Parents concerned about their children’s screen time during school are increasingly seeking ways to opt out of technology use in the classroom, but they face significant obstacles. The push for reduced screen time has intensified as the integration of digital devices like iPads and Chromebooks, accelerated by the Covid-19 pandemic, has become more embedded in educational practices.

In major school districts, such as those in Los Angeles and Las Vegas, which have implemented cellphone bans, some parents are now questioning the use of other devices like tablets and laptops. These parents argue that the shift towards technology, while initially aimed at enhancing learning, has instead led to increased distractions and reduced educational focus.

Andrea Boyd, a parent from West Des Moines, Iowa, exemplifies the challenges faced by those looking to minimize technology use. After her son Colin received an iPad in sixth grade, he became engrossed in non-educational content, such as YouTube. Boyd’s attempts to have the iPad removed were met with resistance from school administrators, who expressed concerns that his education might suffer without it. Boyd extended her request to include a no-tech curriculum for her daughter Madeline, who started middle school this year. Although Boyd succeeded in having her children go iPad-free, she faced compromises, such as Colin being given a teacher’s laptop for specific tasks and Madeline being required to complete online-only assessments.

The Waukee Community School District, where Boyd’s children are enrolled, tries to accommodate requests from families who prefer less technology, though such requests are relatively rare. Julie Underwood, a school-law expert, notes that districts are not legally obligated to provide technology opt-outs unless specifically required by state law. This lack of obligation means that many schools are not equipped to offer comprehensive alternatives to digital learning.

The integration of technology into education is pervasive, with many schools now using interactive digital tools and online resources as central components of their curricula. This reliance makes it challenging for schools to accommodate requests for paper-based alternatives. Creating non-digital materials, such as worksheets and textbooks, would place an additional burden on teachers, who are already dealing with high workloads and shortages. Noelle Ellerson Ng of the School Superintendents Association highlights that fulfilling such requests involves significant extra effort, complicating the feasibility of accommodating them.

In some cases, parents have tried to take matters into their own hands by offering to produce alternative materials themselves. However, their efforts are not always accepted by schools. For example, Emily Cherkin in Seattle sought to opt her seventh-grade daughter out of all technology, expressing doubts about the benefits of screen-based learning. Despite her attempts to block internet access entirely, the school district informed her that this was not feasible due to the heavy reliance on online resources in the curriculum. Although some teachers have agreed to help reduce screen time, the overall school experience for Cherkin’s daughter remains uncertain as the school year progresses.

In summary, while the push to limit technology use in education reflects valid concerns about screen time and distractions, navigating this challenge is complex. Schools are deeply integrated with digital tools, and accommodating requests for tech-free learning involves significant logistical and educational hurdles. As technology continues to play a central role in education, balancing its benefits with concerns about screen time remains a challenging and evolving issue.