI-powered apps. No formal district response to those requests was recorded during public comment; board members said they would consider next steps, including possible workshops and briefings to learn more about current practices.
The board accepted the public comments as part of its regular meeting and did not take immediate policy action during the session. Several board members later referenced the concerns during policy discussions and requested more clarity about implementation and staff training for related discipline and technology provisions.
