Parents in Los Angeles are increasingly concerned about the reliance on technology in schools, particularly regarding the use of school-issued laptops and tablets. Many families who opted against screens at home expressed dismay at their young children, even kindergarteners, using digital devices for assignments that sometimes led to distractions, such as gaming and social media. Some parents reported troubling incidents, including an A.I. application that generated inappropriate content when tasked with creating portraits of Pippi Longstocking.
In response to these issues, parents formed a group called Schools Beyond Screens, advocating for more stringent oversight of technology in the Los Angeles Unified School District (LAUSD), the second-largest public school system in the U.S. Last week, the school board passed a resolution designed to limit digital device usage: banning them entirely through first grade, restricting access to YouTube, and implementing screen time limits in higher grades. This development marks LAUSD as the first major U.S. school district to adopt such measures.
The parents’ campaign comes amid a broader national push for accountability in classroom technology, spurred by the growing prevalence of school cellphone bans. Across the country, parents, educators, and legislators are collaborating to ensure that technology serves educational purposes effectively. In New York City, hundreds of parents have called on the mayor to delay the introduction of A.I. chatbots like ChatGPT in schools, while Utah’s governor recently signed legislation allowing parents to monitor how much time their children spend on school devices and review visited websites.
In Oregon, the Bend-La Pine school board passed a resolution mandating a review of all school-issued devices and applications to assess their educational effectiveness. Amid these movements, Los Angeles parents have consistently lobbied school board members for increased technology oversight.
“For over a year, our members have been advocating for a safe and science-backed approach to classroom technology,” said Anya Meksin, deputy director of Schools Beyond Screens. “Enough is enough with Big Tech encroaching into our public schools.”
Tech giants like Google and Apple have aggressively marketed their products to educational institutions, claiming their devices and applications enhance learning outcomes and broaden job opportunities. As a result, many districts rapidly adopted these technologies, contributing to a booming multibillion-dollar school tech market. However, current and former school officials warn that many districts lack the resources necessary to thoroughly evaluate these products.
“The burden on school districts to manage these systems is enormous,” noted Hal Friedlander, a former chief information officer for New York City Public Schools. “Unfortunately, most districts are small and they don’t have the resources or the expertise.”
Concerns are echoed by children’s educational organizations. Three United Nations agencies—UNICEF, UNESCO, and the International Telecommunication Union—recently issued guidelines cautioning that public schools have largely relinquished digital education to private tech companies. While they acknowledged the benefits of online learning tools, they warned these platforms could treat students like consumers and pose risks to health, safety, and privacy.
Some technology advocates argue that school-issued devices can develop critical digital skills and enable personalized instruction. Keith Krueger, CEO of the Consortium for School Networking, contends that educational technology can help teachers adapt instruction in real-time and assess student understanding effectively. However, an increasing number of parents are voicing concerns regarding safety, privacy, and the overall effectiveness of the digital tools used in classrooms.
In Los Angeles, parents have actively raised awareness about the pitfalls of certain educational apps. One parent, Alisha Mernick, initiated a campaign to allow families to opt out of using i-Ready, an app she believes uses gamification to undermine intrinsic motivation. “If I’m giving my 5-year-old a gamified version of a worksheet, it will hijack the development of her intrinsic motivation and jeopardize her ability to learn,” she stated.
Recent controversies over student technology have heightened parental concerns. In 2023, LAUSD entered a $6.2 million agreement with a little-known A.I. startup to develop a chatbot for student use, only for federal prosecutors to later charge the startup’s founder with fraud. Following this incident, Schools Beyond Screens launched a petition, “Get Big Tech Off Kids’ Desks,” urging the district to audit tech contracts and ensure they meet safety and effectiveness standards. More than 1,000 individuals have signed the petition.
Among the concerned parents is Sandra Martinez Roe, a children’s book author whose son was given a Chromebook for schoolwork despite her decision to limit screen time at home. “They’re just selling it and pushing it through the school system,” she said. “Our children are the guinea pigs.”
LAUSD has stated that it follows rigorous evaluation processes to ensure technology tools meet standards for privacy and educational effectiveness. After the Pippi Longstocking incident, the district reviewed the A.I. tool’s usage and collaborated with the software company to enhance content controls.
Now, school board members like Nick Melvoin are advocating for further technology oversight. In 2024, he championed a resolution banning student cellphone use during school and has recently introduced new limitations on school technology. In addition to setting screen time limits, the policy prohibits device usage during lunch and recess and mandates a report on current technology contracts.
“I think of it as a recalibration, a policy that tries to strike the right balance for our kids,” Melvoin remarked. As A.I. tools become more prevalent in the classroom, he adds, increased oversight is more critical than ever. “Parents should know: Your kids have access to these tools at school,” he emphasized.
See also
Andrew Ng Advocates for Coding Skills Amid AI Evolution in Tech
AI’s Growing Influence in Higher Education: Balancing Innovation and Critical Thinking
AI in English Language Education: 6 Principles for Ethical Use and Human-Centered Solutions
Ghana’s Ministry of Education Launches AI Curriculum, Training 68,000 Teachers by 2025
57% of Special Educators Use AI for IEPs, Raising Legal and Ethical Concerns
