<body><div><img src="https://img.particlenews.com/image.php?type=thumbnail_580x000&amp;url=41KOEj_1GzFQfaj00" alt="https://img.particlenews.com/image.php?url=41KOEj_1GzFQfaj00" width="1920" height="667" ><p>At the start of the school year, the Department of Education’s Office of Elementary and Secondary Education issued a Dear Colleague letter. Signed by Assistant Secretary Kirsten Baesler, the letter addresses the ongoing screen time debate in K–12 schools. In it, Baesler names common concerns parents and leaders have raised about device use in schools: screen time, digital well-being, student data privacy and the educational value of classroom technology.</p><p>Dear Colleague letters are a message from Department of Education leadership to educators, K–12 districts and leaders to provide advice or guidance around a specific topic; in this case, classroom technology use. The letter is not a mandate, and districts are not required to follow the recommendations set out in the letter. But it does give educators and leaders an idea of what the department is focusing on, and this is the first time the Department of Education has joined the screen time debate that has been building all year. And with E-Rate under review, with screen time as a major tenet of that argument, this is an important letter to pay attention to.</p><p><i>Click the banner below</i> to discover how K–12 districts can elevate learning with classroom technology.</p><h2>What the Department of Education’s Guidance Says</h2><p>In the letter, Baesler argues that, while conversations around the educational value of technology are important, we must also take care to distinguish between educational and recreational device use. Technology versus no technology is the wrong frame. It shouldn’t be a choice between the two, nor should all screen use be considered equal.</p><p>Recreational screen time in schools is a legitimate concern. When students are using their phones, browsing the internet or playing games during focused class time, they’re not getting quality instruction. But that should be assessed differently from educational screen use. When educational technology is aligned to clear instructional goals through effective technology integration, it can strengthen and support learning, rather than taking away from it. </p><p>“Research and experience have demonstrated that technology is a valuable instructional tool when it supports strong pedagogy and effective teaching practices,” Baesler writes in the letter. “Digital platforms can increase access to rigorous coursework, support differentiated instruction, provide timely feedback through high-quality assessments, and broadly expand opportunities for students.”</p><p>With that in mind, the conversation shifts from whether technology should be available to students to which uses of technology improve learning and academic outcomes.</p><h2>Screen Time Limits and the Impact on Learning</h2><p>When we talk about the benefits of ed tech, we can’t just ask whether students with laptops learn more or less than those without. We have to look at how instructors design learning around the technology and the outcomes that drives, not just the existence of the hardware itself. The same devices that can distract students when used improperly can enhance learning and instruction when used properly.</p><p>Modern classroom technology and network connectivity open doors for students to explore topics more deeply, discover unique perspectives and access education more easily. For example, as Baesler shares in the letter, students in rural schools can access tutoring and instructional opportunities that might not otherwise be available in their communities. Those with learning disabilities can use assistive technologies to make education more accessible, such as text-to-speech or captioning. These tools can be beneficial to all students, whether or not they have an Individualized Education Program. </p><h2>Implementing Ed Tech Tools: Policy and Evaluation Best Practices</h2><p>Schools are investing a lot of money and resources into educational technology. To protect those investments and bolster community trust, Baesler recommends that states and districts take a critical look at any technology providers they work with. They can validate their investments by:</p><ul><li>Addressing the differences between recreational and educational technology use in policies</li><li>Evaluating technology for demonstrated learning outcomes and instructional value, not just screen time as a whole</li><li>Requesting evidence of effectiveness from vendors to aid procurement and renewal decisions</li><li>Assessing technology after implementation to ensure it is effectively supporting learning outcomes and instructional goals</li><li>Ensuring that professional learning helps educators implement technology to assist and improve instruction</li></ul><p>There is a high expectation that teachers are responsible for guiding digital citizenship and online safety in the classroom. To do that, they must be supported at the state and district levels.</p><p>The message of Baesler’s letter is clear: Discussions around proper technology use in K–12 schools must be centered around outcomes, not inputs. The basis of every conversation should be about meeting goals, rather than restricting use. Only by asking the right questions can we ensure that we’re making decisions that put our students’ best interests first.</p><p><i>This article is part of the</i> <i>ConnectIT: Bridging the Gap Between Education and Technology</i> <i>series.</i></p></div></body>

Block Source: edtechmagazine.com

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At the start of the school year, the Department of Education’s Office of Elementary and Secondary Education issued a Dear Colleague letter. Signed by Assistant Secretary Kirsten Baesler, the letter addresses the ongoing screen time debate in K–12 schools. In it, Baesler names common concerns parents and leaders have raised about device use in schools: screen time, digital well-being, student data privacy and the educational value of classroom technology.

Classroom Technology Use: Separating Educational Screen Time From Personal Use

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At the start of the school year, the Department of Education’s Office of Elementary and Secondary Education issued a Dear Colleague letter. Signed by Assis

Classroom Technology Use: Separating Educational Screen Time From Personal Use

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