Schools Rethink Classroom Tech, Cut Screen Time

Remember when handing out Chromebooks to every student seemed like the future of education? Well, some school districts are now rethinking that approach. Studies are showing a link between increased technology use in classrooms and lower test scores, prompting a shift back towards more traditional learning methods.

Cutting Back on Screen Time

In Illinois, Galesburg District 205 is making a significant change for the upcoming school year. They’ve decided to stop assigning individual Chromebooks to students in grades two through eight. Assistant superintendent Jennifer Hamm explained to the school board that the district is “really taking a very concerted look at technology use” due to the “negative impacts towards learning and growth of students due to the tremendous amount of screen time that really developed during COVID.”

This doesn’t mean technology is being eliminated entirely. Instead, the district is adopting a more thoughtful approach. Devices will be stored in shared carts in classrooms and libraries, available for checkout only when specific instructional activities require them. The focus is on intentional use rather than constant access.

A Growing Trend: Analog Learning

Galesburg District 205 isn’t alone in this reconsideration. McPherson Middle School in central Kansas has also transitioned its laptops to be used primarily for specific teacher-assigned activities, with students now taking notes by hand. Principal Inge Esping stated, “This technology can be a tool. It is not the answer to education.”

Neuroscientist and former teacher Jared Cooney Horvath has testified before the U.S. Senate Committee on Commerce, Science, & Transportation, noting that math and science scores have declined with increased classroom technology. He pointed out that Gen Z might be the first generation in modern history to score lower on standardized tests than their parents, with distractions from devices being a major factor.

Prioritizing Learning Over Digital Immersion

Horvath’s research suggests that “if the goal is learning, then most situations, yes, analog learning is better than digital learning in almost every situation we’ve looked at.” He believes technology can still have a place, but its use should be highly specific, focusing on teaching *about* technology rather than relying on it to teach other subjects.

This shift reflects a growing understanding that while technology offers benefits, excessive screen time may hinder fundamental learning processes. By reducing reliance on individual devices and reintroducing analog methods, schools are aiming to improve student focus, engagement, and ultimately, academic performance.