Instructional Planning: Educators and Students Seek Opportunities to Unplug

As schools implement policies banning the use of cell phones, educators discuss the implications of excessive screen time regarding classroom technology such as Chromebooks. Many educators express that students are seeking opportunities to reduce technology use and look forward to unplugging during instructional time.

  • “As a tech coach, I strongly believe students should spend less time on their Chromebooks. Intentionality is key. Honestly, students appreciate the breaks from the Chromebooks.” —Instructional Coach in Washington
    • “I don’t know what school you’re in, but I’ve got 120 students, and maybe 3 per day are able to use their Chromebook. They need to get off their phones & pay attention in class.” —Teacher in Illinois 
    • “Yup. Students’ screen time is excessive and detrimental.” —High School English Teacher in Massachusetts
    • “It’s about striking the right balance. Chromebooks are powerful tools, but so are traditional methods and direct human engagement. Both have a place in modern education but students definitely enjoy breaks from the screens.” —Educator, N/A
    • “This is what I regret most about the shift to put everything online. The kids are burned out on computers, while I teach the one class that HAS to be done on a computer: I teach kids how to use Microsoft Office.” —Educator in Louisiana
      • “I like that they can attempt an assignment multiple times without needing to get a new paper from me each time which could take days versus one afternoon/night.” —Educator in Kansas
    • “Librarian here. I have found that kids crave no chromebooks. We have been 1:1 for 4-5 years or so? I have found they love to run around my library doing escape room type stuff and fiddling with real locks and real boxes.” —Educator, N/A
    • “Too much tech and no good purpose is a negative experience.” —Educator in Texas
    • “I agree with this. I try to balance it. I’m using the Chromebooks to elevate pedagogy, not just be paperless.” —Math Teacher in Kansas
    • “Our students have told us the same. They want more interaction, collaboration, and creation throughout the day.” —Assistant Superintendent in New York
  • “Last year, my AP Lit kids BEGGED to be off their devices. So I spent $$ putting everything on paper. And they got engaged.” —High School English Teacher in Texas
    • “I have reduced computer time a ton. I want kids drafting on paper.” —English Teacher, N/A
      • “I think this is so crucial in the world of AI.” —High School English Teacher in Texas
    • “I really wanted to do this this school year, and then they told us they are making the AP kids take the exam online with no input from the teachers. District made the decision without us.” —Teacher, N/A
    • “Say it louder for the folks who think they are ‘innovative’ simply because EVERYTHING they assign is online… there has to be a balance, especially in ELAR. Hard to build positive reading habits by only using digital texts.” —Educator in Texas
    • “I’ve largely moved back to paper for a lot of things, and it’s the single best thing I’ve done since COVID. Most kids will engage with paper in ways I can’t get some to engage digitally. I haven’t figured out all the nuances, I just know it works.” —Teacher in Minnesota
    • “I feel like going back to handwritten papers could help in the fight against AI cheating too… but I haven’t had to deal with that in primary.” —Educator, N/A
    • “I used to teach a hybrid AP Lit class (2 groups of students, 1 in person with me and 1 Zooming in), and SO much was digital. Sometimes a group would be gone on a field trip, so I’d get 1 group alone and be able to say ‘Close your Chromebooks’ and they would literally cheer.” —ELA Teacher in New Hampshire
    • “I love this idea especially after all of that pandemic tech time. But I would also double check to see if I had any students who used assistive tech for accommodations. (As a grown up, my handwriting still has limitations for long form writing.)” —Educator, N/A
  • “Instead of students using devices to complete nothing more than a ‘digital worksheet’, TRY allowing learners to use tech to research, create & collaborate. Tech should be a tool for learning, not just work to complete.” —Instructional Leader in Georgia