Guidance for Schools on Educational Technology

Question: Are you aware of any research or “model policy” guidance for school districts on the educational use of screen media (e.g., tablets)? I’m especially interested in: Parent/guardian rights and responsibilities (e.g., knowing how tablets are used in class; guidance for managing devices that travel between school and home). Leadership or policy recommendations on classroom technology use, including: When teachers can shift instruction fully online. How “free time” tablet use should be handled. Teachers’ responsibility for monitoring online activity. 

Answer: Thank you for your questions! Educational use of technology in the classroom has been a popular topic recently and guidance around this topic is limited. A recent comprehensive review highlights a gap in evidence about which educational technology (EdTech) tools truly improve learning. Although these tools are becoming increasingly popular in schools, their actual impact on student learning sometimes isn’t the main factor guiding purchasing decisions among school leadership. Decision makers in schools often choose EdTech by focusing on cost-effectiveness, ease of use, accessibility, and simplicity to set up and maintain.  

What is Educational Technology and how is it used? 

When teachers utilize technology devices such as phones, tablets, or laptops as a way to teach and improve student learning, these are considered Educational Technology devices or EdTech. Other EdTech services include the safety filtering software on school-issued devices and school district internet networks. A 2023 survey of PK-12 teachers from the American Federation of Teachers (AFT) found that 77% of teachers use EdTech for daily communication, 71% use it for planning and preparation, and 65% use it for whole class or large group instruction. Fewer teachers use EdTech for classroom management (26% of teachers use daily), and only 29% of schools encourage it for this purpose. 61% of the teachers in that survey agreed that EdTech is beneficial when students use it independently and that it gives them good insight into what their students need (59% agreed) and know (58% agreed).  

On the other hand, some teachers have concerns about safety and whether EdTech is being used at the expense of other learning methods. One in three newer teachers (with 0-5 years experience) and nearly half of veteran teachers (over 20 years experience) agree that EdTech can crowd out more important educational activities and experiences. Teachers' attitudes towards EdTech can even differ based on the subject they teach: for example, social studies, civics, and history teachers tend to think students use it in excess (52% too much time, 30% right amount of time, and 18% not enough time). Only 52% of teachers agreed with the statement “I believe that when my students use technology it is time well spent.” 

A review of the literature on the relationship between teachers’ pedagogical beliefs (i.e., beliefs that inform their approach to teaching and learning) and their classroom use of educational technology found that school context plays a critical role. Factors like policy planning, technology infrastructure and support, and peer collaboration can significantly influence technology use. The authors pointed out that some teachers reported rarely having conversations with peers or administrators about how and why EdTech is integrated into teaching. Additionally, this review pointed out the importance of school EdTech policies that clearly communicate how EdTech should be used, foster communication across departments, provide professional development to teachers, and a vision for what ‘good’ EdTech integration looks like. 

Student Learning Outcomes are Mixed 

One study on reading and language arts skills examined a portion of the 2017 National Assessment of Educational Progress (NAEP) database. This is a large-scale educational assessment that evaluates academic subjects for primary and secondary students in the U.S. These authors specifically examined 149,400 4th and 144,900 8th graders test scores from early 2017. Results showed that the students who spent more time using digital devices in their language arts classes had lower reading comprehension scores. Younger learners (4th grade) showed lower reading comprehension scores with heavier EdTech use, as compared to the outcomes for 8th graders, which suggests there are developmental windows when EdTech has different effects. However, results also showed that teachers' use of digital devices can help or hurt depending on how they are used. For example, when teachers used digital devices for reading projects, students’ comprehension was better. But when EdTech was used for discrete skills like practicing vocabulary or fluency, students tended to get lower reading comprehension scores. 

Additionally, in a UNESCO report describing several global systematic reviews from the past two decades, they found small to medium positive effects of educational technology on various learning outcomes globally. This is thought to be due to more inclusion of children with disabilities, more learning continuity (e.g., virtual learning) during emergencies, students’ abilities to create learning content and access more resources than they could through analog means, and increased student engagement. However, they also found that intensive technology use negatively impacts student performance and increases disruption.  

Problems with EdTech 

Problems that teachers and families have experienced with EdTech products and school-issued devices generally fall into five areas: 

1. Access to inappropriate content/contact: Anecdotally, we have heard from dozens of families concerned about their child’s access to video games, YouTube, and other content through school-issued devices. In fact, 30% of teens have reported that they have been exposed to pornography during the school day and almost half of those students saw it on a school-issued device. Although monitoring software is supposed to filter out inappropriate distractions or sources of bullying, many websites get through. During pandemic-era remote learning, the monitoring software Securly reported that teachers using their software closed a total of 5,789,000 distracting browser tabs!  
2. Displacement of other activities: No research has been published on how much EdTech is displacing other learning activities or social time during the school day, but we have heard from many parents that they are frustrated that their child is sometimes allowed to play video games or other online activities during lunch or other non-academic periods, or as a reward for completing classwork.  
3. Distraction during class time: In a study asking teachers about their experiences with 1:1 laptops, many were frustrated with device-based distractions. They noted that students were able to unblock sites and hack the protection system in place, often spending more time on entertainment, not educational content.  
4. Parents and teachers feeling forced into using EdTech tools: Teachers have increasingly voiced concerns about their limited influence over how EdTech is used to support teaching and learning. A recent survey, mentioned above, found that 84% of teachers believe they should have a greater say in how technology is implemented in their classrooms, while 67% report having little to no control over district-level decisions regarding its use. Parents – especially those of elementary school-aged children – report that devices are a source of conflict at home that they didn’t necessarily want in their home. Educators are calling for clearer expectations, consistent policies, and well-defined best practices to guide effective integration of technology in the classroom, while many parents would like the option to not take school-issued devices home. 
5. Children's safety and privacy: A report by Internet Safety Labs (ISL) found that 96% of EdTech applications share children's personal information with third parties, often without knowledge or consent of schools, parents, or students. The report also indicates that 23% of school-used apps expose children to advertisements, which may involve the data sharing with advertising networks. ISL also found that elementary schools had the lowest percentage of apps with behavioral advertisements (2.1%) compared to middle and high schools.  

Are there Best Practices around Acceptable Use Policies?  

To answer your first question, we couldn’t locate any “model policies” among state or federal agencies in the US. EdTech Hub has published recommendations for Building an Acceptable Use Policy (AUP) that includes how technological tools and devices should be used, while addressing the rights, privileges, responsibilities, and potential consequences associated with technology use in educational settings. AUPs typically cover a wide range of devices and platforms including hardware such as computers, laptops, smartphones, and interactive whiteboards; software such as operating systems and applications; and digital resources like online textbooks, data files, email, messaging, and other communications tools.  

Based on the above report, when developing the content of an Acceptable Use Policy (AUP), administrators should take the necessary steps to: 

• Provide a clear definition of education technology (EdTech) and explicitly identify tools, devices, and platforms to which the policy applies. 
• Communicate the importance and purpose of the policy to both users and the school community, framing guidelines in a positive and supportive manner rather than a punitive one. 
• Organize the policy into clear, well-defined sections to guide users in understanding appropriate practice for using such tools. 
• Ensure alignment between the AUP and the school’s academic philosophy, instructional strategies, and overall goals. 

As technology and learning environments evolve, it is important to involve all invested parties in the development of, ongoing monitoring, evaluating, and revision of AUPs over time. When developing an AUP, administrators should actively seek input and feedback from all groups impacted by the policy (e.g., teachers, parents, students, local education leaders, staff etc.) to ensure it reflects diverse perspectives and practical needs.  

Parent voice and participation are critical when it comes to educational technology initiatives, especially when students bring home school-issued devices such as tablets or laptops. In these cases, parents and caregivers should also be included in and asked to sign the AUP, reinforcing shared responsibility for appropriate technology use beyond the school setting. This approach not only helps ensure that students follow guidelines at home but also keeps parents informed and aligned with the school’s expectations. However, we have not found standard guidance on parents’ rights and responsibilities to understand what is being taught through EdTech, whether their child can opt out or not take the school-issued device home, and how parents can appeal when their child is distracted or accessing inappropriate content on school-issued devices.  

Active participation helps keep policies current, relevant, and responsive to the realities of the classroom, school, and broader community.  

How can we know whether EdTech is effective?  

Organizations like the International Society for Technology in Education (ISTE) have developed resources to help educators identify and assess which educational tools best meet the needs of their classrooms and students:  

• Teacher Ready Evaluation Tool. The Teacher Ready Evaluation Tool is designed to guide educators in evaluating education technology products for effectiveness, alignment with learning goals, and readiness for classroom use.  
• ISTE Seal. ISTE has also created a seal that showcases the products that have been tested for quality and usability in the K-12 education space. Products that have this seal are aligned with ISTE standards which include a strong user interface and supports teaching practices.  
• EdTech Index. The EdTech Index offers to help educators decide which tools are best for their students and classroom. It indicates whether EdTech products have undergone independent validation of whether they are safe, evidence-based, inclusive, usable, and interoperable.  

In addition, educators can use the EdTech Triangle as a framework for evaluating when to use educational technology. The EdTech Triangle is an evidence-based model of healthy classroom technology use that helps educators embrace best practices with technology. The framework categorizes educational technology into four separate categories: Transformative (produces a unique outcome or develops a high-level skill), Supportive (supports learning in helpful ways; use in moderation), Restrictive (restricts learning outcomes; use sparingly), and Disruptive (Disrupts learning and/or breeds habitual use; avoid using).  

Third-party badges and certifications are increasingly used to communicate key components of EdTech products. Badges include evaluating evidence of effectiveness, privacy, accessibility, and interoperability to help school districts make informed decisions. For example, EdTech products that are aligned with the Every Student Succeeds Act (ESSA, a 2015 federal K-12 education law) levels of evidence receive a badge that show whether a product's effectiveness is supported by strong research, such as experimental or quasi-experimental studies.  

Guidance for Parents  

Many parents are curious about the role that technology plays in their child’s learning experience. Despite the concerns noted above, a survey of 810 parents with children enrolled in public school found that a majority of parents have a favorable (76%) or very favorable (29%) view of the way technology is being used to help facilitate teaching and learning in their child’s school. Another 2023 survey found that more than 75% of parents believe that computers and laptops are positive learning tools for their children.  

A more in-depth qualitative study of 40 Australian parents, however, found that some parents felt their sense of involvement and decision-making was reduced when educators and administrators adopted educational technology. Parents expressed concerns about technology contributing to student distraction during school hours and about the challenges of monitoring device use at home, particularly balancing schoolwork and recreational activities on the device. Some also noted that the rapid adoption of education technology may have outpaced the development of clear policies to manage potential risks and engage parents in meaningful conversations. This uncertainty sometimes leads to confusion about roles and responsibilities, making collaboration between families and schools more challenging. This study concludes that there is little evidence to show that schools are consulting with parents when implementing new EdTech policies, nor are they providing them with adequate support.  

So, what can parents do and what should they be asking their child’s school?  

Here are some examples of questions parents can ask their child’s teacher or school leadership about EdTech in the classroom: 

For school leadership: 

• What is the school’s overall philosophy or vision for using technology in the classroom? And how do you ensure that technology use aligns with age-appropriate learning and developmental needs? 
• What steps are being taken to protect students’ data and privacy on these devices? 
• What training do teachers receive to use technology effectively and responsibly?  
• How does the school manage and monitor online safety (e.g., content filters, cyberbullying prevention, digital citizenship lessons)? Who can I report concerns to if my child encounters something inappropriate on their school-issued device? 
• Are there workshops or resources for parents to learn how to navigate school platforms or support responsible tech use at home? 
• Additional questions, based on age range: 
  • For elementary school-aged and younger: Does my child need to have a 1:1 device? Can they have an alternate way to do the learning activity? Can the device stay at the school and not be brought home? 
  • Middle school: Can my child have pen and paper options for in-class or homework assignments? What offline activities are available for downtime, brain breaks, lunch, or indoor recess? Offer solutions such as a doodle pad, books or graphic novels for recreational reading, card games, or board games.  

For teachers: 

• What learning goals are you hoping that this technology supports in the classroom? 
• How do you ensure that the use of technology is promoting critical thinking, instead of just being used for rote or repetitive learning? 
• How do you balance digital homework with offline activities or traditional assignments? 
• Are students learning digital literacy skills and responsible online behavior as part of their learning? 
• What proportion of the day or classroom time are students using EdTech versus working offline? 

Additional resources to learn more about EdTech (for educators and parents):  

• Screen Time in School: Finding the Right Balance | Common Sense Education. This article from Common Sense Education provides an outline and resources for teachers (and parents) to think about how to effectively use screens in school. 
• Family and Community Engagement (FACE) Program | Common Sense Education. This is a free family engagement program that is open to all family advocates, from school districts to early childhood programs and community organizations. The program includes a Family Engagement Toolkit, Virtual parent talks, professional development training, monthly curated resource email, and access to private chat group communities. 
• Family Engagement for Digital Literacy & Well-Being. This webpage provides templates, guides, workshops, and more resources to engage families around healthy media and tech use at school and home 
• Driving K-12 Innovation: 2025 Hurdles, Accelerators, and Tech Enablers. Created by CoSN (Consortium for School Networking), this report can be used to guide K-12 education leaders as they navigate an ever-changing landscape, providing a framework grounded in real-world challenges, transformative trends, and innovative solutions. 
• Creating Responsible Use Policies for Schools. Set of guidelines for schools to use to create an effective responsible use policy.  

References 

• Catherine Page Jeffery (2022) ‘It’s just another nightmare to manage:’ Australian parents’ perspectives on BYOD and ‘ed-tech’ at school and at home, Learning, Media and Technology, 47:4, 471-484,   
• EdChoice & Morning Consult. (2023, November). The public, parents, and K-12 education: A national polling report (ERIC ED643631).   
• Everyschool. (n.d.). The EdTech Triangle. Everyschool.  
• Instructure. (n.d.). 2025 EdTech Evidence Report. Instructure.  
• International Society for Technology in Education (ISTE). (n.d.). Teacher Ready Evaluation Tool. ISTE.  
• Internet Safety Labs. (2024, February 4). 2022 US K12 EdTech Benchmark. Internet Safety Labs.  
• Kates, A. W., Wu, H., & Coryn, C. L. S. (2018). The effects of mobile phone use on academic performance: A meta-analysis. Computers & Education, 127, 107–112.    
• Kucirkova, N., Schewe, O., Campbell, J., Lindroos Cermakova, A., & Pitchford, N.. (2025). Developing evidence indicators for evaluating K12 EdTech: towards a consensus on educational impact. Humanities and Social Sciences Communications, 12(1).  
• Maxwell, J., Kamp, J., & Cullen, T. (2021). Parent perceptions of technology use in K-12 classrooms. SRATE Journal, 30(1).   
• McDaniel, B. T., Gullo, N., Kaiser, Z., Reining, L., Chang, I. J., & Drouin, M. (2023). School-issued devices for home use in kindergarten through 5th grade and parent perceptions of child learning, behavior, and conflict. Human Behavior and Emerging Technologies.  
• Molyneux, G., & Baer‑Bositis, L. (2023). Surveys of teachers and parents on educational technology: Memo (Report No. ME‑14570). American Federation of Teachers.  
• Radesky, J. (2021, March 22). Screentime and kids: What we’ve learned in the last year. CNN.
• Robb, M.B., & Mann, S. (2023). Teens and pornography. San Francisco, CA: Common Sense. 
• Salmerón, L., Vargas, C., Delgado, P., & Baron, N.. (2023). Relation between digital tool practices in the language arts classroom and reading comprehension scores. Reading and Writing, 36(1), 175–194. 
• Sahin, A., Özsoy, N., & Delen, E. (2016). Teachers’ first-year experience with Chromebook laptops and their attitudes towards technology integration. Technology, Knowledge and Learning, 21(3). 
• Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A.. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575.   
• UNESCO. 2023. Global Education Monitoring Report 2023: Technology in education – A tool on whose terms? Paris, UNESCO